How Teachers Can Rediscover the Joy of Recreational Reading
Teens say social media is stressing them out. Here's how to help them
What parents should know about eco-anxiety and its impact on today’s teens
There’s no such thing as a bad test taker, but anxiety is real
How economic anxiety and demographic changes turned ‘parent’ into a verb
College students say academic pressure is the most common cause of mental health problems — and not just at highly selective institutions
Some colleges mull the idea of 'Ungrading' for freshman students
How parents can nurture children’s self-esteem without raising narcissists
What to say to kids about school shootings to ease their stress
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href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","status":"publish","parent":0,"modified":1713534254,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1306},"headData":{"title":"How Teachers Can Rediscover the Joy of Recreational Reading | KQED","description":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\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\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\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>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","authors":["11721"],"categories":["mindshift_21512","mindshift_194","mindshift_21280"],"tags":["mindshift_21129","mindshift_444","mindshift_21751","mindshift_21752","mindshift_550","mindshift_21750","mindshift_20925","mindshift_21398","mindshift_21605"],"featImg":"mindshift_62152","label":"mindshift"},"mindshift_61671":{"type":"posts","id":"mindshift_61671","meta":{"index":"posts_1591205157","site":"mindshift","id":"61671","score":null,"sort":[1684636798000]},"guestAuthors":[],"slug":"teens-say-social-media-is-stressing-them-out-heres-how-to-help-them","title":"Teens say social media is stressing them out. Here's how to help them","publishDate":1684636798,"format":"standard","headTitle":"Teens say social media is stressing them out. Here’s how to help them | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>“What advice would you give to young people who are new to social media?” \u003c/em>\u003c/p>\n\u003cp>\u003cem>“Have you ever felt like you need to change your social media use…?”\u003c/em>\u003c/p>\n\u003cp>Teens and young adults from across the country answered these questions in a text survey in 2020. Their answers are eye-opening.\u003c/p>\n\u003cp>“\u003cem>I would tell young people … the internet is far off from reality and the more time you spend on it, the more you forget what real life is actually like…,” \u003c/em>one person wrote.\u003c/p>\n\u003cp>\u003cem>“Don’t let social media control your life or your self-esteem,” \u003c/em>another texted.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The study, \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/35691849/\">published\u003c/a> in September, reveals a striking awareness about the potential harms social media can have on teenagers’ mental health, but also their persistent attempts to counter these harms.\u003c/p>\n\u003cp>Some respondents explicitly said social media made them feel depressed. Many asked their parents to help them stop using it. Nearly two-thirds of respondents gave some version of this advice to future teens: Don’t use social media. It’s OK to abstain. Or delete your accounts.\u003c/p>\n\u003cp>\u003cem>“I have repeatedly deleted Instagram in an effort to improve my emotional state but then, I reinstall. Many times,” \u003c/em>a respondent wrote.\u003c/p>\n\u003cp>About 95% of U.S. teens today use some type of social media, and about a third say they use it “almost constantly,” the Pew Research Center \u003ca href=\"https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/\">found in August\u003c/a>. At the same time, teens and tweens are facing a \u003ca href=\"https://www.npr.org/2023/03/01/1160478454/the-kids-arent-alright-the-post-pandemic-teen-mental-health-crisis\">mental health crisis\u003c/a>. And \u003ca href=\"https://www.npr.org/sections/health-shots/2023/04/25/1171773181/social-media-teens-mental-health\">research indicates\u003c/a> that these two trends are intertwined: that social media can cause depression and lower life satisfaction.\u003c/p>\n\u003cp>While clinicians and psychologists try to come up with remedies to this crisis, some of them are realizing something paradoxical: Teens and young adults may be the best source of advice and solutions. \u003cem>They \u003c/em>are the experts of these apps — not their parents.\u003c/p>\n\u003cp>And they’ve been affected by social media more than any other generation, says Emma Lembke, who’s 20 and founded the \u003ca href=\"https://www.logoffmovement.org/\">Log Off Movement\u003c/a> to help teens have a healthy relationship with social media. “We, Gen Z, have felt so tangibly the impact of being left alone to big tech’s profit business model,” she explains. “And that relationship is completely asymmetric, and it is just harming young people.”\u003c/p>\n\u003cp>By listening to young people, Lembke believes, parents can work with teens to help them minimize the harms of these platforms while maximizing their benefits.\u003c/p>\n\u003cp>“I do believe social media has great aspects as well,” says \u003ca href=\"https://rijularora.com/\">Rijul Arora\u003c/a>, age 26, a digital wellness coach and consultant who leads a project called \u003ca href=\"https://www.facebook.com/lookupindia4youth/\">LookUp India\u003c/a>, aimed at helping teens unhook from social media. “I’ve been given a lot of opportunities because of social media. I can amplify positive content, and I’m connecting with a lot of people worldwide.”\u003c/p>\n\u003cp>If you’re a young adult struggling to keep up with school because you can’t put down your phone, Arora and Lembke don’t advise trying to cut off from social media altogether. Instead, they say find the sweet spot, “where you take the positive but leave the negative.”\u003c/p>\n\u003cp>The goal is to give youth more agency over social media apps, Arora says. “So teens are using these apps instead of the apps using teens.”\u003c/p>\n\u003cp>And parents, this all applies to you too: Here’s how to support and nudge your teen toward balanced screen use, while changing your own habits.\u003c/p>\n\u003ch3>Step 1: Learn what you’re up against\u003c/h3>\n\u003cp>Here’s what teens and young adults say over and over again: Know what you are up against with social media.\u003c/p>\n\u003cp>Back when Lembke was in sixth grade, she really, really, \u003cem>really \u003c/em>wanted a phone.\u003c/p>\n\u003cp>“I remember as each one of my friends got a phone, each one of them was getting pulled away from conversations with me, from even playing on the playground,” Lembke explains. “So my initial response to this phenomenon was ‘OK, there must be something so magical and amazing within these social media apps.”\u003c/p>\n\u003cp>Then she got her own phone, she says, “And I remember for the first few months I was in love with Instagram.”\u003c/p>\n\u003cp>“One day, I think I commented, [to] Olive Garden, ‘I love you.’ And they responded, ‘We love you, too.'” Lembke says. “And I was screaming around the house. It felt like the best day ever.”\u003c/p>\n\u003cp>But within a few months, her time on her phone had increased from one hour to five or six hours each day. And her relationship with her phone shifted.\u003c/p>\n\u003cp>“I realized that the magic I thought Instagram — and all these social media apps — had was really just an illusion,” she says. “As I began to scroll more, I felt my mental, and physical health really suffer.”\u003c/p>\n\u003cp>Lembke wishes someone would have told her about this possibility before she began using social media.\u003c/p>\n\u003cp>“I have an anxiety disorder, and I have OCD,” Lembke \u003ca href=\"https://www.youtube.com/watch?v=7wrCUcfb7mc\">told\u003c/a> Sen. Richard Blumenthal, D-Conn., in March 2022, during a roundtable hosted by the nonprofit \u003ca href=\"https://accountabletech.org/\">Accountable Tech\u003c/a>. “I was never warned that entering these online platforms would only amplify the things that I already struggle with.”\u003c/p>\n\u003cp>Meta’s global head of safety, Antigone Davis, said in a statement emailed to NPR that the company refers to research on social media and feedback from teens and families. The company has launched “more than 30 tools to support families,” she says, including some “that allow teens and parents to navigate social media safely together.”\u003c/p>\n\u003cp>A representative from TikTok noted in an email that the company released a tool in March for users to monitor their screen time.\u003c/p>\n\u003cp>So here’s what Lembke and other young people want you to know about how the apps work:\u003c/p>\n\u003cp>\u003cem>1. These apps aren’t necessarily going to improve your life.\u003c/em> They aren’t necessarily going to help your fear of missing out. In fact, some teens say their feelings of FOMO actually worsened after starting social media. And for teenagers who are already struggling with mental health problems, studies \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3919760\">suggest \u003c/a>that social media can exacerbate these issues.\u003c/p>\n\u003cp>\u003cem>2. The goal is to keep you on the phone, even if you don’t want to stay.\u003c/em> Even if you feel like social media is hurting you. The apps are \u003ca href=\"https://www.ted.com/talks/nir_eyal_what_makes_technology_so_habit_forming\">designed to keep you using them\u003c/a> so you can see ads. That’s how social media companies make money, Meta’s Mark Zuckerberg \u003ca href=\"https://www.google.com/books/edition/Zuckerberg_Senate_Transcript_2018/3Oh1EAAAQBAJ?hl=en&gbpv=1&dq=%22What+we+allow+is+for+advertisers+to+tell+us+who+they+want+to+reach,+and+then+we+do+the+placement.+So,+if+an+advertiser+comes+to+us+and+says,+%27All+right,+I+am+a+ski+shop+and+I+want+to+sell+skis+to+women,%27+then+we+might+have+some+sense,+because+people+shared+skiing-related+content,+or+said+they+were+interested+in+that,+they+shared+whether+they%27re+a+woman,+and+then+we+can+show+the+ads+to+the+right+people+without+that+data+ever+changing+hands+and+going+to+the+advertiser.%22&pg=PT46&printsec=frontcover\">explained\u003c/a> to Congress in 2018.\u003c/p>\n\u003cp>Social media apps tap into an ancient pathway in your brain that makes you crave using them and makes it extremely difficult to stop, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/about/samaha/\">Anne-Noël Samaha\u003c/a> at the University of Montreal. “Social media apps know very well how to exploit human behavior to keep you coming back.”\u003c/p>\n\u003cp>Many teens say they feel like social media apps control \u003cem>them \u003c/em>instead of vice versa. “I felt this addiction. I felt this pull, as if I had lost agency…,” Lembke said to Sen. Blumenthal. “As a young female, as a young person, that’s incredibly scary.”\u003c/p>\n\u003cp>But here’s the third thing teens say, over and over again about social media overuse: You can break the habit. And it starts with one key step: a digital audit.\u003c/p>\n\u003ch3>Step 2: Get your baseline\u003c/h3>\n\u003cp>Because of the way social media taps into our brain circuitry, most of the time we hardly realize we’re using the apps. It’s habitual or even subconscious. That’s why young people suggest doing a digital audit to help bring this usage into your consciousness.\u003c/p>\n\u003cp>For a project in high school English class, Sofie Keppler tracked the time she spent on each app on her phone each day for a week. The results triggered several big epiphanies for the 16-year-old: “First, that I was using my phone like a lot — I mean \u003cem>a lot\u003c/em> — more than I thought,” she says.\u003c/p>\n\u003cp>Second, “it made me think like, maybe I should limit myself … so I’m not always on social media, and I’m talking to everyone around me,” she says. “The more I was on the phone, the more I was ignoring people in social settings.”\u003c/p>\n\u003cp>Ironically, you can do a digital audit easily with an app, such as Apple \u003ca href=\"https://support.apple.com/guide/iphone/view-your-screen-time-summary-iph24dcd4fb8/ios\">Screen Time\u003c/a>, \u003ca href=\"https://appadvice.com/app/moment-cut-screen-time/771541926\">Moment\u003c/a>, Toggl \u003ca href=\"https://toggl.com/track/\">Track\u003c/a> and \u003ca href=\"https://www.rescuetime.com/\">Rescue Time\u003c/a>.\u003c/p>\n\u003cp>“Facts don’t lie … [tracking my usage] really got my eyes to open up,” Lembke says on the Log Off podcast. “When I downloaded Moment and I saw I had like 200 pickups of my phone each day, I was horrified. People don’t understand those statistics … until they really, really see them.”\u003c/p>\n\u003cp>Then once you understand your baseline, have self-compassion, says Rijul Arora, who has struggled with what he describes as an addiction to social media himself. Don’t feel ashamed or anxious about it.\u003c/p>\n\u003cp>In workshops he gives on managing social media use, he tells teens: “Even if you have very high screen time … first acknowledge that you’re doing that, and it’s OK to be that way,” he says. Then when a teen seems ready to change, he adds: “It’s not OK to \u003cem>stay \u003c/em>that way.”\u003c/p>\n\u003cp>Which brings us to the next step.\u003c/p>\n\u003ch3>Step 3: Add “friction” to make yourself pause\u003c/h3>\n\u003cp>Just as friction on the road slows down your car, \u003ca href=\"https://www.npr.org/2022/09/30/1127249176/yael-eisenstat-why-we-need-more-friction-on-social-media\">friction\u003c/a> on social media slows your usage. Basically, it’s adding apps that throw up small obstacles when using social media. Friction makes you pause for a bit and think before you mindlessly log on, scroll or click.\u003c/p>\n\u003cp>Some “friction” even makes you take breaths, fill out a wellness survey or meditate after some amount of time engaged with social media.\u003c/p>\n\u003cp>Adding friction is surprisingly easy. Again, there are a bunch of apps. Lembke recommends \u003ca href=\"https://habitlab.github.io/\">HabitLab\u003c/a> from Stanford University. The app uses more than 20 interventions to reduce your time on whatever apps you choose. For example, HabitLab runs a clock at the top of the screen showing how much time you’ve spent on the app. It also blocks your news feeds and even stops your scroll after a certain amount of time.\u003c/p>\n\u003cp>For some apps, it uses an intervention called “Feed Diet,” which hides recommended content. Or it uses the “Mission Goal” intervention, which makes you type in why you’re entering this site.\u003c/p>\n\u003cp>Other friction apps include \u003ca href=\"https://apps.shopmoment.com/\">Moment\u003c/a>, \u003ca href=\"https://freedom.to/\">Freedom\u003c/a>, \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a> and \u003ca href=\"https://screentime.stanford.edu/\">Screentime Genie\u003c/a>. Both \u003ca href=\"https://about.instagram.com/blog/announcements/tools-and-resources-for-parents-and-teens-in-vr-and-on-instagram\">Instagram \u003c/a>and \u003ca href=\"https://support.tiktok.com/en/account-and-privacy/account-information/screen-time\">TikTok\u003c/a> also have tools inside the apps to add friction.\u003c/p>\n\u003cp>Do these friction apps work? “Oh, I think my screen time decreased by like 80%” while using HabitLab, Lembke says.\u003c/p>\n\u003cp>If you’re tired of apps, Lembke recommends something she created: the five-minute power scroll. While looking at your news feed, stop at each image for five minutes. Say to yourself, “OK, with this image and with this person, why am I following them? Does this image make me happy? Am I benefiting from their content?” And if not, “unfollow them and give yourself grace to do that,” Lembke says.\u003c/p>\n\u003cp>This five-minute power scroll helps you reflect on why you’re using the app and what you want to prioritize during your time online, she says. “It’s how can I maximize its benefits for me, while mitigating its harms.”\u003c/p>\n\u003ch3>Step 4: Hack your apps’ default settings\u003c/h3>\n\u003cp>On many apps, Arora says, the default settings tickle his brain circuitry in a way that amplifies his cravings and habitual overuse.\u003c/p>\n\u003cp>“Never go by the default settings that tech companies give you,” says Arora. “Kids love this tip! Because they hate to be manipulated.”\u003c/p>\n\u003cp>Over and over again, teens say that turning off notifications is the first — perhaps the most critical — step here. You can do it for only certain times of day, if you need.\u003c/p>\n\u003cp>But also explore all the setting options, Arora says, including those related to privacy, your feed, comments and likes. “For example, many people don’t realize that you can turn off ‘likes’ on Instagram,” he says. “This helps reduce the competitiveness of the app.”\u003c/p>\n\u003cp>And if an app recommends videos or other content, or starts the next video on auto-play, don’t click. Go and find the video you \u003cem>want \u003c/em>to look at, Lembke says. Remember, she says, you’re in charge. Not the app.\u003c/p>\n\u003cp>Both \u003ca href=\"https://about.instagram.com/blog/announcements/giving-young-people-a-safer-more-private-experience\">Instagram\u003c/a> and \u003ca href=\"https://newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us\">TikTok \u003c/a>have information for parents on how to set up teens’ accounts in a way that makes them safer but also can help with overuse.\u003c/p>\n\u003cp>For example, TikTok has started setting all users under age 18 to a screen time limit of 60 minutes each day. When they reach that limit, the app prompts them to enter a passcode if they want to keep watching, “requiring them to make an active decision to extend that time,” the company explained in March.\u003c/p>\n\u003cp>And in Instagram, teens can turn on notifications that urge them to “take a break” after a certain amount of scrolling. The app will also “suggest that they set reminders to take more breaks in the future,” Adam Mosseri, head of Instagram, \u003ca href=\"https://about.instagram.com/blog/announcements/raising-the-standard-for-protecting-teens-and-supporting-parents-online\">noted \u003c/a>in December 2021.\u003c/p>\n\u003ch3>Step 5: Enrich your 3D life\u003c/h3>\n\u003cp>This one is huge. And it comes from Alassane Sow, 20, who’s studying environmental microbiology at Michigan State University. He and many other young people notice that they use social media when they’re bored (or stressed and need a distraction).\u003c/p>\n\u003cp>“A lot of people have a sort of shame when they see that they have 10 hours of screen time a day, and they don’t like that,” Sow explains. “But they don’t have anything else to do — or they feel like they don’t.”\u003c/p>\n\u003cp>Sow saw this in himself. “At some point, I realized that I couldn’t sit down for five minutes in my own space without looking at my phone for some sort of stimulus. That’s when I noticed, like, something was off,” he says.\u003c/p>\n\u003cp>So he went out and started to find \u003cem>other \u003c/em>hobbies that don’t use his phone. He even has a special name for this: long-format entertainment. These are activities that take time to complete, such as reading a book, or drawing a picture.\u003c/p>\n\u003cp>“These activities make sure my brain isn’t only entertained by short videos and stuff like that,” he explains.\u003c/p>\n\u003cp>“I consciously plan to do them — instead of being on my phone, I say to myself, ‘I’m going to read a chapter of this book today or I’m going to go see my friends — that’s my favorite thing to do.”\u003c/p>\n\u003cp>Psychologists, psychiatrists and therapists agree wholeheartedly with Sow. Reinvigorating your life offline is critical to healthy social media usage. Then cutting down social media becomes much easier. You don’t have to accept boredom offline.\u003c/p>\n\u003cp>“I’m a big believer in passion in your life,” explains therapist Bob Keane at Walden Behavioral Care. “What do you really like to learn? What gets you really excited besides your phone? And that’s, I think, what we really have to encourage kids to develop.”\u003c/p>\n\u003cp>Not sure where to get started finding a passion? Lembke’s Log Off project has a whole series of projects and challenges to try, from dipping your toe into the 3D world to taking on big, long-term projects.\u003c/p>\n\u003ch3>Step 6: Reach out to your parents for help — or if you’re a parent, get involved\u003c/h3>\n\u003cp>This isn’t ironic or a joke. Teenagers say over and over again that they want their parents to help them regulate their social media use.\u003c/p>\n\u003cp>They don’t want parents to rip the phone away or be controlling or bossy. And they definitely don’t want to feel judged or shamed for their social media use. But they want parents to listen empathetically, offer gentle advice and set up guard rails. Even some rules. They want help learning to manage their device themselves.\u003c/p>\n\u003cp>“In order to prevent addiction and manage digital wellbeing, it is important for parents to set boundaries for their children/teenagers,” writes recent high school graduate Keegan Lee in a \u003ca href=\"https://www.logoffmovement.org/post/a-message-from-gen-z-to-parents\">blog post\u003c/a> on Log Off, called “A Message from Gen Z to Parents.” Lee describes how to talk to teens about their usage and gives some ideas for how to set up rules, including “Try to keep tech out of the bedroom.”\u003c/p>\n\u003cp>“Children may not like this suggestion,” she continues, “however, explain to them the purpose of the bedroom is used to rest and recharge.”\u003c/p>\n\u003cp>Also, Lee suggests setting clear consequences and punishments when kids violate tech rules. And “revisit the rules frequently,” she writes. If parents don’t help kids manage their screen use, she explains, no one else will.\u003c/p>\n\u003cp>Keane at Walden Behavioral Care says teenagers in his support group told him the same idea. “The kids were pretty clear to us that they need help,” he says. “They need help figuring out ways to be able to manage this because they told us, clearly, ‘We can’t do it by ourselves.’ ”\u003c/p>\n\u003cp>And the rules need to apply to the whole family, including the parents themselves. “For example, if you have a family dinner, no one has a device at the table,” Keane suggests. “If a parent is driving your adolescent to a game or a practice … the parent can say, ‘If you’re going to want me to drive you, you’re not on your phone, you’re talking to me.’ ”\u003c/p>\n\u003cp>The goal is simple but critical: Get kids back in the habit of socializing face-to-face. Because unlike online interactions, talking to other humans in person “is the glue of genuine human connection,” says therapist Kameron Mendes, who works with Keane at Walden Behavioral Center. And it’s time to replenish that glue.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Adolescence is when kids start to become their own people in the world,” Mendes adds. “They try on finding friends, connecting with other people and connecting with other types of values and ideas. For that process to take hold and flourish, we really need to restore some level of human connection.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teens+say+social+media+is+stressing+them+out.+Here%27s+how+to+help+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many parents are worried about their kids losing themselves for hours on their phones. Turns out, teens are troubled too. But they also know a lot about how to get unhooked. Here's how they do it.","status":"publish","parent":0,"modified":1684637056,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":77,"wordCount":3229},"headData":{"title":"Teens say social media is stressing them out. Here's how to help them | KQED","description":"Adults worry about how much teens use their phones. Turns out, so teens are troubled by it, too. But they also know a lot about how to get unhooked.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Adults worry about how much teens use their phones. Turns out, so teens are troubled by it, too. But they also know a lot about how to get unhooked."},"nprByline":"Michaeleen Doucleff","nprImageAgency":"Rose Wong for NPR","nprStoryId":"1176452284","nprApiLink":"http://api.npr.org/query?id=1176452284&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/05/17/1176452284/teens-social-media-phone-habit?ft=nprml&f=1176452284","nprRetrievedStory":"1","nprPubDate":"Thu, 18 May 2023 10:29:00 -0400","nprStoryDate":"Wed, 17 May 2023 10:54:23 -0400","nprLastModifiedDate":"Thu, 18 May 2023 10:29:11 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/05/20230517_atc_teens_say_social_media_is_stressing_them_out_heres_how_to_help_them.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=448&p=2&story=1176452284&ft=nprml&f=1176452284","nprAudioM3u":"http://api.npr.org/m3u/11176760038-a01f12.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=448&p=2&story=1176452284&ft=nprml&f=1176452284","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/05/20230517_atc_teens_say_social_media_is_stressing_them_out_heres_how_to_help_them.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=448&p=2&story=1176452284&ft=nprml&f=1176452284","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>“What advice would you give to young people who are new to social media?” \u003c/em>\u003c/p>\n\u003cp>\u003cem>“Have you ever felt like you need to change your social media use…?”\u003c/em>\u003c/p>\n\u003cp>Teens and young adults from across the country answered these questions in a text survey in 2020. Their answers are eye-opening.\u003c/p>\n\u003cp>“\u003cem>I would tell young people … the internet is far off from reality and the more time you spend on it, the more you forget what real life is actually like…,” \u003c/em>one person wrote.\u003c/p>\n\u003cp>\u003cem>“Don’t let social media control your life or your self-esteem,” \u003c/em>another texted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The study, \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/35691849/\">published\u003c/a> in September, reveals a striking awareness about the potential harms social media can have on teenagers’ mental health, but also their persistent attempts to counter these harms.\u003c/p>\n\u003cp>Some respondents explicitly said social media made them feel depressed. Many asked their parents to help them stop using it. Nearly two-thirds of respondents gave some version of this advice to future teens: Don’t use social media. It’s OK to abstain. Or delete your accounts.\u003c/p>\n\u003cp>\u003cem>“I have repeatedly deleted Instagram in an effort to improve my emotional state but then, I reinstall. Many times,” \u003c/em>a respondent wrote.\u003c/p>\n\u003cp>About 95% of U.S. teens today use some type of social media, and about a third say they use it “almost constantly,” the Pew Research Center \u003ca href=\"https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/\">found in August\u003c/a>. At the same time, teens and tweens are facing a \u003ca href=\"https://www.npr.org/2023/03/01/1160478454/the-kids-arent-alright-the-post-pandemic-teen-mental-health-crisis\">mental health crisis\u003c/a>. And \u003ca href=\"https://www.npr.org/sections/health-shots/2023/04/25/1171773181/social-media-teens-mental-health\">research indicates\u003c/a> that these two trends are intertwined: that social media can cause depression and lower life satisfaction.\u003c/p>\n\u003cp>While clinicians and psychologists try to come up with remedies to this crisis, some of them are realizing something paradoxical: Teens and young adults may be the best source of advice and solutions. \u003cem>They \u003c/em>are the experts of these apps — not their parents.\u003c/p>\n\u003cp>And they’ve been affected by social media more than any other generation, says Emma Lembke, who’s 20 and founded the \u003ca href=\"https://www.logoffmovement.org/\">Log Off Movement\u003c/a> to help teens have a healthy relationship with social media. “We, Gen Z, have felt so tangibly the impact of being left alone to big tech’s profit business model,” she explains. “And that relationship is completely asymmetric, and it is just harming young people.”\u003c/p>\n\u003cp>By listening to young people, Lembke believes, parents can work with teens to help them minimize the harms of these platforms while maximizing their benefits.\u003c/p>\n\u003cp>“I do believe social media has great aspects as well,” says \u003ca href=\"https://rijularora.com/\">Rijul Arora\u003c/a>, age 26, a digital wellness coach and consultant who leads a project called \u003ca href=\"https://www.facebook.com/lookupindia4youth/\">LookUp India\u003c/a>, aimed at helping teens unhook from social media. “I’ve been given a lot of opportunities because of social media. I can amplify positive content, and I’m connecting with a lot of people worldwide.”\u003c/p>\n\u003cp>If you’re a young adult struggling to keep up with school because you can’t put down your phone, Arora and Lembke don’t advise trying to cut off from social media altogether. Instead, they say find the sweet spot, “where you take the positive but leave the negative.”\u003c/p>\n\u003cp>The goal is to give youth more agency over social media apps, Arora says. “So teens are using these apps instead of the apps using teens.”\u003c/p>\n\u003cp>And parents, this all applies to you too: Here’s how to support and nudge your teen toward balanced screen use, while changing your own habits.\u003c/p>\n\u003ch3>Step 1: Learn what you’re up against\u003c/h3>\n\u003cp>Here’s what teens and young adults say over and over again: Know what you are up against with social media.\u003c/p>\n\u003cp>Back when Lembke was in sixth grade, she really, really, \u003cem>really \u003c/em>wanted a phone.\u003c/p>\n\u003cp>“I remember as each one of my friends got a phone, each one of them was getting pulled away from conversations with me, from even playing on the playground,” Lembke explains. “So my initial response to this phenomenon was ‘OK, there must be something so magical and amazing within these social media apps.”\u003c/p>\n\u003cp>Then she got her own phone, she says, “And I remember for the first few months I was in love with Instagram.”\u003c/p>\n\u003cp>“One day, I think I commented, [to] Olive Garden, ‘I love you.’ And they responded, ‘We love you, too.'” Lembke says. “And I was screaming around the house. It felt like the best day ever.”\u003c/p>\n\u003cp>But within a few months, her time on her phone had increased from one hour to five or six hours each day. And her relationship with her phone shifted.\u003c/p>\n\u003cp>“I realized that the magic I thought Instagram — and all these social media apps — had was really just an illusion,” she says. “As I began to scroll more, I felt my mental, and physical health really suffer.”\u003c/p>\n\u003cp>Lembke wishes someone would have told her about this possibility before she began using social media.\u003c/p>\n\u003cp>“I have an anxiety disorder, and I have OCD,” Lembke \u003ca href=\"https://www.youtube.com/watch?v=7wrCUcfb7mc\">told\u003c/a> Sen. Richard Blumenthal, D-Conn., in March 2022, during a roundtable hosted by the nonprofit \u003ca href=\"https://accountabletech.org/\">Accountable Tech\u003c/a>. “I was never warned that entering these online platforms would only amplify the things that I already struggle with.”\u003c/p>\n\u003cp>Meta’s global head of safety, Antigone Davis, said in a statement emailed to NPR that the company refers to research on social media and feedback from teens and families. The company has launched “more than 30 tools to support families,” she says, including some “that allow teens and parents to navigate social media safely together.”\u003c/p>\n\u003cp>A representative from TikTok noted in an email that the company released a tool in March for users to monitor their screen time.\u003c/p>\n\u003cp>So here’s what Lembke and other young people want you to know about how the apps work:\u003c/p>\n\u003cp>\u003cem>1. These apps aren’t necessarily going to improve your life.\u003c/em> They aren’t necessarily going to help your fear of missing out. In fact, some teens say their feelings of FOMO actually worsened after starting social media. And for teenagers who are already struggling with mental health problems, studies \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3919760\">suggest \u003c/a>that social media can exacerbate these issues.\u003c/p>\n\u003cp>\u003cem>2. The goal is to keep you on the phone, even if you don’t want to stay.\u003c/em> Even if you feel like social media is hurting you. The apps are \u003ca href=\"https://www.ted.com/talks/nir_eyal_what_makes_technology_so_habit_forming\">designed to keep you using them\u003c/a> so you can see ads. That’s how social media companies make money, Meta’s Mark Zuckerberg \u003ca href=\"https://www.google.com/books/edition/Zuckerberg_Senate_Transcript_2018/3Oh1EAAAQBAJ?hl=en&gbpv=1&dq=%22What+we+allow+is+for+advertisers+to+tell+us+who+they+want+to+reach,+and+then+we+do+the+placement.+So,+if+an+advertiser+comes+to+us+and+says,+%27All+right,+I+am+a+ski+shop+and+I+want+to+sell+skis+to+women,%27+then+we+might+have+some+sense,+because+people+shared+skiing-related+content,+or+said+they+were+interested+in+that,+they+shared+whether+they%27re+a+woman,+and+then+we+can+show+the+ads+to+the+right+people+without+that+data+ever+changing+hands+and+going+to+the+advertiser.%22&pg=PT46&printsec=frontcover\">explained\u003c/a> to Congress in 2018.\u003c/p>\n\u003cp>Social media apps tap into an ancient pathway in your brain that makes you crave using them and makes it extremely difficult to stop, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/about/samaha/\">Anne-Noël Samaha\u003c/a> at the University of Montreal. “Social media apps know very well how to exploit human behavior to keep you coming back.”\u003c/p>\n\u003cp>Many teens say they feel like social media apps control \u003cem>them \u003c/em>instead of vice versa. “I felt this addiction. I felt this pull, as if I had lost agency…,” Lembke said to Sen. Blumenthal. “As a young female, as a young person, that’s incredibly scary.”\u003c/p>\n\u003cp>But here’s the third thing teens say, over and over again about social media overuse: You can break the habit. And it starts with one key step: a digital audit.\u003c/p>\n\u003ch3>Step 2: Get your baseline\u003c/h3>\n\u003cp>Because of the way social media taps into our brain circuitry, most of the time we hardly realize we’re using the apps. It’s habitual or even subconscious. That’s why young people suggest doing a digital audit to help bring this usage into your consciousness.\u003c/p>\n\u003cp>For a project in high school English class, Sofie Keppler tracked the time she spent on each app on her phone each day for a week. The results triggered several big epiphanies for the 16-year-old: “First, that I was using my phone like a lot — I mean \u003cem>a lot\u003c/em> — more than I thought,” she says.\u003c/p>\n\u003cp>Second, “it made me think like, maybe I should limit myself … so I’m not always on social media, and I’m talking to everyone around me,” she says. “The more I was on the phone, the more I was ignoring people in social settings.”\u003c/p>\n\u003cp>Ironically, you can do a digital audit easily with an app, such as Apple \u003ca href=\"https://support.apple.com/guide/iphone/view-your-screen-time-summary-iph24dcd4fb8/ios\">Screen Time\u003c/a>, \u003ca href=\"https://appadvice.com/app/moment-cut-screen-time/771541926\">Moment\u003c/a>, Toggl \u003ca href=\"https://toggl.com/track/\">Track\u003c/a> and \u003ca href=\"https://www.rescuetime.com/\">Rescue Time\u003c/a>.\u003c/p>\n\u003cp>“Facts don’t lie … [tracking my usage] really got my eyes to open up,” Lembke says on the Log Off podcast. “When I downloaded Moment and I saw I had like 200 pickups of my phone each day, I was horrified. People don’t understand those statistics … until they really, really see them.”\u003c/p>\n\u003cp>Then once you understand your baseline, have self-compassion, says Rijul Arora, who has struggled with what he describes as an addiction to social media himself. Don’t feel ashamed or anxious about it.\u003c/p>\n\u003cp>In workshops he gives on managing social media use, he tells teens: “Even if you have very high screen time … first acknowledge that you’re doing that, and it’s OK to be that way,” he says. Then when a teen seems ready to change, he adds: “It’s not OK to \u003cem>stay \u003c/em>that way.”\u003c/p>\n\u003cp>Which brings us to the next step.\u003c/p>\n\u003ch3>Step 3: Add “friction” to make yourself pause\u003c/h3>\n\u003cp>Just as friction on the road slows down your car, \u003ca href=\"https://www.npr.org/2022/09/30/1127249176/yael-eisenstat-why-we-need-more-friction-on-social-media\">friction\u003c/a> on social media slows your usage. Basically, it’s adding apps that throw up small obstacles when using social media. Friction makes you pause for a bit and think before you mindlessly log on, scroll or click.\u003c/p>\n\u003cp>Some “friction” even makes you take breaths, fill out a wellness survey or meditate after some amount of time engaged with social media.\u003c/p>\n\u003cp>Adding friction is surprisingly easy. Again, there are a bunch of apps. Lembke recommends \u003ca href=\"https://habitlab.github.io/\">HabitLab\u003c/a> from Stanford University. The app uses more than 20 interventions to reduce your time on whatever apps you choose. For example, HabitLab runs a clock at the top of the screen showing how much time you’ve spent on the app. It also blocks your news feeds and even stops your scroll after a certain amount of time.\u003c/p>\n\u003cp>For some apps, it uses an intervention called “Feed Diet,” which hides recommended content. Or it uses the “Mission Goal” intervention, which makes you type in why you’re entering this site.\u003c/p>\n\u003cp>Other friction apps include \u003ca href=\"https://apps.shopmoment.com/\">Moment\u003c/a>, \u003ca href=\"https://freedom.to/\">Freedom\u003c/a>, \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a> and \u003ca href=\"https://screentime.stanford.edu/\">Screentime Genie\u003c/a>. Both \u003ca href=\"https://about.instagram.com/blog/announcements/tools-and-resources-for-parents-and-teens-in-vr-and-on-instagram\">Instagram \u003c/a>and \u003ca href=\"https://support.tiktok.com/en/account-and-privacy/account-information/screen-time\">TikTok\u003c/a> also have tools inside the apps to add friction.\u003c/p>\n\u003cp>Do these friction apps work? “Oh, I think my screen time decreased by like 80%” while using HabitLab, Lembke says.\u003c/p>\n\u003cp>If you’re tired of apps, Lembke recommends something she created: the five-minute power scroll. While looking at your news feed, stop at each image for five minutes. Say to yourself, “OK, with this image and with this person, why am I following them? Does this image make me happy? Am I benefiting from their content?” And if not, “unfollow them and give yourself grace to do that,” Lembke says.\u003c/p>\n\u003cp>This five-minute power scroll helps you reflect on why you’re using the app and what you want to prioritize during your time online, she says. “It’s how can I maximize its benefits for me, while mitigating its harms.”\u003c/p>\n\u003ch3>Step 4: Hack your apps’ default settings\u003c/h3>\n\u003cp>On many apps, Arora says, the default settings tickle his brain circuitry in a way that amplifies his cravings and habitual overuse.\u003c/p>\n\u003cp>“Never go by the default settings that tech companies give you,” says Arora. “Kids love this tip! Because they hate to be manipulated.”\u003c/p>\n\u003cp>Over and over again, teens say that turning off notifications is the first — perhaps the most critical — step here. You can do it for only certain times of day, if you need.\u003c/p>\n\u003cp>But also explore all the setting options, Arora says, including those related to privacy, your feed, comments and likes. “For example, many people don’t realize that you can turn off ‘likes’ on Instagram,” he says. “This helps reduce the competitiveness of the app.”\u003c/p>\n\u003cp>And if an app recommends videos or other content, or starts the next video on auto-play, don’t click. Go and find the video you \u003cem>want \u003c/em>to look at, Lembke says. Remember, she says, you’re in charge. Not the app.\u003c/p>\n\u003cp>Both \u003ca href=\"https://about.instagram.com/blog/announcements/giving-young-people-a-safer-more-private-experience\">Instagram\u003c/a> and \u003ca href=\"https://newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us\">TikTok \u003c/a>have information for parents on how to set up teens’ accounts in a way that makes them safer but also can help with overuse.\u003c/p>\n\u003cp>For example, TikTok has started setting all users under age 18 to a screen time limit of 60 minutes each day. When they reach that limit, the app prompts them to enter a passcode if they want to keep watching, “requiring them to make an active decision to extend that time,” the company explained in March.\u003c/p>\n\u003cp>And in Instagram, teens can turn on notifications that urge them to “take a break” after a certain amount of scrolling. The app will also “suggest that they set reminders to take more breaks in the future,” Adam Mosseri, head of Instagram, \u003ca href=\"https://about.instagram.com/blog/announcements/raising-the-standard-for-protecting-teens-and-supporting-parents-online\">noted \u003c/a>in December 2021.\u003c/p>\n\u003ch3>Step 5: Enrich your 3D life\u003c/h3>\n\u003cp>This one is huge. And it comes from Alassane Sow, 20, who’s studying environmental microbiology at Michigan State University. He and many other young people notice that they use social media when they’re bored (or stressed and need a distraction).\u003c/p>\n\u003cp>“A lot of people have a sort of shame when they see that they have 10 hours of screen time a day, and they don’t like that,” Sow explains. “But they don’t have anything else to do — or they feel like they don’t.”\u003c/p>\n\u003cp>Sow saw this in himself. “At some point, I realized that I couldn’t sit down for five minutes in my own space without looking at my phone for some sort of stimulus. That’s when I noticed, like, something was off,” he says.\u003c/p>\n\u003cp>So he went out and started to find \u003cem>other \u003c/em>hobbies that don’t use his phone. He even has a special name for this: long-format entertainment. These are activities that take time to complete, such as reading a book, or drawing a picture.\u003c/p>\n\u003cp>“These activities make sure my brain isn’t only entertained by short videos and stuff like that,” he explains.\u003c/p>\n\u003cp>“I consciously plan to do them — instead of being on my phone, I say to myself, ‘I’m going to read a chapter of this book today or I’m going to go see my friends — that’s my favorite thing to do.”\u003c/p>\n\u003cp>Psychologists, psychiatrists and therapists agree wholeheartedly with Sow. Reinvigorating your life offline is critical to healthy social media usage. Then cutting down social media becomes much easier. You don’t have to accept boredom offline.\u003c/p>\n\u003cp>“I’m a big believer in passion in your life,” explains therapist Bob Keane at Walden Behavioral Care. “What do you really like to learn? What gets you really excited besides your phone? And that’s, I think, what we really have to encourage kids to develop.”\u003c/p>\n\u003cp>Not sure where to get started finding a passion? Lembke’s Log Off project has a whole series of projects and challenges to try, from dipping your toe into the 3D world to taking on big, long-term projects.\u003c/p>\n\u003ch3>Step 6: Reach out to your parents for help — or if you’re a parent, get involved\u003c/h3>\n\u003cp>This isn’t ironic or a joke. Teenagers say over and over again that they want their parents to help them regulate their social media use.\u003c/p>\n\u003cp>They don’t want parents to rip the phone away or be controlling or bossy. And they definitely don’t want to feel judged or shamed for their social media use. But they want parents to listen empathetically, offer gentle advice and set up guard rails. Even some rules. They want help learning to manage their device themselves.\u003c/p>\n\u003cp>“In order to prevent addiction and manage digital wellbeing, it is important for parents to set boundaries for their children/teenagers,” writes recent high school graduate Keegan Lee in a \u003ca href=\"https://www.logoffmovement.org/post/a-message-from-gen-z-to-parents\">blog post\u003c/a> on Log Off, called “A Message from Gen Z to Parents.” Lee describes how to talk to teens about their usage and gives some ideas for how to set up rules, including “Try to keep tech out of the bedroom.”\u003c/p>\n\u003cp>“Children may not like this suggestion,” she continues, “however, explain to them the purpose of the bedroom is used to rest and recharge.”\u003c/p>\n\u003cp>Also, Lee suggests setting clear consequences and punishments when kids violate tech rules. And “revisit the rules frequently,” she writes. If parents don’t help kids manage their screen use, she explains, no one else will.\u003c/p>\n\u003cp>Keane at Walden Behavioral Care says teenagers in his support group told him the same idea. “The kids were pretty clear to us that they need help,” he says. “They need help figuring out ways to be able to manage this because they told us, clearly, ‘We can’t do it by ourselves.’ ”\u003c/p>\n\u003cp>And the rules need to apply to the whole family, including the parents themselves. “For example, if you have a family dinner, no one has a device at the table,” Keane suggests. “If a parent is driving your adolescent to a game or a practice … the parent can say, ‘If you’re going to want me to drive you, you’re not on your phone, you’re talking to me.’ ”\u003c/p>\n\u003cp>The goal is simple but critical: Get kids back in the habit of socializing face-to-face. Because unlike online interactions, talking to other humans in person “is the glue of genuine human connection,” says therapist Kameron Mendes, who works with Keane at Walden Behavioral Center. And it’s time to replenish that glue.\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>“Adolescence is when kids start to become their own people in the world,” Mendes adds. “They try on finding friends, connecting with other people and connecting with other types of values and ideas. For that process to take hold and flourish, we really need to restore some level of human connection.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teens+say+social+media+is+stressing+them+out.+Here%27s+how+to+help+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them","authors":["byline_mindshift_61671"],"categories":["mindshift_21445","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20865","mindshift_30","mindshift_20925","mindshift_20624","mindshift_1038"],"featImg":"mindshift_61672","label":"mindshift"},"mindshift_60498":{"type":"posts","id":"mindshift_60498","meta":{"index":"posts_1591205157","site":"mindshift","id":"60498","score":null,"sort":[1677063618000]},"guestAuthors":[],"slug":"what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","title":"What parents should know about eco-anxiety and its impact on today’s teens","publishDate":1677063618,"format":"standard","headTitle":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents can’t fix their teens' eco-anxiety, but there are ways they can understand and help. Heather White’s book “One Green Thing” offers advice on how to listen and talk to young people about their climate anxiety. ","status":"publish","parent":0,"modified":1690807851,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1556},"headData":{"title":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","description":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\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>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21508","mindshift_21280","mindshift_21385"],"tags":["mindshift_21093","mindshift_20589","mindshift_21124","mindshift_21463","mindshift_21059","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20925","mindshift_21355","mindshift_1038"],"featImg":"mindshift_60500","label":"mindshift"},"mindshift_60905":{"type":"posts","id":"mindshift_60905","meta":{"index":"posts_1591205157","site":"mindshift","id":"60905","score":null,"sort":[1675162821000]},"guestAuthors":[],"slug":"theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","title":"There’s no such thing as a bad test taker, but anxiety is real","publishDate":1675162821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who want to reduce students’ test anxiety can design assessments and assignments that help them put their best foot forward. ","status":"publish","parent":0,"modified":1675200243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1192},"headData":{"title":"There’s no such thing as a bad test taker, but anxiety is real | KQED","description":"Anxiety before a big test is normal. Here are tips for teachers who want to reduce students' test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\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\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_108","mindshift_21074","mindshift_21110","mindshift_563","mindshift_20865","mindshift_20925","mindshift_21541","mindshift_291","mindshift_21094"],"featImg":"mindshift_60907","label":"mindshift"},"mindshift_60100":{"type":"posts","id":"mindshift_60100","meta":{"index":"posts_1591205157","site":"mindshift","id":"60100","score":null,"sort":[1671620456000]},"guestAuthors":[],"slug":"how-economic-anxiety-and-demographic-changes-turned-parent-into-a-verb","title":"How economic anxiety and demographic changes turned ‘parent’ into a verb","publishDate":1671620456,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://mitpress.mit.edu/9780262047159/long-days-short-years/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Long Days, Short Years: A Cultural History of Modern Parenting\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Andrew Bomback, © 2022 Massachusetts Institute of Technology.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over just a few decades, parents have increased the amount of time, attention, and money applied to raising children. A mother today who works outside the home spends a similar amount of time and considerably more money (inflation-adjusted) tending her children than a stay-at-home mom did in the 1970s. The usage graphs for the verb form of “parent” on Google Books Ngram Viewer could stand in for similar plots depicting hours per day or dollars per child spent by parents over the last five decades.\u003c/span>\u003c/p>\n\u003cp>The verb form of “parent”—in particular, its gerund “parenting”—was first employed in the United States in the late 1950s according to The Merriam-Webster Dictionary. However, Fitzhugh Dodson’s 1970 book, “How to Parent,” is credited with introducing the verb to a wide audience, defined as “to use with tender loving care all the information science has accumulated about child psychology in order to raise happy and intelligent human beings.” The book became an international best seller and, in turn, irrevocably transformed parenthood from someone to be into something to do. Modern parents, who’ve had fifty years since the book’s publication to absorb the aforementioned “endless, anxious journey of guilt,” would likely be shocked reading “How to Parent” today. Dodson repeatedly advocates spanking and compares disciplining children to training and domesticating animals. These harsh precepts were advanced during a time, as Jennifer Senior points out in “All Joy and No Fun,” when “women were yanking off their aprons, taking the Pill, and fighting for the Equal Rights Amendment.”\u003c/p>\n\u003cfigure id=\"attachment_60102\" class=\"wp-caption alignnone\" style=\"max-width: 983px\">\u003cimg class=\"wp-image-60102 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001.png\" alt=\"A chart tracking how often the word parenting appears in books over the last century.\" width=\"983\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001.png 983w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-800x290.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-160x58.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-768x278.png 768w\" sizes=\"(max-width: 983px) 100vw, 983px\">\u003cfigcaption class=\"wp-caption-text\">The Google Books Ngram Viewer charts the frequencies of any set of search strings using a yearly count of n-grams found in sources printed since 1500 in Google’s text corpora in English, Chinese, French, German, Hebrew, Italian, Russian, and Spanish. The x-axis denotes the year in which works were published; the y-axis shows the frequency with which the n-gram appears throughout the corpus. This usage graph plots the abrupt rise of “parenting” in works published between 1970 and 2000. (Courtesy MIT Press)\u003c/figcaption>\u003c/figure>\n\u003cp>The verb form of “parent” entered common usage not because of Dodson’s particular parenting advice but because his book and verb promised empowerment, particularly to women who were leaving home for the workforce in increasing numbers. Raising children was now repurposed as a skill or science that could be learned, practiced, and eventually mastered. This transformation wasn’t limited solely to working mothers either. Around this time, the nomenclature for non-working mothers shifted from “housewife” to “stay-at-home mom.” Senior elucidates why this not-so-minor change in title reflected an overall new cultural emphasis: “The pressures on women [had] gone from keeping an immaculate house to being an irreproachable mom.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressure, as Senior uses the word, is a euphemism for anxiety, which has been a driving force behind shifts in American parenting styles since the country’s inception. A theme emerges when exploring parental anxieties from generation to generation: parents have always focused their concerns on what they can try to control rather than what they know they cannot. Indeed, the awareness that so many crucial factors in a child’s development are beyond a parent’s control often fuels a parent’s anxiety about what is seemingly controllable. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This is one area I can make a difference, so I better not mess it up.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> If we view the seventeenth-century Pilgrims and Puritans as the earliest American parents (recognizing, of course, the thousands of Indigenous parents already here at the time), we already see the pattern in place. The Puritans should have feared infection, the most likely cause of death for everyone in the family, but instead aimed their parenting efforts at rooting out corruption and sin in their children.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60165\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears.jpg\" alt=\"Long Days, Short Years\" width=\"250\" height=\"383\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears.jpg 652w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears-160x245.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three hundred years later, post-war parents were powerless against the threat of nuclear attack but could control whether their children ate enough servings of fruits, vegetables, bread, and dairy each day. Parents in the 1970s and 1980s seem, from today’s vantage point, irrationally obsessed with a fear of kidnapping, which may reflect a more deep-seated worry about whether the entry of women into the workforce was a form of child abandonment. The tendency for parents today to control their children’s time via over-scheduling of “enrichment” activities could be interpreted as a response (rational or irrational) to concerns about child safety, especially in light of the potential dangers lurking on nearby screens. The more likely drive toward the “concerted cultivation” of children, however, is a fear response to economic anxieties. The current generation of parents is the first to have less overall wealth, on average, than the preceding generation of parents. This trend is expected to continue, not reverse. And with rare exceptions, parents today are no longer training their children for a skilled trade or a place in the family business. The overscheduling of the middle-class child with violin lessons and Chinese language tutors and indoor soccer leagues may feel like, as Nora Ephron joked, “force-feeding it like a foie gras goose.” In truth, the (Ephron’s words again) “altering, modifying, modulating, manipulating, smoothing out, improving” efforts that embody twenty-first-century parenting are a fear-driven attempt to prepare children for the harsh economic landscape awaiting them at the end of childhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety alone does not explain the immersive, all-in approach to raising children that has made parenting a competitive and often unenjoyable sport. The demographics have changed too. Parents today are older when they first take on the role of mom or dad (the average age at first birth for college-educated women now exceeds thirty years of age) compared to their own parents and grandparents. And with older age comes fewer children, so that today’s kids can consume greater and greater quantities of their parents’ attention. I had three brothers and am hard-pressed to remember classmates who were only children; the few I can remember were the children of divorce, and most had half-siblings (and entirely separate families) against whom they were competing for their parents’ time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Postponing parenthood also gives couples more years of childless freedom against which their child-rearing years can be compared. The before versus after contrast can be taxing on parents who may question why they relinquished this freedom to join the ranks of a stressed, exhausted, and often miserable cohort. Non-parents consistently report being happier, when quantified in studies, than parents. Interestingly, the country with the greatest gap in happiness levels between parents and non-parents is the United States, by a significant margin (the differences in such levels correlate, to some degree, with the availability of childcare and other nationally provided welfare benefits). Parental unhappiness may not be a new phenomenon, but open discussion about such unhappiness clearly has hit its stride in the modern era. Unhappy parents who believe that “better” children hold the key to unlocking a secret realm of family happiness are willing to try (and buy) anything to reach that goal.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/asbomback\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60184\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-800x1200.jpg\" alt=\"Andrew Bomback\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger.jpg 853w\" sizes=\"(max-width: 200px) 100vw, 200px\">A\u003cem>ndrew Bomback\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> is Associate Professor of Medicine at Columbia University Irving Medical Center and the author of “Doctor.” His essays have appeared in the Atlantic, Los Angeles Review of Books, McSweeney’s and elsewhere. He lives in Hastings on Hudson, New York.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Anxiety about declining wealth and a rise in older parents with fewer kids has fueled an immersive, all-in approach to raising kids, writes Andrew Bomback in \"Long Days, Short Years.\"","status":"publish","parent":0,"modified":1671397860,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1308},"headData":{"title":"How economic anxiety and demographic changes turned ‘parent’ into a verb - MindShift","description":"Anxiety about declining wealth and a rise in older parents with fewer kids has fueled an immersive, all-in approach to raising kids, writes Andrew Bomback.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60100/how-economic-anxiety-and-demographic-changes-turned-parent-into-a-verb","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://mitpress.mit.edu/9780262047159/long-days-short-years/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Long Days, Short Years: A Cultural History of Modern Parenting\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Andrew Bomback, © 2022 Massachusetts Institute of Technology.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over just a few decades, parents have increased the amount of time, attention, and money applied to raising children. A mother today who works outside the home spends a similar amount of time and considerably more money (inflation-adjusted) tending her children than a stay-at-home mom did in the 1970s. The usage graphs for the verb form of “parent” on Google Books Ngram Viewer could stand in for similar plots depicting hours per day or dollars per child spent by parents over the last five decades.\u003c/span>\u003c/p>\n\u003cp>The verb form of “parent”—in particular, its gerund “parenting”—was first employed in the United States in the late 1950s according to The Merriam-Webster Dictionary. However, Fitzhugh Dodson’s 1970 book, “How to Parent,” is credited with introducing the verb to a wide audience, defined as “to use with tender loving care all the information science has accumulated about child psychology in order to raise happy and intelligent human beings.” The book became an international best seller and, in turn, irrevocably transformed parenthood from someone to be into something to do. Modern parents, who’ve had fifty years since the book’s publication to absorb the aforementioned “endless, anxious journey of guilt,” would likely be shocked reading “How to Parent” today. Dodson repeatedly advocates spanking and compares disciplining children to training and domesticating animals. These harsh precepts were advanced during a time, as Jennifer Senior points out in “All Joy and No Fun,” when “women were yanking off their aprons, taking the Pill, and fighting for the Equal Rights Amendment.”\u003c/p>\n\u003cfigure id=\"attachment_60102\" class=\"wp-caption alignnone\" style=\"max-width: 983px\">\u003cimg class=\"wp-image-60102 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001.png\" alt=\"A chart tracking how often the word parenting appears in books over the last century.\" width=\"983\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001.png 983w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-800x290.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-160x58.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/13682_002_fig_001-768x278.png 768w\" sizes=\"(max-width: 983px) 100vw, 983px\">\u003cfigcaption class=\"wp-caption-text\">The Google Books Ngram Viewer charts the frequencies of any set of search strings using a yearly count of n-grams found in sources printed since 1500 in Google’s text corpora in English, Chinese, French, German, Hebrew, Italian, Russian, and Spanish. The x-axis denotes the year in which works were published; the y-axis shows the frequency with which the n-gram appears throughout the corpus. This usage graph plots the abrupt rise of “parenting” in works published between 1970 and 2000. (Courtesy MIT Press)\u003c/figcaption>\u003c/figure>\n\u003cp>The verb form of “parent” entered common usage not because of Dodson’s particular parenting advice but because his book and verb promised empowerment, particularly to women who were leaving home for the workforce in increasing numbers. Raising children was now repurposed as a skill or science that could be learned, practiced, and eventually mastered. This transformation wasn’t limited solely to working mothers either. Around this time, the nomenclature for non-working mothers shifted from “housewife” to “stay-at-home mom.” Senior elucidates why this not-so-minor change in title reflected an overall new cultural emphasis: “The pressures on women [had] gone from keeping an immaculate house to being an irreproachable mom.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressure, as Senior uses the word, is a euphemism for anxiety, which has been a driving force behind shifts in American parenting styles since the country’s inception. A theme emerges when exploring parental anxieties from generation to generation: parents have always focused their concerns on what they can try to control rather than what they know they cannot. Indeed, the awareness that so many crucial factors in a child’s development are beyond a parent’s control often fuels a parent’s anxiety about what is seemingly controllable. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">This is one area I can make a difference, so I better not mess it up.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> If we view the seventeenth-century Pilgrims and Puritans as the earliest American parents (recognizing, of course, the thousands of Indigenous parents already here at the time), we already see the pattern in place. The Puritans should have feared infection, the most likely cause of death for everyone in the family, but instead aimed their parenting efforts at rooting out corruption and sin in their children.\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>\u003cimg class=\"alignright wp-image-60165\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears.jpg\" alt=\"Long Days, Short Years\" width=\"250\" height=\"383\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears.jpg 652w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/longdaysshortyears-160x245.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three hundred years later, post-war parents were powerless against the threat of nuclear attack but could control whether their children ate enough servings of fruits, vegetables, bread, and dairy each day. Parents in the 1970s and 1980s seem, from today’s vantage point, irrationally obsessed with a fear of kidnapping, which may reflect a more deep-seated worry about whether the entry of women into the workforce was a form of child abandonment. The tendency for parents today to control their children’s time via over-scheduling of “enrichment” activities could be interpreted as a response (rational or irrational) to concerns about child safety, especially in light of the potential dangers lurking on nearby screens. The more likely drive toward the “concerted cultivation” of children, however, is a fear response to economic anxieties. The current generation of parents is the first to have less overall wealth, on average, than the preceding generation of parents. This trend is expected to continue, not reverse. And with rare exceptions, parents today are no longer training their children for a skilled trade or a place in the family business. The overscheduling of the middle-class child with violin lessons and Chinese language tutors and indoor soccer leagues may feel like, as Nora Ephron joked, “force-feeding it like a foie gras goose.” In truth, the (Ephron’s words again) “altering, modifying, modulating, manipulating, smoothing out, improving” efforts that embody twenty-first-century parenting are a fear-driven attempt to prepare children for the harsh economic landscape awaiting them at the end of childhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety alone does not explain the immersive, all-in approach to raising children that has made parenting a competitive and often unenjoyable sport. The demographics have changed too. Parents today are older when they first take on the role of mom or dad (the average age at first birth for college-educated women now exceeds thirty years of age) compared to their own parents and grandparents. And with older age comes fewer children, so that today’s kids can consume greater and greater quantities of their parents’ attention. I had three brothers and am hard-pressed to remember classmates who were only children; the few I can remember were the children of divorce, and most had half-siblings (and entirely separate families) against whom they were competing for their parents’ time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Postponing parenthood also gives couples more years of childless freedom against which their child-rearing years can be compared. The before versus after contrast can be taxing on parents who may question why they relinquished this freedom to join the ranks of a stressed, exhausted, and often miserable cohort. Non-parents consistently report being happier, when quantified in studies, than parents. Interestingly, the country with the greatest gap in happiness levels between parents and non-parents is the United States, by a significant margin (the differences in such levels correlate, to some degree, with the availability of childcare and other nationally provided welfare benefits). Parental unhappiness may not be a new phenomenon, but open discussion about such unhappiness clearly has hit its stride in the modern era. Unhappy parents who believe that “better” children hold the key to unlocking a secret realm of family happiness are willing to try (and buy) anything to reach that goal.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/asbomback\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60184\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-800x1200.jpg\" alt=\"Andrew Bomback\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Au-photo_cred-Jim-Metzger.jpg 853w\" sizes=\"(max-width: 200px) 100vw, 200px\">A\u003cem>ndrew Bomback\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> is Associate Professor of Medicine at Columbia University Irving Medical Center and the author of “Doctor.” His essays have appeared in the Atlantic, Los Angeles Review of Books, McSweeney’s and elsewhere. He lives in Hastings on Hudson, New York.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60100/how-economic-anxiety-and-demographic-changes-turned-parent-into-a-verb","authors":["4354"],"categories":["mindshift_21491","mindshift_21385"],"tags":["mindshift_20589","mindshift_20870","mindshift_20568","mindshift_20925"],"featImg":"mindshift_60392","label":"mindshift"},"mindshift_60098":{"type":"posts","id":"mindshift_60098","meta":{"index":"posts_1591205157","site":"mindshift","id":"60098","score":null,"sort":[1670407258000]},"guestAuthors":[],"slug":"college-students-say-academic-pressure-is-the-most-common-cause-of-mental-health-problems-and-not-just-at-highly-selective-institutions","title":"College students say academic pressure is the most common cause of mental health problems — and not just at highly selective institutions","publishDate":1670407258,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://mitpress.mit.edu/9780262046534/the-real-world-of-college/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Real World of College: What Higher Education Is and What It Can Be\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Howard Gardner and Wendy Fischman. Reprinted with permission from The MIT Press. Copyright 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Along with our research team, we spent five years visiting ten disparate campuses, carrying out over two thousand intensive, semi-structured interviews. On each campus we interviewed approximately fifty incoming students and fifty graduating students, and smaller numbers of faculty, senior administrators, trustees, young alums, parents, and job recruiters. … Across all participants, nearly half (44%) rank mental health as the most important problem on campus — one of the few agreements among all participants. Put another way, each constituency group in our study — first-year students, graduating students, faculty, administrators, parents, trustees, young alums — ranks mental health as the biggest problem on the college campus. This alignment — among students at different stages, faculty and administrators who are on campus, as well as trustees, young alums, and parents who are off campus — is notable; indeed, it does not obtain with respect to any of the more than three dozen other questions in our interview protocol.\u003c/span>\u003c/p>\n\u003ch2>Academic Rigor: The Most Commonly Cited Cause\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60174\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege.jpg\" alt=\"The Real World of College\" width=\"250\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege.jpg 427w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege-160x242.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Across all students in our study, the most common explanation (52% of all student-reported causes) about why mental health is the most important problem on campus is academic rigor — the \"pressure\" of academics. Indeed, we also find that students describe this pressure as what \"keeps them up at night.\" But what exactly is the pressure? Is it about learning difficult content? Or preparing for exams or writing papers? Or building a favorable transcript to get a job or get into graduate school? Or (reminiscent of response options on school admissions exams) \"all of the above\"? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps not surprisingly at this moment in history, when students discuss academic pressure as a cause of mental health, the most frequent explanation focuses on achieving external measures of success-securing a high grade-point average, or \"doing well\" on an assignment or an exam (51%). For example, a first-year student majoring in communications explains: \"I know a lot of kids who ... get super stressed out over grades and they get really anxious about it ... like intense people make like, 'You have to have a good GPA, you have to have As and stuff.' And so, like people get really stressed out over that.\" A graduating student in the midst of applying to graduate programs describes needing to perform: \"I think, you just want to have a good grade in the class because it's one step forward to your degree, right? It's one step forward to being [on] the honor roll ... Am I gonna graduate? Am I gonna graduate with honors? And like, you know, like, will I get into a good graduate school?\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly and importantly, these concerns with the external markers of success are the most common descriptors for academic rigor at every campus – from most to least selective. For example, of the three schools with the most students who comment on external measures of success, two schools are high-selectivity campuses in our sample (67% and 60%), and the other school is one of the low-selectivity campuses in our sample (63%). On the other hand, of the three schools with the fewest students who comment about external measures of success, two schools are medium-selectivity campuses (45% and 40%) and the other school is one of the high-selectivity campuses in our sample (45%). In other words, student stress with respect to academic rigor pervades every campus, regardless of its selectivity. Therefore, we can't – and shouldn't –presume that students at the most selective institutions feel more pressure than do students at other schools – nor that the faculty at these selective institutions apply more pressure than faculty at other schools. Students at all schools report stress with respect to \"doing well.\" \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same pattern holds true for most of the other major categories of academic rigor which students describe. For example, among students who talk about academic rigor, the second most frequent category is managing academic workload (21%)-both in terms of managing the work across an entire course load and just in an individual course. One student, aspiring to become an elementary school teacher, comments \"I started having a little bit of anxiety from ... the amount of workload that I had, and I felt like, everything was just, like, bundling up, so I would say that is the biggest issue.\" A second student, majoring in natural science, says: \"You know, sometimes school can be overwhelming. I feel like I am drowning. I don't know if that is in the 'anxiety department' but it's like, sometimes it becomes very stressful.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, and notably, the school with the most students who comment on workload (33%) is one of the high-selectivity schools in our sample, whereas the school with the second most students who comment (32%) is one of the low-selectivity schools in our study. Moreover, of the two schools with students who comment the least about workload, one is a medium-selectivity school (4%), and the other is one of the low-selectivity schools in our sample (15%). Clearly, we can't simply assume that the students with the most problems managing workload are the commuting students who often need to balance academic workload with off-campus responsibilities-such as taking care of families or juggling jobs while trying to find some free hours for study. Though these demands or constraints might be challenging for some students most of the time, or for many students some of the time, it is not necessarily what these students see or cite as the primary or most frequent cause of mental health issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In light of a third category of student comments about academic rigor, we are again motivated to check our assumptions. We refer here to compensating for, or overcoming, lack of preparation-not feeling ready for college-level work, or experiencing general difficulty with academics. A first-year student double majoring in biology and Spanish says: \"I feel like a lot of people, when they come to [school], they don't understand how demanding the academics are and get stressed out pretty easily.\" Another student specifically describes readiness issues related to the transition to college: \"Stress, because [first-year students who] are not fully transitioned, start stressing out ... they start getting anxiety because, you know, they're too scared to ask for help from anyone.\" \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60186\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-800x1200.jpg\" alt=\"Howard Gardner\" width=\"150\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-scaled.jpg 1707w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003ca href=\"https://twitter.com/DrHowardGardner\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Howard Gardner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education.\u003c/span> He has studied and written extensively about intelligence, creativity, leadership, and professional ethics, and is senior director of Project Zero and co-founder of The Good Project. The author of many books and articles, Howard is best known in education for the theory of multiple intelligences. He is the author of “A Synthesizing Mind: A Memoir from the Creator of Multiple Intelligences Theory” and many other books.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/wendyfischman\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60185\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-800x1200.jpg\" alt=\"Wendy Fischman\" width=\"150\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1366x2048.jpg 1366w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-scaled.jpg 1707w\" sizes=\"(max-width: 150px) 100vw, 150px\">Wendy Fischman\u003c/span>\u003c/a> joined Project Zero at the Harvard Graduate School of Education in 1995. As a project director there, she has studied the meaning of education and work in the lives of young children, adolescents and novice professionals. Wendy has written about education and human development in several scholarly and popular articles, and co-developed The Good Work Toolkit, a curriculum for teachers and students to discuss issues of excellence, ethics, and engagement. She is the lead author of \"Making Good: How Young People Cope with Moral Dilemmas at Work.\"\u003c/p>\n\n","blocks":[],"excerpt":"Student stress related to grades and GPAs was pervasive in a five-year study conducted across ten college campuses.","status":"publish","parent":0,"modified":1669831355,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1319},"headData":{"title":"College students say academic pressure is the most common cause of mental health problems — and not just at highly selective institutions - MindShift","description":"In a five-year study across ten college campuses, student stress related to grades and GPAs was pervasive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","path":"/mindshift/60098/college-students-say-academic-pressure-is-the-most-common-cause-of-mental-health-problems-and-not-just-at-highly-selective-institutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://mitpress.mit.edu/9780262046534/the-real-world-of-college/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Real World of College: What Higher Education Is and What It Can Be\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Howard Gardner and Wendy Fischman. Reprinted with permission from The MIT Press. Copyright 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Along with our research team, we spent five years visiting ten disparate campuses, carrying out over two thousand intensive, semi-structured interviews. On each campus we interviewed approximately fifty incoming students and fifty graduating students, and smaller numbers of faculty, senior administrators, trustees, young alums, parents, and job recruiters. … Across all participants, nearly half (44%) rank mental health as the most important problem on campus — one of the few agreements among all participants. Put another way, each constituency group in our study — first-year students, graduating students, faculty, administrators, parents, trustees, young alums — ranks mental health as the biggest problem on the college campus. This alignment — among students at different stages, faculty and administrators who are on campus, as well as trustees, young alums, and parents who are off campus — is notable; indeed, it does not obtain with respect to any of the more than three dozen other questions in our interview protocol.\u003c/span>\u003c/p>\n\u003ch2>Academic Rigor: The Most Commonly Cited Cause\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60174\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege.jpg\" alt=\"The Real World of College\" width=\"250\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege.jpg 427w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/therealworldofcollege-160x242.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Across all students in our study, the most common explanation (52% of all student-reported causes) about why mental health is the most important problem on campus is academic rigor — the \"pressure\" of academics. Indeed, we also find that students describe this pressure as what \"keeps them up at night.\" But what exactly is the pressure? Is it about learning difficult content? Or preparing for exams or writing papers? Or building a favorable transcript to get a job or get into graduate school? Or (reminiscent of response options on school admissions exams) \"all of the above\"? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps not surprisingly at this moment in history, when students discuss academic pressure as a cause of mental health, the most frequent explanation focuses on achieving external measures of success-securing a high grade-point average, or \"doing well\" on an assignment or an exam (51%). For example, a first-year student majoring in communications explains: \"I know a lot of kids who ... get super stressed out over grades and they get really anxious about it ... like intense people make like, 'You have to have a good GPA, you have to have As and stuff.' And so, like people get really stressed out over that.\" A graduating student in the midst of applying to graduate programs describes needing to perform: \"I think, you just want to have a good grade in the class because it's one step forward to your degree, right? It's one step forward to being [on] the honor roll ... Am I gonna graduate? Am I gonna graduate with honors? And like, you know, like, will I get into a good graduate school?\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly and importantly, these concerns with the external markers of success are the most common descriptors for academic rigor at every campus – from most to least selective. For example, of the three schools with the most students who comment on external measures of success, two schools are high-selectivity campuses in our sample (67% and 60%), and the other school is one of the low-selectivity campuses in our sample (63%). On the other hand, of the three schools with the fewest students who comment about external measures of success, two schools are medium-selectivity campuses (45% and 40%) and the other school is one of the high-selectivity campuses in our sample (45%). In other words, student stress with respect to academic rigor pervades every campus, regardless of its selectivity. Therefore, we can't – and shouldn't –presume that students at the most selective institutions feel more pressure than do students at other schools – nor that the faculty at these selective institutions apply more pressure than faculty at other schools. Students at all schools report stress with respect to \"doing well.\" \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 same pattern holds true for most of the other major categories of academic rigor which students describe. For example, among students who talk about academic rigor, the second most frequent category is managing academic workload (21%)-both in terms of managing the work across an entire course load and just in an individual course. One student, aspiring to become an elementary school teacher, comments \"I started having a little bit of anxiety from ... the amount of workload that I had, and I felt like, everything was just, like, bundling up, so I would say that is the biggest issue.\" A second student, majoring in natural science, says: \"You know, sometimes school can be overwhelming. I feel like I am drowning. I don't know if that is in the 'anxiety department' but it's like, sometimes it becomes very stressful.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, and notably, the school with the most students who comment on workload (33%) is one of the high-selectivity schools in our sample, whereas the school with the second most students who comment (32%) is one of the low-selectivity schools in our study. Moreover, of the two schools with students who comment the least about workload, one is a medium-selectivity school (4%), and the other is one of the low-selectivity schools in our sample (15%). Clearly, we can't simply assume that the students with the most problems managing workload are the commuting students who often need to balance academic workload with off-campus responsibilities-such as taking care of families or juggling jobs while trying to find some free hours for study. Though these demands or constraints might be challenging for some students most of the time, or for many students some of the time, it is not necessarily what these students see or cite as the primary or most frequent cause of mental health issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In light of a third category of student comments about academic rigor, we are again motivated to check our assumptions. We refer here to compensating for, or overcoming, lack of preparation-not feeling ready for college-level work, or experiencing general difficulty with academics. A first-year student double majoring in biology and Spanish says: \"I feel like a lot of people, when they come to [school], they don't understand how demanding the academics are and get stressed out pretty easily.\" Another student specifically describes readiness issues related to the transition to college: \"Stress, because [first-year students who] are not fully transitioned, start stressing out ... they start getting anxiety because, you know, they're too scared to ask for help from anyone.\" \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60186\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-800x1200.jpg\" alt=\"Howard Gardner\" width=\"150\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Gardner-scaled.jpg 1707w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003ca href=\"https://twitter.com/DrHowardGardner\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Howard Gardner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education.\u003c/span> He has studied and written extensively about intelligence, creativity, leadership, and professional ethics, and is senior director of Project Zero and co-founder of The Good Project. The author of many books and articles, Howard is best known in education for the theory of multiple intelligences. He is the author of “A Synthesizing Mind: A Memoir from the Creator of Multiple Intelligences Theory” and many other books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/wendyfischman\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60185\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-800x1200.jpg\" alt=\"Wendy Fischman\" width=\"150\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1366x2048.jpg 1366w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/author-photo_Fischman-scaled.jpg 1707w\" sizes=\"(max-width: 150px) 100vw, 150px\">Wendy Fischman\u003c/span>\u003c/a> joined Project Zero at the Harvard Graduate School of Education in 1995. As a project director there, she has studied the meaning of education and work in the lives of young children, adolescents and novice professionals. Wendy has written about education and human development in several scholarly and popular articles, and co-developed The Good Work Toolkit, a curriculum for teachers and students to discuss issues of excellence, ethics, and engagement. She is the lead author of \"Making Good: How Young People Cope with Moral Dilemmas at Work.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60098/college-students-say-academic-pressure-is-the-most-common-cause-of-mental-health-problems-and-not-just-at-highly-selective-institutions","authors":["4354"],"categories":["mindshift_21491","mindshift_21280"],"tags":["mindshift_21489","mindshift_20589","mindshift_21261","mindshift_68","mindshift_20865","mindshift_20925"],"featImg":"mindshift_60239","label":"mindshift"},"mindshift_59950":{"type":"posts","id":"mindshift_59950","meta":{"index":"posts_1591205157","site":"mindshift","id":"59950","score":null,"sort":[1664780617000]},"guestAuthors":[],"slug":"ungrading","title":"Some colleges mull the idea of 'Ungrading' for freshman students","publishDate":1664780617,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","status":"publish","parent":0,"modified":1664780777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3062},"headData":{"title":"Some colleges mull the idea of 'Ungrading' for freshman students - MindShift","description":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59950 https://ww2.kqed.org/mindshift/?p=59950","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/03/ungrading/","disqusTitle":"Some colleges mull the idea of 'Ungrading' for freshman students","audioUrl":"https://omny.fm/shows/kqed-segmented-audio/some-colleges-mull-the-idea-ungrading-for-freshman","nprByline":"Jon Marcus, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59950/ungrading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59950/ungrading","authors":["byline_mindshift_59950"],"categories":["mindshift_21482"],"tags":["mindshift_21109","mindshift_21443","mindshift_21111","mindshift_21110","mindshift_20865","mindshift_20925","mindshift_21481"],"featImg":"mindshift_59954","label":"mindshift"},"mindshift_59485":{"type":"posts","id":"mindshift_59485","meta":{"index":"posts_1591205157","site":"mindshift","id":"59485","score":null,"sort":[1655796585000]},"guestAuthors":[],"slug":"how-parents-can-nurture-childrens-self-esteem-without-raising-narcissists","title":"How parents can nurture children’s self-esteem without raising narcissists","publishDate":1655796585,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.penguinrandomhouse.com/books/618206/how-to-raise-kids-who-arent-assholes-by-melinda-wenner-moyer/\">How to Raise Kids Who Aren't A**holes\u003c/a>\" by Melinda Wenner Moyer. Copyright © 2021 by Melinda Wenner Moyer and excerpted by permission of G.P. Putnam's Sons. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>By Melinda Wenner Moyer\u003c/h4>\n\u003cp>First, I want to correct a misconception that many parents have about self-esteem. There’s a widespread worry that if you foster healthy self-esteem in your kids, you could inadvertently turn them into self-loving narcissists. I have good news on this front: Narcissism is a very different beast from healthy self-esteem, and it develops differently, too. You can’t just fill a child’s self-esteem bucket “too high” and turn him into a narcissist. (Also, you may have heard of well-publicized research suggesting that we are experiencing a new “epidemic of narcissism” in the US, in that teens today are much more narcissistic than teens from decades past, but recent studies have challenged these claims.)\u003c/p>\n\u003cp>As it turns out, there’s a big difference between self-content kids and narcissists. Kids with healthy self-esteem accept and love themselves for who they are and don’t base their sense of self- worth on others. Narcissists, on the other hand, are constantly in comparison mode, believing that they’re better than everyone else—but also consumed by the need to prove their superiority.\u003c/p>\n\u003cp>How do kids become narcissistic? Eddie Brummelman has been studying this question for years, and he’s found that narcissists usually have parents who put their kids on pedestals—who believe their children are smarter and better than everyone else and treat them that way. (Interestingly, these parents also tend to give their kids unusual first names.) We have all met parents like this, who would probably look adoringly at their children even as those children were throwing dog poop at them. He just has so much spunk, doesn’t he, the parent might say, just before getting smacked in the face with poodle feces.\u003c/p>\n\u003cp>Unfortunately, though, kids with narcissistic traits often are quite troubled. They can bully (because bullying makes them feel superior to their peers), and they can respond to criticism or rejection with anger and aggression. Their lives are also often pretty sad: Narcissists boast and brag and criticize others to get others to like and admire them, but their strategies ultimately backfire, alienating the very people they want to win over. To make matters worse, they rarely seek help for their problems, perhaps because they cannot recognize they need it. (Note, though, that narcissism doesn’t develop until the age of seven or eight. Before that, kids can certainly act like narcissists, but their declarations that they are the Most Exceptional Humans Ever is, in fact, developmentally appropriate and not a sign that a kid is growing up to be Donald Trump.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Again, if you’re not the kind of parent who smiles lovingly at your child while he does obnoxious things, you probably don’t have much to worry about with regard to narcissism. But as I’ll explain next, parents often do make mistakes—albeit well-intentioned ones, ones I’ve made myself—that can have lasting effects on kids’ self-esteem.\u003c/p>\n\u003ch4>What today's parents get wrong\u003c/h4>\n\u003cp>Raising a kid is not easy these days. In addition to all the age-old child-rearing challenges, we also have to contend with the fact that our children’s success feels more elusive to us than it did to our parents and grandparents (not to mention that we’ve recently weathered a pandemic that has kept our kids out of school). Every year, elite colleges receive more and more applicants for the same number of spots. At the ten most competitive US universities, the admissions rate dropped by nearly 60 percent between 2006 and 2018, from an average of 16 percent in 2006 to 6.4 percent in 2018; at the top fifty universities, the rate dropped by nearly 40 percent. No wonder admissions scandals have been rampant.\u003c/p>\n\u003cp>\u003ca href=\"https://www.melindawennermoyer.com/how-to-raise-kids-who-arent-assholes/\">\u003cimg class=\"alignright wp-image-59501\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1-160x241.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1-160x241.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1.jpg 315w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>The issues parents face today encompass a lot more than just college admissions. When the Organisation for Economic Co- operation and Development (OECD) asked parents in 2019 to rank their top three long-term economic and social fears, 60 percent said that they worried that their children would not achieve the level of status and comfort that they have. That’s in part because kids will have to earn a lot more money than their parents did in order to maintain the same standard of living. We’re all terrified on behalf of our kids, and for good reason.\u003c/p>\n\u003cp>So it probably comes as no surprise to most of you that American parents—especially those from the middle- and upper- middle classes—now put a ton of pressure on their kids to be exceptional. It starts young: Kids who haven’t yet turned two are being professionally coached for preschool interviews; three-year-olds are taking Mandarin and coding classes to “get ahead”; kindergarteners are being required to learn chess; fourth graders are taking SAT prep classes and working with private sports coaches. There’s even a national chain of preschools called Crème de la Crème that teaches toddlers Mandarin, theater, and robotics in facilities that feature on-site STEM labs, baseball diamonds, art studios, basketball courts, and computer labs. (Important note: Research suggests that kids who attend play-based schools learn just as much as, if not more than, kids who attend more academically focused schools.) It’s no longer good enough for our kids to be nurtured and well-rounded, and to enjoy learning; they now have to win competitions, make All-American sports teams, and get leads in the musicals while also, of course, getting straight As and acing the SATs.\u003c/p>\n\u003cp>In his 2015 book Our Kids: The American Dream in Crisis, Harvard emeritus political scientist Robert D. Putnam explained that in the 1980s, middle- and upper-class American parents— especially highly educated ones—began to shift their ideas about what it meant to be a good parent. They began moving away from Benjamin Spock’s “permissive parenting” approach and toward a new kind of “intensive parenting,” fueled in part by the idea that children will be more successful if we push them harder at a young age. So now, forty years later, toddler STEM labs. Don’t get me wrong; I’m one of these parents, too. I haven’t enrolled my kids in Mandarin classes, but I worry perhaps too much about whether they will succeed and what I need to do to ensure they will. When my son brings home his report card, it’s all I can do not to analyze every grade and ponder what his poor marks for handwriting mean for his future. If competition is much fiercer than it used to be, how can we not feel the pressure and, intentionally or not, shift some of that pressure onto our kids? Who can blame us for feeling scared and wanting to do everything we can to give our kids a leg up?\u003c/p>\n\u003cp>Here’s the thing, though: This pressure is not good for our kids’ self-esteem. Research suggests that when parents overemphasize achievement, kids start to infer that achievement defines who they are and how much value they have. And sometimes, our disappointment and anger over their failures is so palpable that they feel like our love for them is contingent upon their success —reinforcing the idea that their value, and lovability, is defined by what they do, not who they are.\u003c/p>\n\u003cp>I’m not saying any of us outright say that we won’t love our kids if they get Cs, but kids make these inferences based on how we act. In a survey published in 2014, Harvard University Graduate School of Education researchers interviewed more than ten thousand middle and high school students from thirty-three schools across the country about what they thought their parents wanted most for them. Two-thirds of the students said they believed their parents would rank achievement over caring for others. The students were also three times more likely to agree than to disagree with the statement “My parents are prouder if I get good grades in my classes than if I’m a caring community member in class and school.” In her book \"Kid Confidence,\" psychologist Eileen Kennedy-Moore argued that healthy self-esteem is essentially the ability to let go of the question “Am I good enough?”— and when parents pressure their kids to achieve, they never give kids the chance to stop asking that question.\u003c/p>\n\u003cfigure id=\"attachment_59487\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59487\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Moyer-Photo-%C2%A9-Gabrielle-Gerard-Photography-2020-800x1200.jpg\" alt=\"\" width=\"250\" height=\"313\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Gabrielle Gerard (Courtesy of Penguin Random House)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Melinda Wenner Moyer is a contributing editor at Scientific \u003c/em>\u003cem>American magazine and a regular contributor to The New York Times, Washington Post, and other national magazines and newspapers. She is a faculty member in the Science, Health & Environmental Reporting program at NYU’s Arthur L. Carter Journalism Institute. Her first book, \"\u003ca href=\"https://www.melindawennermoyer.com/how-to-raise-kids-who-arent-assholes/\">How To Raise Kids Who Aren’t A**holes\u003c/a>,\" was published in July 2021 by J.P. Putnam’s Sons. You can follow her on Twitter at \u003ca href=\"https://twitter.com/lindy2350\">@lindy2350\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"For parents who worry about fostering the wrong behaviors in their children, “ How to Raise Kids Who Aren’t Assholes” by Melinda Wenner Moyer provides tips on healthy ways to reinforce our kids’ value and lovability. ","status":"publish","parent":0,"modified":1655796585,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1595},"headData":{"title":"How parents can nurture children’s self-esteem without raising narcissists - MindShift","description":"For parents who worry about fostering the wrong behaviors in their children, “ How to Raise Kids Who Aren’t Assholes” by Melinda Wenner Moyer provides tips on healthy ways to reinforce our kids’ value and lovability.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59485 https://ww2.kqed.org/mindshift/?p=59485","disqusUrl":"https://ww2.kqed.org/mindshift/2022/06/21/how-parents-can-nurture-childrens-self-esteem-without-raising-narcissists/","disqusTitle":"How parents can nurture children’s self-esteem without raising narcissists","excludeFromSiteSearch":"Include","path":"/mindshift/59485/how-parents-can-nurture-childrens-self-esteem-without-raising-narcissists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.penguinrandomhouse.com/books/618206/how-to-raise-kids-who-arent-assholes-by-melinda-wenner-moyer/\">How to Raise Kids Who Aren't A**holes\u003c/a>\" by Melinda Wenner Moyer. Copyright © 2021 by Melinda Wenner Moyer and excerpted by permission of G.P. Putnam's Sons. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>By Melinda Wenner Moyer\u003c/h4>\n\u003cp>First, I want to correct a misconception that many parents have about self-esteem. There’s a widespread worry that if you foster healthy self-esteem in your kids, you could inadvertently turn them into self-loving narcissists. I have good news on this front: Narcissism is a very different beast from healthy self-esteem, and it develops differently, too. You can’t just fill a child’s self-esteem bucket “too high” and turn him into a narcissist. (Also, you may have heard of well-publicized research suggesting that we are experiencing a new “epidemic of narcissism” in the US, in that teens today are much more narcissistic than teens from decades past, but recent studies have challenged these claims.)\u003c/p>\n\u003cp>As it turns out, there’s a big difference between self-content kids and narcissists. Kids with healthy self-esteem accept and love themselves for who they are and don’t base their sense of self- worth on others. Narcissists, on the other hand, are constantly in comparison mode, believing that they’re better than everyone else—but also consumed by the need to prove their superiority.\u003c/p>\n\u003cp>How do kids become narcissistic? Eddie Brummelman has been studying this question for years, and he’s found that narcissists usually have parents who put their kids on pedestals—who believe their children are smarter and better than everyone else and treat them that way. (Interestingly, these parents also tend to give their kids unusual first names.) We have all met parents like this, who would probably look adoringly at their children even as those children were throwing dog poop at them. He just has so much spunk, doesn’t he, the parent might say, just before getting smacked in the face with poodle feces.\u003c/p>\n\u003cp>Unfortunately, though, kids with narcissistic traits often are quite troubled. They can bully (because bullying makes them feel superior to their peers), and they can respond to criticism or rejection with anger and aggression. Their lives are also often pretty sad: Narcissists boast and brag and criticize others to get others to like and admire them, but their strategies ultimately backfire, alienating the very people they want to win over. To make matters worse, they rarely seek help for their problems, perhaps because they cannot recognize they need it. (Note, though, that narcissism doesn’t develop until the age of seven or eight. Before that, kids can certainly act like narcissists, but their declarations that they are the Most Exceptional Humans Ever is, in fact, developmentally appropriate and not a sign that a kid is growing up to be Donald Trump.)\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>Again, if you’re not the kind of parent who smiles lovingly at your child while he does obnoxious things, you probably don’t have much to worry about with regard to narcissism. But as I’ll explain next, parents often do make mistakes—albeit well-intentioned ones, ones I’ve made myself—that can have lasting effects on kids’ self-esteem.\u003c/p>\n\u003ch4>What today's parents get wrong\u003c/h4>\n\u003cp>Raising a kid is not easy these days. In addition to all the age-old child-rearing challenges, we also have to contend with the fact that our children’s success feels more elusive to us than it did to our parents and grandparents (not to mention that we’ve recently weathered a pandemic that has kept our kids out of school). Every year, elite colleges receive more and more applicants for the same number of spots. At the ten most competitive US universities, the admissions rate dropped by nearly 60 percent between 2006 and 2018, from an average of 16 percent in 2006 to 6.4 percent in 2018; at the top fifty universities, the rate dropped by nearly 40 percent. No wonder admissions scandals have been rampant.\u003c/p>\n\u003cp>\u003ca href=\"https://www.melindawennermoyer.com/how-to-raise-kids-who-arent-assholes/\">\u003cimg class=\"alignright wp-image-59501\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1-160x241.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1-160x241.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Wenner-Moyer-1.jpg 315w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>The issues parents face today encompass a lot more than just college admissions. When the Organisation for Economic Co- operation and Development (OECD) asked parents in 2019 to rank their top three long-term economic and social fears, 60 percent said that they worried that their children would not achieve the level of status and comfort that they have. That’s in part because kids will have to earn a lot more money than their parents did in order to maintain the same standard of living. We’re all terrified on behalf of our kids, and for good reason.\u003c/p>\n\u003cp>So it probably comes as no surprise to most of you that American parents—especially those from the middle- and upper- middle classes—now put a ton of pressure on their kids to be exceptional. It starts young: Kids who haven’t yet turned two are being professionally coached for preschool interviews; three-year-olds are taking Mandarin and coding classes to “get ahead”; kindergarteners are being required to learn chess; fourth graders are taking SAT prep classes and working with private sports coaches. There’s even a national chain of preschools called Crème de la Crème that teaches toddlers Mandarin, theater, and robotics in facilities that feature on-site STEM labs, baseball diamonds, art studios, basketball courts, and computer labs. (Important note: Research suggests that kids who attend play-based schools learn just as much as, if not more than, kids who attend more academically focused schools.) It’s no longer good enough for our kids to be nurtured and well-rounded, and to enjoy learning; they now have to win competitions, make All-American sports teams, and get leads in the musicals while also, of course, getting straight As and acing the SATs.\u003c/p>\n\u003cp>In his 2015 book Our Kids: The American Dream in Crisis, Harvard emeritus political scientist Robert D. Putnam explained that in the 1980s, middle- and upper-class American parents— especially highly educated ones—began to shift their ideas about what it meant to be a good parent. They began moving away from Benjamin Spock’s “permissive parenting” approach and toward a new kind of “intensive parenting,” fueled in part by the idea that children will be more successful if we push them harder at a young age. So now, forty years later, toddler STEM labs. Don’t get me wrong; I’m one of these parents, too. I haven’t enrolled my kids in Mandarin classes, but I worry perhaps too much about whether they will succeed and what I need to do to ensure they will. When my son brings home his report card, it’s all I can do not to analyze every grade and ponder what his poor marks for handwriting mean for his future. If competition is much fiercer than it used to be, how can we not feel the pressure and, intentionally or not, shift some of that pressure onto our kids? Who can blame us for feeling scared and wanting to do everything we can to give our kids a leg up?\u003c/p>\n\u003cp>Here’s the thing, though: This pressure is not good for our kids’ self-esteem. Research suggests that when parents overemphasize achievement, kids start to infer that achievement defines who they are and how much value they have. And sometimes, our disappointment and anger over their failures is so palpable that they feel like our love for them is contingent upon their success —reinforcing the idea that their value, and lovability, is defined by what they do, not who they are.\u003c/p>\n\u003cp>I’m not saying any of us outright say that we won’t love our kids if they get Cs, but kids make these inferences based on how we act. In a survey published in 2014, Harvard University Graduate School of Education researchers interviewed more than ten thousand middle and high school students from thirty-three schools across the country about what they thought their parents wanted most for them. Two-thirds of the students said they believed their parents would rank achievement over caring for others. The students were also three times more likely to agree than to disagree with the statement “My parents are prouder if I get good grades in my classes than if I’m a caring community member in class and school.” In her book \"Kid Confidence,\" psychologist Eileen Kennedy-Moore argued that healthy self-esteem is essentially the ability to let go of the question “Am I good enough?”— and when parents pressure their kids to achieve, they never give kids the chance to stop asking that question.\u003c/p>\n\u003cfigure id=\"attachment_59487\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59487\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Melinda-Moyer-Photo-%C2%A9-Gabrielle-Gerard-Photography-2020-800x1200.jpg\" alt=\"\" width=\"250\" height=\"313\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Gabrielle Gerard (Courtesy of Penguin Random House)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Melinda Wenner Moyer is a contributing editor at Scientific \u003c/em>\u003cem>American magazine and a regular contributor to The New York Times, Washington Post, and other national magazines and newspapers. She is a faculty member in the Science, Health & Environmental Reporting program at NYU’s Arthur L. Carter Journalism Institute. Her first book, \"\u003ca href=\"https://www.melindawennermoyer.com/how-to-raise-kids-who-arent-assholes/\">How To Raise Kids Who Aren’t A**holes\u003c/a>,\" was published in July 2021 by J.P. Putnam’s Sons. You can follow her on Twitter at \u003ca href=\"https://twitter.com/lindy2350\">@lindy2350\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59485/how-parents-can-nurture-childrens-self-esteem-without-raising-narcissists","authors":["11721"],"categories":["mindshift_21385"],"tags":["mindshift_21198","mindshift_20870","mindshift_20568","mindshift_290","mindshift_20925"],"featImg":"mindshift_59489","label":"mindshift"},"mindshift_59433":{"type":"posts","id":"mindshift_59433","meta":{"index":"posts_1591205157","site":"mindshift","id":"59433","score":null,"sort":[1653597184000]},"guestAuthors":[],"slug":"what-to-say-to-kids-about-school-shootings-to-ease-their-stress","title":"What to say to kids about school shootings to ease their stress","publishDate":1653597184,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you have school-age children, chances are they've already talked to their classmates about the school shooting in Uvalde, Texas. So what's the best way to know how they're feeling and what they're thinking? Ask them.\u003c/p>\n\u003cp>\"Children's questions may be very different from adults',\" says \u003ca href=\"https://www.schoolcrisiscenter.org/portfolio/david-schonfeld-md-faap/\">David Schonfeld\u003c/a>, a pediatrician who directs the\u003ca href=\"https://www.schoolcrisiscenter.org/\"> National Center for School Crisis and Bereavement\u003c/a> at Children's Hospital Los Angeles. And the best way to determine how much information they need is to listen to them, he says.\u003c/p>\n\u003cp>\"Before we can offer reassurance or help them with what's bothering them, we have to understand what their actual concerns are,\" Schonfeld says. His group has developed \u003ca href=\"https://www.schoolcrisiscenter.org/wp-content/uploads/2020/08/Guidelines-Talking-to-Kids-About-Attacks-Two-Sided-Onesheet-Format.pdf\">guidelines for talking to children\u003c/a> after a tragic event.\u003c/p>\n\u003cp>Kids often ask who is to blame, what could have been done to prevent the tragedy or could it happen at my school? Truthful answers are important to build trust. In a year when the U.S. has already seen 27 school shootings and more than 200 mass shootings, the unfortunate answer is: Although school is typically a safe place, there are risks.\u003c/p>\n\u003cp>\"A lot of people say to me, you know, 'This is just the new normal,' and my reaction to them is that there is nothing normal about this,\" Schonfeld says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When 19 children are gunned down, it is cause for deep distress. \"It ought to be distressing — it's an unacceptable situation,\" he says. But for now, it's an unfortunate reality of life in the United States. \"We can help kids learn to cope with the distress that they feel when they recognize inherent dangers that are part of the world,\" Schonfeld says.\u003c/p>\n\u003cp>A child's age will determine how much information to share, but that's not the only factor. Their emotional reaction may be linked to how much trauma they've experienced in the past or how closely they're connected to a tragedy. If victims were their peers, the event will take a stronger emotional toll compared with children who hear about the shooting on the news. Regardless, it will take time for parents to comfort children and help them process such tragic events.\u003c/p>\n\u003cp>\"We need to be patient, and sometimes especially young kids need to have these conversations over and over,\" says \u003ca href=\"https://newsroom.ucla.edu/experts/preview/531dadeb299b506ab20001b5/\">Melissa Brymer\u003c/a>, director of terrorism and disaster programs at the UCLA-Duke University National Center for Child Traumatic Stress. \"Sometimes they need it in little chunks. They might not be able to digest everything in one sitting,\"\u003ca href=\"https://www.npr.org/2022/05/25/1101141318/uvalde-school-shooting-is-another-reminder-of-chil%20drens-feelings-of-trauma\"> Brymer told NPR's \u003cem>Morning Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The American School Counselor Association has gathered a list of \u003ca href=\"https://www.schoolcounselor.org/Publications-Research/Publications/Free-ASCA-Resources/After-a-School-Shooting\">resources and tips to help after a school shooting\u003c/a>. At the top is the recommendation to keep routines in place. Even if kids are anxious or fearful, there's a benefit to going to school and maintaining daily activities. As the organization explains in its guide, \"Kids gain security from the predictability of routine.\"\u003c/p>\n\u003cp>The organization says it's also helpful to limit how much media you and your children take in, whether it's social media, radio, TV or reading news online. In a crisis, the main reason to watch, listen or read media coverage is to understand what's happening. \"But if you're just watching the same coverage over and over again and it's not helping you learn anything new that's important to you and your family, then you probably should disconnect,\" says Schonfeld.\u003c/p>\n\u003cp>In the days and weeks that follow a tragedy, parents should talk to their children about how to cope when they feel concerned or anxious. There are some really good books out there to have those conversations around, Brymer says. She recommends \u003ca href=\"https://piploproductions.com/stories/once/\">\u003cem>Once I Was Very Very Scared\u003c/em>\u003c/a>, by Chandra Ghosh Ippen, for the preschool set. In the story, lots of animals go through scary experiences, but each reacts differently and has its own way of coping. Brymer says books like this can assist parents and caregivers in helping children figure out the strategy that works best for them.\u003c/p>\n\u003cp>For parents of older children, another strategy is to help them convert feelings of anger or anxiety into action. Schonfeld says it's natural to be angry and want to blame someone after a school shooting. But if kids direct their anger at an individual who acted in hatred — such as the shooter — it doesn't take away grief or solve the problem. Anger can beget anger.\u003c/p>\n\u003cp>An alternative approach is to get involved in initiatives to address gun violence. For example, students at Marjory Stoneman Douglas High School in Parkland, Fla., began pushing for gun control after the 2018 mass shooting there.\u003c/p>\n\u003cp>\"It didn't solve the problem, but it did make a difference,\" says Schonfeld. The students have been effective advocates in bringing attention to gun violence.\u003c/p>\n\u003cp>\"So I think, yes, kids can be part of the solution, but the adults have to be a big part of the solution too,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The bottom line, Schonfeld says, is to keep having conversations with your kids. Ask what they're thinking and feeling — it's a good place to start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+about+school+shootings+to+ease+their+stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The death of children, shot at school, is hard to comprehend. It can be even harder for kids. Counselors say parents should take cues from their kids, listen to their fears and answer their questions.","status":"publish","parent":0,"modified":1653597184,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":876},"headData":{"title":"What to say to kids about school shootings to ease their stress - MindShift","description":"The death of children, shot at school, is hard to comprehend. It can be even harder for kids. Counselors say parents should take cues from their kids, listen to their fears and answer their questions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59433 https://ww2.kqed.org/mindshift/?p=59433","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/26/what-to-say-to-kids-about-school-shootings-to-ease-their-stress/","disqusTitle":"What to say to kids about school shootings to ease their stress","nprImageCredit":"Allison Dinner","nprByline":"Allison Aubrey","nprImageAgency":"AFP via Getty Images","nprStoryId":"1101306073","nprApiLink":"http://api.npr.org/query?id=1101306073&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2022/05/26/1101306073/what-to-say-to-kids-about-school-shootings-to-ease-their-stress?ft=nprml&f=1101306073","nprRetrievedStory":"1","nprPubDate":"Thu, 26 May 2022 10:22:00 -0400","nprStoryDate":"Thu, 26 May 2022 05:00:50 -0400","nprLastModifiedDate":"Thu, 26 May 2022 10:22:32 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59433/what-to-say-to-kids-about-school-shootings-to-ease-their-stress","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you have school-age children, chances are they've already talked to their classmates about the school shooting in Uvalde, Texas. So what's the best way to know how they're feeling and what they're thinking? Ask them.\u003c/p>\n\u003cp>\"Children's questions may be very different from adults',\" says \u003ca href=\"https://www.schoolcrisiscenter.org/portfolio/david-schonfeld-md-faap/\">David Schonfeld\u003c/a>, a pediatrician who directs the\u003ca href=\"https://www.schoolcrisiscenter.org/\"> National Center for School Crisis and Bereavement\u003c/a> at Children's Hospital Los Angeles. And the best way to determine how much information they need is to listen to them, he says.\u003c/p>\n\u003cp>\"Before we can offer reassurance or help them with what's bothering them, we have to understand what their actual concerns are,\" Schonfeld says. His group has developed \u003ca href=\"https://www.schoolcrisiscenter.org/wp-content/uploads/2020/08/Guidelines-Talking-to-Kids-About-Attacks-Two-Sided-Onesheet-Format.pdf\">guidelines for talking to children\u003c/a> after a tragic event.\u003c/p>\n\u003cp>Kids often ask who is to blame, what could have been done to prevent the tragedy or could it happen at my school? Truthful answers are important to build trust. In a year when the U.S. has already seen 27 school shootings and more than 200 mass shootings, the unfortunate answer is: Although school is typically a safe place, there are risks.\u003c/p>\n\u003cp>\"A lot of people say to me, you know, 'This is just the new normal,' and my reaction to them is that there is nothing normal about this,\" Schonfeld says.\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>When 19 children are gunned down, it is cause for deep distress. \"It ought to be distressing — it's an unacceptable situation,\" he says. But for now, it's an unfortunate reality of life in the United States. \"We can help kids learn to cope with the distress that they feel when they recognize inherent dangers that are part of the world,\" Schonfeld says.\u003c/p>\n\u003cp>A child's age will determine how much information to share, but that's not the only factor. Their emotional reaction may be linked to how much trauma they've experienced in the past or how closely they're connected to a tragedy. If victims were their peers, the event will take a stronger emotional toll compared with children who hear about the shooting on the news. Regardless, it will take time for parents to comfort children and help them process such tragic events.\u003c/p>\n\u003cp>\"We need to be patient, and sometimes especially young kids need to have these conversations over and over,\" says \u003ca href=\"https://newsroom.ucla.edu/experts/preview/531dadeb299b506ab20001b5/\">Melissa Brymer\u003c/a>, director of terrorism and disaster programs at the UCLA-Duke University National Center for Child Traumatic Stress. \"Sometimes they need it in little chunks. They might not be able to digest everything in one sitting,\"\u003ca href=\"https://www.npr.org/2022/05/25/1101141318/uvalde-school-shooting-is-another-reminder-of-chil%20drens-feelings-of-trauma\"> Brymer told NPR's \u003cem>Morning Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The American School Counselor Association has gathered a list of \u003ca href=\"https://www.schoolcounselor.org/Publications-Research/Publications/Free-ASCA-Resources/After-a-School-Shooting\">resources and tips to help after a school shooting\u003c/a>. At the top is the recommendation to keep routines in place. Even if kids are anxious or fearful, there's a benefit to going to school and maintaining daily activities. As the organization explains in its guide, \"Kids gain security from the predictability of routine.\"\u003c/p>\n\u003cp>The organization says it's also helpful to limit how much media you and your children take in, whether it's social media, radio, TV or reading news online. In a crisis, the main reason to watch, listen or read media coverage is to understand what's happening. \"But if you're just watching the same coverage over and over again and it's not helping you learn anything new that's important to you and your family, then you probably should disconnect,\" says Schonfeld.\u003c/p>\n\u003cp>In the days and weeks that follow a tragedy, parents should talk to their children about how to cope when they feel concerned or anxious. There are some really good books out there to have those conversations around, Brymer says. She recommends \u003ca href=\"https://piploproductions.com/stories/once/\">\u003cem>Once I Was Very Very Scared\u003c/em>\u003c/a>, by Chandra Ghosh Ippen, for the preschool set. In the story, lots of animals go through scary experiences, but each reacts differently and has its own way of coping. Brymer says books like this can assist parents and caregivers in helping children figure out the strategy that works best for them.\u003c/p>\n\u003cp>For parents of older children, another strategy is to help them convert feelings of anger or anxiety into action. Schonfeld says it's natural to be angry and want to blame someone after a school shooting. But if kids direct their anger at an individual who acted in hatred — such as the shooter — it doesn't take away grief or solve the problem. Anger can beget anger.\u003c/p>\n\u003cp>An alternative approach is to get involved in initiatives to address gun violence. For example, students at Marjory Stoneman Douglas High School in Parkland, Fla., began pushing for gun control after the 2018 mass shooting there.\u003c/p>\n\u003cp>\"It didn't solve the problem, but it did make a difference,\" says Schonfeld. The students have been effective advocates in bringing attention to gun violence.\u003c/p>\n\u003cp>\"So I think, yes, kids can be part of the solution, but the adults have to be a big part of the solution too,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The bottom line, Schonfeld says, is to keep having conversations with your kids. Ask what they're thinking and feeling — it's a good place to start.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+to+say+to+kids+about+school+shootings+to+ease+their+stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59433/what-to-say-to-kids-about-school-shootings-to-ease-their-stress","authors":["byline_mindshift_59433"],"categories":["mindshift_21385"],"tags":["mindshift_21333","mindshift_21143","mindshift_21229","mindshift_20865","mindshift_231","mindshift_21274","mindshift_20925"],"featImg":"mindshift_59434","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. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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