School shapes teens' identities and relationships. What role do teachers play?
4 parenting priorities to prevent mental health 'summer slide'
Recovery high schools help kids heal from addiction and build a positive future
How to help young people limit screen time — and improve their body image
10 things to know about how social media affects teens' brains
Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says
How teens are experiencing their version of the ‘Great Resignation’
K-8 or Middle School: What Works for Early Adolescents Depends on Many Factors
Why Adolescence Matters in Preventing Substance Abuse
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What role do teachers play?","publishDate":1692147659,"format":"standard","headTitle":"School shapes teens’ identities and relationships. What role do teachers play? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Copyright © 2023 Deborah Offner. All rights reserved. Reprinted with permission by Taylor & Francis Group from Offner, D. (2023), \u003ca href=\"https://www.routledge.com/Educators-as-First-Responders-A-Teachers-Guide-to-Adolescent-Development/Offner/p/book/9781032416076\">Educators as First Responders: A Teacher’s Guide to Adolescent Development and Mental Health\u003c/a>, Grades 6-12 (pages 6-11). New York: Routledge.\u003c/em>\u003c/p>\n\u003cp>For most adolescents, their world is school-centric. School is where tweens and teens spend most of their time. It’s where their work (learning) is. It’s where their peers are and where their relationships happen. It’s also where their parents aren’t, so school is where they begin to shape their individual identities and, with any luck, begin to figure out for themselves how to deal with \u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\">life’s demands\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities\">problems\u003c/a>.\u003c/p>\n\u003cp>Starting around age eleven or twelve, students are increasingly aware of their own \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">strengths\u003c/a> and weaknesses — academically, athletically, artistically, socially and physically. They naturally compare themselves to others and look to their peers for approval and acceptance.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62191 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg\" alt=\"\" width=\"168\" height=\"254\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1020x1545.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-768x1163.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1014x1536.jpg 1014w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1352x2048.jpg 1352w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-scaled.jpg 1690w\" sizes=\"(max-width: 168px) 100vw, 168px\">Complicating this process is the fact that each student is moving through these \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">physical\u003c/a> and cognitive changes at their own pace. Just as a full range of heights as well as facial hair is on display throughout middle and high school hallways, various stages of cerebral and psychological development are evident, if not as obvious.\u003c/p>\n\u003cp>Each student is judging whatever happens in class — or at lunch, or on the athletic field — from \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">their own developmental vantage point\u003c/a>. As you might imagine and have likely experienced, this unevenness in comprehension and reasoning (not to mention self-awareness and self-regulation) leads to misunderstandings and miscommunications among students. Unevenness across students may fuel disagreements and heighten emotions, leading to hurt feelings or worse harms. Remember, however mature they may appear, your students’ logical reasoning and impulse control are not necessarily ready for what the environment demands of them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the academic realm, a student whose brain is maturing at an average rate might have no trouble adjusting to the new rhythms of middle school. But a student whose brain is maturing more slowly faces a multitude of challenges. As they wait for the cognitive capability to plan, organize, and follow through to come on board, such students find typical middle school experiences — such as changing classrooms, juggling the expectations of multiple teachers, and taking courses that require more complex comprehension skills — difficult, if not impossible.\u003c/p>\n\u003cp>There are also numerous psychosocial discrepancies across students that show up in middle school. For example, some sixth and seventh graders already have romantic interests, while other students don’t show this kind of interest until high school or even college. A student can be perfectly healthy and normal anywhere along this continuum. However, due to disparities in “pace” in this area, students who have been close friends for years can find themselves in pretty different places socially. Understandably, this can be crushing and incomprehensible for the student who feels left behind.\u003c/p>\n\u003cp>During adolescence, a day can feel like a week and a week can feel like a day. There is so much to learn and manage, but most adolescents don’t yet have the mental and emotional capacity to think it all through, let alone generate the kind of competent response we (and they) would like.\u003c/p>\n\u003cp>Once students arrive in high school, their attention spans, for one thing, do increase. However, they don’t always focus this greater span in the most productive direction — at least not to our adult way of thinking. With a backdrop of pulsing hormones and persistent social pressures, high-school students are preoccupied by myriad issues.\u003c/p>\n\u003cp>When the choice is between academics or their peers, as you well know, their peers may take priority. Never is this truer than when a friend is in distress. Generation Z adolescents (born after 1997) are more attuned to not only their own \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">moods, anxieties and “ups and downs,”\u003c/a> but also to those of their close peers. A seventh grader recently told me that when a friend tells her they are having a tough day or dealing with a difficult issue, she makes a note in her phone so she is reminded to check in with them on subsequent days, to see how they’re doing. Another example: I recently got the following text message from a twelfth grader, canceling our weekly therapy session. “Can’t meet today. Friend in crisis.” At school, student may think nothing of missing something important — for example, your class — to comfort a struggling friend.\u003c/p>\n\u003cp>Another pressing psychological factor for adolescents is social comparison. They are developmentally driven to compare themselves to others and compete for peer approval. On any given school campus, you can see this express itself in ways reflective of the institution’s culture. At some schools, you see it in the way students dress. At others, students one-up each other with clever quips in class. And in still others, athletic prowess or artistic ability are how students win popularity and the acceptance that comes with it. While this is not a new phenomenon among teenagers, it’s even more intense and unrelenting for this generation because of social media, the ultimate social comparison accelerator.\u003c/p>\n\u003cp>Finally, the primary developmental task of adolescence is achieving emotional independence from parents or guardians. Complicating this push toward individuation is the fact that middle and high schoolers still need mature guidance — and they know it. Every minute of every day, your students are navigating a world and a way of perceiving a world that is in constant flux for them.\u003c/p>\n\u003cp>Nowhere do the challenges and various aspects of adolescence development surface more profoundly or play themselves out more fully than at school — where you, their teacher, are (in effect and fact) the only adult in the room. Thus, when a student needs an adult, not surprisingly, you become their natural choice.\u003c/p>\n\u003ch2>\u003cstrong>“I’m not trained for this!”\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> \u003c/strong>As one panicked teacher so aptly shouted into the phone as she solicited my advice about responding to a student in crisis, “I’m not trained for this!”\u003c/p>\n\u003cp>I’m pretty sure you didn’t exactly sign up for some of this stuff, either. Yet this is the reality of teaching middle schoolers and high schoolers. Though you may doubt you’re the best option when it comes to intervening in your student’s developmental or personal challenges, your students have no such reservations. That’s why they seek you out. They know and regard you as a functioning “adult” — in other words, an expert in all things life.\u003c/p>\n\u003cp>While you may not feel like an expert in “all things life,” and may even have substantial evidence to support your hunch, recognize that in this arena you do offer competencies that other adults simply can’t. You have an established relationship with your students — they listen to you, they’re interested in what you think. You play a consistent and key role in guiding them toward a promising future. Many times, they don’t or won’t listen to other adults — least of all, parents.\u003c/p>\n\u003cp>You are the “boots on the ground” in your school community. Unlike any other adult in your students’ lives, you observe them day in and day out in their natural habitat. You not only witness their daily interactions, you also know all the players. In addition, you and your colleagues are typically the first adults to notice when something isn’t right with a student — when they seem tired or irritable, are suddenly sitting apart from their friends, or uncharacteristically fail to turn in an assignment.\u003c/p>\n\u003cp>Do not discount the value of your knowledge when it comes to being a first responder to adolescent discontent or more serious personal or emotional difficulties. I’ve mused with more than one teacher or mental health colleague that middle and high school teachers today are a lot like “milieu workers” in pediatric or psychiatric care institutions. In these clinical settings, milieu workers are embedded in the institutional environment, or “milieu,” where they monitor, support, and assist patients. Their role is not only to administer medications, provide advice, or offer resources, they’re there to meet their charges where they are, in the moment.\u003c/p>\n\u003cp>When I served as a school counselor, and later when I was dean of students at a high school, teachers were my best source for flagging a student in need. And teachers continue to be my closest partners in my consulting work.\u003c/p>\n\u003cp>When a student comes to you in crisis, you want to be sure your response will be effective and appropriate. Note that this does not require a degree in psychology. With some basic knowledge of adolescent development and strategies for handling the various situations most likely to come your way, you can feel confident in this dimension of your role, and transform yourself from apprehensive educator to competent first responder.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62190 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png\" alt=\"\" width=\"198\" height=\"280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1020x1443.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-160x226.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-768x1086.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1086x1536.png 1086w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD.png 1414w\" sizes=\"(max-width: 198px) 100vw, 198px\">Deborah Offner is a clinical psychologist who has worked in schools and colleges as a counselor, educator, and consultant for 25 years. She is Consulting Psychologist at Beacon Academy in Boston, MA, and provides counseling, supervision and professional consultation to several other middle and secondary schools. Her areas of expertise include adolescent development and mental health, student affairs and professional development for K-12 educators.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Educators as First Responders,\" clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","status":"publish","parent":0,"modified":1692188071,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1603},"headData":{"title":"School shapes teens' identities and relationships. What role do teachers play? | KQED","description":"In "Educators as First Responders," clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In "Educators as First Responders," clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","schema":{"@context":"http://schema.org","@type":"Article","headline":"School shapes teens' identities and relationships. What role do teachers play?","datePublished":"2023-08-16T01:00:59.000Z","dateModified":"2023-08-16T12:14:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2023 Deborah Offner. All rights reserved. Reprinted with permission by Taylor & Francis Group from Offner, D. (2023), \u003ca href=\"https://www.routledge.com/Educators-as-First-Responders-A-Teachers-Guide-to-Adolescent-Development/Offner/p/book/9781032416076\">Educators as First Responders: A Teacher’s Guide to Adolescent Development and Mental Health\u003c/a>, Grades 6-12 (pages 6-11). New York: Routledge.\u003c/em>\u003c/p>\n\u003cp>For most adolescents, their world is school-centric. School is where tweens and teens spend most of their time. It’s where their work (learning) is. It’s where their peers are and where their relationships happen. It’s also where their parents aren’t, so school is where they begin to shape their individual identities and, with any luck, begin to figure out for themselves how to deal with \u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\">life’s demands\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities\">problems\u003c/a>.\u003c/p>\n\u003cp>Starting around age eleven or twelve, students are increasingly aware of their own \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">strengths\u003c/a> and weaknesses — academically, athletically, artistically, socially and physically. They naturally compare themselves to others and look to their peers for approval and acceptance.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62191 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg\" alt=\"\" width=\"168\" height=\"254\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1020x1545.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-768x1163.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1014x1536.jpg 1014w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1352x2048.jpg 1352w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-scaled.jpg 1690w\" sizes=\"(max-width: 168px) 100vw, 168px\">Complicating this process is the fact that each student is moving through these \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">physical\u003c/a> and cognitive changes at their own pace. Just as a full range of heights as well as facial hair is on display throughout middle and high school hallways, various stages of cerebral and psychological development are evident, if not as obvious.\u003c/p>\n\u003cp>Each student is judging whatever happens in class — or at lunch, or on the athletic field — from \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">their own developmental vantage point\u003c/a>. As you might imagine and have likely experienced, this unevenness in comprehension and reasoning (not to mention self-awareness and self-regulation) leads to misunderstandings and miscommunications among students. Unevenness across students may fuel disagreements and heighten emotions, leading to hurt feelings or worse harms. Remember, however mature they may appear, your students’ logical reasoning and impulse control are not necessarily ready for what the environment demands of them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the academic realm, a student whose brain is maturing at an average rate might have no trouble adjusting to the new rhythms of middle school. But a student whose brain is maturing more slowly faces a multitude of challenges. As they wait for the cognitive capability to plan, organize, and follow through to come on board, such students find typical middle school experiences — such as changing classrooms, juggling the expectations of multiple teachers, and taking courses that require more complex comprehension skills — difficult, if not impossible.\u003c/p>\n\u003cp>There are also numerous psychosocial discrepancies across students that show up in middle school. For example, some sixth and seventh graders already have romantic interests, while other students don’t show this kind of interest until high school or even college. A student can be perfectly healthy and normal anywhere along this continuum. However, due to disparities in “pace” in this area, students who have been close friends for years can find themselves in pretty different places socially. Understandably, this can be crushing and incomprehensible for the student who feels left behind.\u003c/p>\n\u003cp>During adolescence, a day can feel like a week and a week can feel like a day. There is so much to learn and manage, but most adolescents don’t yet have the mental and emotional capacity to think it all through, let alone generate the kind of competent response we (and they) would like.\u003c/p>\n\u003cp>Once students arrive in high school, their attention spans, for one thing, do increase. However, they don’t always focus this greater span in the most productive direction — at least not to our adult way of thinking. With a backdrop of pulsing hormones and persistent social pressures, high-school students are preoccupied by myriad issues.\u003c/p>\n\u003cp>When the choice is between academics or their peers, as you well know, their peers may take priority. Never is this truer than when a friend is in distress. Generation Z adolescents (born after 1997) are more attuned to not only their own \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">moods, anxieties and “ups and downs,”\u003c/a> but also to those of their close peers. A seventh grader recently told me that when a friend tells her they are having a tough day or dealing with a difficult issue, she makes a note in her phone so she is reminded to check in with them on subsequent days, to see how they’re doing. Another example: I recently got the following text message from a twelfth grader, canceling our weekly therapy session. “Can’t meet today. Friend in crisis.” At school, student may think nothing of missing something important — for example, your class — to comfort a struggling friend.\u003c/p>\n\u003cp>Another pressing psychological factor for adolescents is social comparison. They are developmentally driven to compare themselves to others and compete for peer approval. On any given school campus, you can see this express itself in ways reflective of the institution’s culture. At some schools, you see it in the way students dress. At others, students one-up each other with clever quips in class. And in still others, athletic prowess or artistic ability are how students win popularity and the acceptance that comes with it. While this is not a new phenomenon among teenagers, it’s even more intense and unrelenting for this generation because of social media, the ultimate social comparison accelerator.\u003c/p>\n\u003cp>Finally, the primary developmental task of adolescence is achieving emotional independence from parents or guardians. Complicating this push toward individuation is the fact that middle and high schoolers still need mature guidance — and they know it. Every minute of every day, your students are navigating a world and a way of perceiving a world that is in constant flux for them.\u003c/p>\n\u003cp>Nowhere do the challenges and various aspects of adolescence development surface more profoundly or play themselves out more fully than at school — where you, their teacher, are (in effect and fact) the only adult in the room. Thus, when a student needs an adult, not surprisingly, you become their natural choice.\u003c/p>\n\u003ch2>\u003cstrong>“I’m not trained for this!”\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> \u003c/strong>As one panicked teacher so aptly shouted into the phone as she solicited my advice about responding to a student in crisis, “I’m not trained for this!”\u003c/p>\n\u003cp>I’m pretty sure you didn’t exactly sign up for some of this stuff, either. Yet this is the reality of teaching middle schoolers and high schoolers. Though you may doubt you’re the best option when it comes to intervening in your student’s developmental or personal challenges, your students have no such reservations. That’s why they seek you out. They know and regard you as a functioning “adult” — in other words, an expert in all things life.\u003c/p>\n\u003cp>While you may not feel like an expert in “all things life,” and may even have substantial evidence to support your hunch, recognize that in this arena you do offer competencies that other adults simply can’t. You have an established relationship with your students — they listen to you, they’re interested in what you think. You play a consistent and key role in guiding them toward a promising future. Many times, they don’t or won’t listen to other adults — least of all, parents.\u003c/p>\n\u003cp>You are the “boots on the ground” in your school community. Unlike any other adult in your students’ lives, you observe them day in and day out in their natural habitat. You not only witness their daily interactions, you also know all the players. In addition, you and your colleagues are typically the first adults to notice when something isn’t right with a student — when they seem tired or irritable, are suddenly sitting apart from their friends, or uncharacteristically fail to turn in an assignment.\u003c/p>\n\u003cp>Do not discount the value of your knowledge when it comes to being a first responder to adolescent discontent or more serious personal or emotional difficulties. I’ve mused with more than one teacher or mental health colleague that middle and high school teachers today are a lot like “milieu workers” in pediatric or psychiatric care institutions. In these clinical settings, milieu workers are embedded in the institutional environment, or “milieu,” where they monitor, support, and assist patients. Their role is not only to administer medications, provide advice, or offer resources, they’re there to meet their charges where they are, in the moment.\u003c/p>\n\u003cp>When I served as a school counselor, and later when I was dean of students at a high school, teachers were my best source for flagging a student in need. And teachers continue to be my closest partners in my consulting work.\u003c/p>\n\u003cp>When a student comes to you in crisis, you want to be sure your response will be effective and appropriate. Note that this does not require a degree in psychology. With some basic knowledge of adolescent development and strategies for handling the various situations most likely to come your way, you can feel confident in this dimension of your role, and transform yourself from apprehensive educator to competent first responder.\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>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62190 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png\" alt=\"\" width=\"198\" height=\"280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1020x1443.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-160x226.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-768x1086.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1086x1536.png 1086w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD.png 1414w\" sizes=\"(max-width: 198px) 100vw, 198px\">Deborah Offner is a clinical psychologist who has worked in schools and colleges as a counselor, educator, and consultant for 25 years. She is Consulting Psychologist at Beacon Academy in Boston, MA, and provides counseling, supervision and professional consultation to several other middle and secondary schools. Her areas of expertise include adolescent development and mental health, student affairs and professional development for K-12 educators.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play","authors":["4354"],"categories":["mindshift_21445","mindshift_21512","mindshift_21491","mindshift_21280"],"tags":["mindshift_21093","mindshift_20811","mindshift_21207","mindshift_21157","mindshift_21336","mindshift_21749","mindshift_21210","mindshift_21159"],"featImg":"mindshift_62192","label":"mindshift"},"mindshift_61888":{"type":"posts","id":"mindshift_61888","meta":{"index":"posts_1591205157","site":"mindshift","id":"61888","score":null,"sort":[1687744821000]},"guestAuthors":[],"slug":"4-parenting-priorities-to-prevent-mental-health-summer-slide","title":"4 parenting priorities to prevent mental health 'summer slide'","publishDate":1687744821,"format":"standard","headTitle":"4 parenting priorities to prevent mental health ‘summer slide’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"4 parenting priorities to prevent mental health 'summer slide'","datePublished":"2023-06-26T02:00:21.000Z","dateModified":"2023-06-25T03:28:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","label":"mindshift"},"mindshift_61345":{"type":"posts","id":"mindshift_61345","meta":{"index":"posts_1591205157","site":"mindshift","id":"61345","score":null,"sort":[1680620162000]},"guestAuthors":[],"slug":"recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","title":"Recovery high schools help kids heal from addiction and build a positive future","publishDate":1680620162,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","status":"publish","parent":0,"modified":1680620162,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1295},"headData":{"title":"Recovery high schools help kids heal from addiction and build a positive future | KQED","description":"A few dozen high schools across the U.S. combine education with treatment for substance use disorders to keep kids in recovery — and in school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Recovery high schools help kids heal from addiction and build a positive future","datePublished":"2023-04-04T14:56:02.000Z","dateModified":"2023-04-04T14:56:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Stephanie Daniel","nprByline":"Stephanie Daniel","nprImageAgency":"KUNC","nprStoryId":"1167856499","nprApiLink":"http://api.npr.org/query?id=1167856499&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/04/04/1167856499/recovery-high-schools-help-kids-heal-from-an-addiction-and-build-a-future?ft=nprml&f=1167856499","nprRetrievedStory":"1","nprPubDate":"Tue, 04 Apr 2023 05:03:00 -0400","nprStoryDate":"Tue, 04 Apr 2023 05:03:38 -0400","nprLastModifiedDate":"Tue, 04 Apr 2023 05:03:38 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every weekday at 5280 High School in Denver starts the same way.\u003c/p>\n\u003cp>Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. A teenage boy dressed in tan corduroys, a black hoodie, and sneakers went first.\u003c/p>\n\u003cp>\"I didn't want to have, like, any emotion,\" he said. \"So I thought, like, the best way to, like, put it down would be to do more and more and more drugs.\"\u003c/p>\n\u003cp>A classmate said she started doing drugs for fun and then got hooked. Another student said his addiction negatively impacts his mental health. A third announced an upcoming milestone.\u003c/p>\n\u003cp>\"In, like, two days, I'll be six months sober,\" she said, as her classmates cheered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students attend Colorado's only recovery high school — one of 43 nationwide. These schools \u003ca href=\"https://recoveryschools.org/\" target=\"_blank\" rel=\"noopener\">are designed for students who are recovering\u003c/a> from substance use disorder and might also be dealing with related mental health disorders. The Denver school opened in 2018 as a public charter school that today enrolls more than 100 students.\u003c/p>\n\u003cp>One of those cheering classmates was sophomore Alexis Castillo, 16, who listened supportively during that recent morning meeting. She is in recovery for alcohol and fentanyl addictions. Several of her friends attended the school when she enrolled during her freshman year and initially loved it. But after a while some of Castillo's friends left and she grew disillusioned. She stopped going to class and wasn't motivated to work her recovery steps.\u003c/p>\n\u003cp>\"They give you a lot of accountability,\" she said. \"That was not something I wanted.\"\u003c/p>\n\u003cp>Castillo relapsed and school staffers helped her get into rehab. Three months later she was back at the school, in recovery and ready to do the work.\u003c/p>\n\u003cp>The school's mission is to help kids learn to live a substance-free life while receiving an education. This includes attending recovery meetings and wellness activities, and taking traditional high school classes like English, math, and Spanish.\u003c/p>\n\u003cp>\"They can go on to college or a career and really handle anything that life throws at them,\" said 5280's founder and executive director, Dr. Melissa Mouton.\u003c/p>\n\u003cp>In 2022, nearly a third of 12th graders and 1 in 5 10th graders reported using an illicit drug in the previous year, according to a \u003ca href=\"https://monitoringthefuture.org/data/Prevalence.html#drug=%22Any+Illicit+Drug%22\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> from the Monitoring the Future project conducted by the University of Michigan Survey Research Center. Those numbers have steadily decreased over the past 25 years. However, data from UCLA shows \u003ca href=\"https://www.uclahealth.org/news/adolescent-drug-overdose-deaths-rose-exponentially-first\" target=\"_blank\" rel=\"noopener\">overdose deaths among teens doubled\u003c/a> in the first year of the pandemic, mainly attributed to the increased prevalence of fentanyl-laced drugs.\u003c/p>\n\u003cp>The first recovery high school opened in Silver Spring, Md., in 1979 and similar programs now operate in 21 states. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to \u003ca href=\"https://read.qxmd.com/read/31811754/net-benefits-of-recovery-high-schools-higher-cost-but-increased-sobriety-and-educational-attainment\" target=\"_blank\" rel=\"noopener\">stay sober\u003c/a>, and their \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6901088/\" target=\"_blank\" rel=\"noopener\">graduation rate\u003c/a> is at least 21% higher, according to one study.\u003c/p>\n\u003cfigure id=\"attachment_61347\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61347\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/recovery-high-school-2-6b1346a6a206c6b382881c292f0110b777f3f4c7-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A mosaic in the computer lab at 5280 High School in Denver. Colorado’s only high school with a recovery program opened in 2018 as a public charter school and today enrolls more than 100 students. \u003ccite>(Stephanie Daniel for KHN)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"For this particular group of young people who have these disorders, this can be a lifesaver,\" said John Kelly, director of the Recovery Research Institute at Massachusetts General Hospital. \"It can help them create a social norm of recovery.\"\u003c/p>\n\u003cp>There are three components to effective drug and alcohol treatment, according to Dr. Sharon Levy, a pediatrician and addiction medicine specialist at Boston Children's Hospital. The first part is medical, which includes seeing a doctor, drug testing, and using medications like buprenorphine to treat opioid addiction. The second is emotional support from counseling to address co-occurring mental health disorders. And there is a behavioral component that, for kids, can include receiving positive feedback from parents, peer support and recovery schools.\u003c/p>\n\u003cp>\"Recovery schools offer an opportunity really for peer support and mutual aid in a kind of a supervised and structured way,\" Levy said.\u003c/p>\n\u003cp>Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually.\u003c/p>\n\u003cp>Recovery schools do face challenges. Most are publicly funded charter or alternative schools that carry a higher cost of educating students than traditional schools do. This is due to a smaller enrollment, the need for mental health and recovery personnel, higher faculty-to-student ratios, and other factors.\u003c/p>\n\u003cp>The Denver school enrolls about 100 students annually, making it one of the biggest recovery high schools in the nation. This year, the per-pupil cost is about $25,000 per student but the school receives only about $15,000 from federal, state, and local funding, according to Mouton. The remaining money comes from donors.\u003c/p>\n\u003cp>Given the complex needs of the students, \"recovery schools will always be small,\" she said.\u003c/p>\n\u003cp>Pooling such students together may also raise a concern that students will trigger one another to use drugs and alcohol and relapse, but, Levy said, that's a risk with any social interaction.\u003c/p>\n\u003cp>\"So, if you're in an environment where the recovery is kind of front and center and people are watching and monitoring and supervising,\" she said, \"I think that's helpful for a lot of kids.\"\u003c/p>\n\u003cp>The school in Denver purposely keeps enrollment under capacity so additional teens can enroll anytime during the school year. A student won't get kicked out if they relapse, but there are two requirements: They must want to be sober and attend an outside recovery program.\u003c/p>\n\u003cp>\"The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them,\" said Brittany Kitchens, the school's recovery coach. \"We are here for them.\"\u003c/p>\n\u003cp>Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.\u003c/p>\n\u003cp>\"I tend to be the first kind of line that the kids will come to when they're experiencing something that is just a little bit too big for them to process,\" she said.\u003c/p>\n\u003cp>Some of these difficulties stem from traumas students have experienced, including sex and drug trafficking, and abandonment. Students also deal with traumas they have caused, Kitchens said, actions that landed them in jail or on probation.\u003c/p>\n\u003cp>Kitchens, who is in recovery herself, shares coping mechanisms with the students.\u003c/p>\n\u003cp>\"A lot of times it just starts with, 'Hey, take a breath, breathe in through the nose and out through the mouth,'\" she said.\u003c/p>\n\u003cp>Alexis has been in recovery for nearly a year, she said. The morning meetings where she and her classmates talk about mental health, sobriety, and other topics are an opportunity to build a community of friends who support one another, something she said she didn't have when she was using drugs.\u003c/p>\n\u003cp>\"It's really hard to get sober young,\" she said.\u003c/p>\n\u003cp>\u003cem>This article is part of a partnership that includes \u003c/em>\u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>KUNC\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.npr.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>NPR\u003c/em>\u003c/a>\u003cem>, and KHN.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/about-us\" target=\"_blank\" rel=\"noopener\">\u003cem>KHN\u003c/em>\u003c/a>\u003cem> (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at \u003c/em>\u003ca href=\"https://www.kff.org/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cem>KFF\u003c/em>\u003c/a>\u003cem> (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 KUNC. To see more, visit \u003ca href=\"https://www.kunc.org/\" target=\"_blank\" rel=\"noopener\">KUNC\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recovery+high+schools+help+kids+heal+from+an+addiction+and+build+a+future&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61345/recovery-high-schools-help-kids-heal-from-addiction-and-build-a-positive-future","authors":["byline_mindshift_61345"],"categories":["mindshift_21445","mindshift_21280","mindshift_21579","mindshift_20874"],"tags":["mindshift_21581","mindshift_21093","mindshift_146","mindshift_20865","mindshift_20761","mindshift_21580","mindshift_21582","mindshift_21159"],"featImg":"mindshift_61346","label":"mindshift"},"mindshift_61126":{"type":"posts","id":"mindshift_61126","meta":{"index":"posts_1591205157","site":"mindshift","id":"61126","score":null,"sort":[1677437594000]},"guestAuthors":[],"slug":"how-to-help-young-people-limit-screen-time-and-improve-their-body-image","title":"How to help young people limit screen time — and improve their body image","publishDate":1677437594,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>U.S. teens spend more than \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf\" target=\"_blank\" rel=\"noopener\">eight hours a day\u003c/a> on screens, and there's \u003ca href=\"https://www.npr.org/2023/02/16/1157180971/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">growing concern\u003c/a> over how social media may affect their mental health.\u003c/p>\n\u003cp>Now, \u003ca href=\"https://www.apa.org/pubs/journals/releases/ppm-ppm0000460.pdf\" target=\"_blank\" rel=\"noopener\">a new study, published Thursday\u003c/a> by the American Psychological Association, validates what some parents have experienced when their teenagers cut back: They seem to feel better about themselves. I've seen this in my own kids when they return from summer camp, where phones are not allowed. They seem more at ease and less moody.\u003c/p>\n\u003cp>Social media can feel like a comparison trap, says study author \u003ca href=\"https://mccallmacbainscholars.org/bio/helen-thai/\" target=\"_blank\" rel=\"noopener\">Helen Thai\u003c/a>, a doctoral student in psychology at McGill University. Her research found that limiting screen time to about one hour a day helped anxious teens and young adults feel better about their body image and their appearance.\u003c/p>\n\u003cp>Her research arose from her own personal experiences.\u003c/p>\n\u003cp>\"What I noticed when I was engaging in social media was that I couldn't help but compare myself,\" Thai says. Scrolling through posts from celebrities and influencers, as well as peers and people in her own social network, led to feelings of inferiority.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They looked prettier, healthier, more fit,\" Thai says. She was well aware that social media posts often feature polished, airbrushed or filtered images that can alter appearances in an unrealistic way, but it still affected her negatively.\u003c/p>\n\u003cp>So, Thai and a team of researchers decided to test whether slashing time on social media platforms including Instagram, TikTok and Snapchat would improve body image. They recruited a few hundred volunteers, aged 17-25, all of whom had experienced symptoms of anxiety or depression — which could make them vulnerable to the effects of social media.\u003c/p>\n\u003cp>Half of the participants were asked to reduce their social media to 60 minutes a day for three weeks, Thai says. The other half continued to use social media with no restrictions, which averaged about three hours per day.\u003c/p>\n\u003cp>The researchers gave the participants surveys at the beginning and end of the study, that included statements such as \"I'm pretty happy about the way I look,\" and \"I am satisfied with my weight.\" Among the group that cut social media use, the overall score on appearance improved from 2.95 to 3.15 on a 5-point scale. This may seem like a small change, but any shift in such a short period of time is striking, the authors say.\u003c/p>\n\u003cp>\"This randomized controlled trial showed promising results that weight and appearance esteem can improve when people cut back on social media use,\" wrote psychologist \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=41225\" target=\"_blank\" rel=\"noopener\">Andrea Graham\u003c/a>, co-director of the\u003ca href=\"https://cbits.northwestern.edu/\" target=\"_blank\" rel=\"noopener\"> Center for Behavioral Intervention at Northwestern University\u003c/a>, who reviewed the results for NPR.\u003c/p>\n\u003cp>Graham says it's encouraging that college students were willing to cut back screen time, even for three weeks. \"This provides some evidence that it may be feasible to engage this age group in reducing social media use,\" she says. Though this study included people who had symptoms of anxiety or depression, Graham says it's worth evaluating this approach with other groups, such as people with or at risk of eating disorders. It's also possible the benefits of cutting back could extend more broadly to anyone in this age group.\u003c/p>\n\u003cp>Social media platforms are always evolving and \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf\" target=\"_blank\" rel=\"noopener\">attracting young users\u003c/a>. \"The digital world is here to stay,\" says Thai. So, she says, the question becomes, \"how do we adapt to this new world in a way where it wouldn't negatively impact us or control us?\"\u003c/p>\n\u003cp>Here are some ideas to try:\u003c/p>\n\u003ch3>1. Curate your social media feed to limit content that makes you feel bad\u003c/h3>\n\u003cp>Instagram and TikTok are filled with idealized images of bodies. Filters can help people appear slimmer, more tan or wrinkle-free. \"The algorithm is pushing body-centric content to you because that's what sells,\" says Lexie Kite, co-author with her twin sister of \u003ca href=\"https://www.morethanabody.org/\">\u003cem>More Than a Body: Your Body is an Instrument, Not an Ornament\u003c/em>\u003c/a>. She says social media platforms can amplify harmful cultural messages — especially for girls and women — that they are most valued for their beauty and sex appeal.\u003c/p>\n\u003cp>So, it's up to the user to push back. \"Be incredibly mindful, as you scroll, of how each creator, each image, each account makes you feel,\" Kite says. If a post or story makes you feel uncomfortable or \u003cem>less-than\u003c/em>, make a choice to mute or unfollow. \"That's what I do,\" Kite says. \"You are the only one who can curate your feed.\"\u003c/p>\n\u003ch3>2. Schedule a one-day break from devices each week\u003c/h3>\n\u003cp>Artist and film-maker Tiffany Shlain says there's a power to unplugging one day a week. She turns off her devices every Friday evening, and takes a 24-hour break, that she now refers to as \"Tech Shabbat.\" She and her family started this tradition 13 years ago when her children were young.\u003c/p>\n\u003cp>\"There's something about that full day off each week that really resets me and each member of my family in a deep way,\" she says. And the irony of disconnecting from social media: \"It's the day I feel most connected to my family.\"\u003c/p>\n\u003cp>She's the author of \u003ca href=\"https://urldefense.com/v3/__https:/www.tiffanyshlain.com/24-6book__;!!Iwwt!WABsxQ05HTG7-7eHxrEVMQ3SUt0rlovbn8SkdmW6hMmkKVDY7hzMMjxwsxIblHnhLqcMMei3F40%24\" target=\"_blank\" rel=\"noopener\">\u003cem>24/6: Giving up Screens One Day a Week to Get More Time, Creativity, and Connection\u003c/em>\u003c/a>, and is currently working on a film about the adolescent brain. For teens, the weekend can result in fear of missing out – or FOMO. On social media, everyone can appear happy and popular, so it's hard not to compare. \"Comparison is the thief of joy,\" says Shlain — a quote she recently saw displayed by an artist friend. So Friday night can be a good time to turn it off.\u003c/p>\n\u003ch3>3. Turn off notifications and set limits on use of social media apps\u003c/h3>\n\u003cp>If your intention is to limit social media to an hour a day, start by tracking your time on each app. The iPhone has a \u003ca href=\"https://support.apple.com/guide/iphone/view-your-screen-time-summary-iph24dcd4fb8/ios\" target=\"_blank\" rel=\"noopener\">screen time tracker\u003c/a> that lets you know how much time you spend on apps and websites, as well as how often you pick up your device.\u003c/p>\n\u003cp>\"Smartphones allow you to set limits for individual apps to help with managing use,\" Thai says.\u003c/p>\n\u003cp>Also, you can turn off your social media notifications so they don't show up on your home screen. And set a daily downtime in your device settings. Thai says it comes down to goal setting, and then tracking your behavior to help keep yourself accountable.\u003c/p>\n\u003ch3>4. Use the time you were giving to social media to invest in real-life activities instead\u003c/h3>\n\u003cp>This may sound obvious, but seeing your friends on social media is not the same as spending time with them. So, make some plans to connect with friends in real life. The same goes for self-care. Thai says she's been taking a break from social media, which began as a New Year's resolution. \"I noticed less screen time meant more time for me to fit in other aspects of my life that I wanted to keep more consistent, like physical activity, reading, [and] listening to podcasts,\" says Thai.\u003c/p>\n\u003cp>Northwestern University's Graham has the same advice. Doing something fun can help improve your mental health, \"so cutting back on social media use \u003cem>and\u003c/em> doing something enjoyable may lead to a bonus benefit,\" Graham says.\u003c/p>\n\u003ch3>5. Connect with people who share your interests and values\u003c/h3>\n\u003cp>The world is filled with interesting people doing remarkable things. Social media can be a more positive place for teens or adults when you connect with people who share your interests and post inspiring ideas or stories. Kite says she unfollows people who make her feel uncomfortable, \"and I replace them with activists.\"\u003c/p>\n\u003cp>She's curated her feed to be a blend of humor and advocacy – connecting with like-minded people \"who are making fun of the sexist, objectifying media landscape we all live in,\" she says. \"It makes social media fun to use.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Kite likes content creators who are willing to show up on screen without a filter \"I love seeing that in my social media feed,\" she says.\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=How+to+help+young+people+limit+screen+time+%E2%80%94+and+feel+better+about+how+they+look&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"New research found teens and young adults who even briefly cut time on social media gained self-esteem. Try these 5 tips to help them — and yourself — improve screen-life balance.","status":"publish","parent":0,"modified":1677510164,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1367},"headData":{"title":"How to help young people limit screen time — and improve their body image | KQED","description":"New research found teens and young adults who even briefly cut time on social media gained self-esteem.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to help young people limit screen time — and improve their body image","datePublished":"2023-02-26T18:53:14.000Z","dateModified":"2023-02-27T15:02:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"LA Johnson","nprByline":"Allison Aubrey","nprImageAgency":"NPR","nprStoryId":"1159099629","nprApiLink":"http://api.npr.org/query?id=1159099629&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/02/26/1159099629/teens-social-media-body-image?ft=nprml&f=1159099629","nprRetrievedStory":"1","nprPubDate":"Mon, 27 Feb 2023 08:12:00 -0500","nprStoryDate":"Sun, 26 Feb 2023 05:01:10 -0500","nprLastModifiedDate":"Mon, 27 Feb 2023 05:42:42 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/02/20230227_me_how_to_help_young_people_limit_screen_time_and_feel_better_about_how_they_look.mp3?orgId=1&topicId=1128&d=265&p=3&story=1159099629&ft=nprml&f=1159099629","nprAudioM3u":"http://api.npr.org/m3u/11159630299-46266f.m3u?orgId=1&topicId=1128&d=265&p=3&story=1159099629&ft=nprml&f=1159099629","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/02/20230227_me_how_to_help_young_people_limit_screen_time_and_feel_better_about_how_they_look.mp3?orgId=1&topicId=1128&d=265&p=3&story=1159099629&ft=nprml&f=1159099629","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. teens spend more than \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf\" target=\"_blank\" rel=\"noopener\">eight hours a day\u003c/a> on screens, and there's \u003ca href=\"https://www.npr.org/2023/02/16/1157180971/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">growing concern\u003c/a> over how social media may affect their mental health.\u003c/p>\n\u003cp>Now, \u003ca href=\"https://www.apa.org/pubs/journals/releases/ppm-ppm0000460.pdf\" target=\"_blank\" rel=\"noopener\">a new study, published Thursday\u003c/a> by the American Psychological Association, validates what some parents have experienced when their teenagers cut back: They seem to feel better about themselves. I've seen this in my own kids when they return from summer camp, where phones are not allowed. They seem more at ease and less moody.\u003c/p>\n\u003cp>Social media can feel like a comparison trap, says study author \u003ca href=\"https://mccallmacbainscholars.org/bio/helen-thai/\" target=\"_blank\" rel=\"noopener\">Helen Thai\u003c/a>, a doctoral student in psychology at McGill University. Her research found that limiting screen time to about one hour a day helped anxious teens and young adults feel better about their body image and their appearance.\u003c/p>\n\u003cp>Her research arose from her own personal experiences.\u003c/p>\n\u003cp>\"What I noticed when I was engaging in social media was that I couldn't help but compare myself,\" Thai says. Scrolling through posts from celebrities and influencers, as well as peers and people in her own social network, led to feelings of inferiority.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They looked prettier, healthier, more fit,\" Thai says. She was well aware that social media posts often feature polished, airbrushed or filtered images that can alter appearances in an unrealistic way, but it still affected her negatively.\u003c/p>\n\u003cp>So, Thai and a team of researchers decided to test whether slashing time on social media platforms including Instagram, TikTok and Snapchat would improve body image. They recruited a few hundred volunteers, aged 17-25, all of whom had experienced symptoms of anxiety or depression — which could make them vulnerable to the effects of social media.\u003c/p>\n\u003cp>Half of the participants were asked to reduce their social media to 60 minutes a day for three weeks, Thai says. The other half continued to use social media with no restrictions, which averaged about three hours per day.\u003c/p>\n\u003cp>The researchers gave the participants surveys at the beginning and end of the study, that included statements such as \"I'm pretty happy about the way I look,\" and \"I am satisfied with my weight.\" Among the group that cut social media use, the overall score on appearance improved from 2.95 to 3.15 on a 5-point scale. This may seem like a small change, but any shift in such a short period of time is striking, the authors say.\u003c/p>\n\u003cp>\"This randomized controlled trial showed promising results that weight and appearance esteem can improve when people cut back on social media use,\" wrote psychologist \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=41225\" target=\"_blank\" rel=\"noopener\">Andrea Graham\u003c/a>, co-director of the\u003ca href=\"https://cbits.northwestern.edu/\" target=\"_blank\" rel=\"noopener\"> Center for Behavioral Intervention at Northwestern University\u003c/a>, who reviewed the results for NPR.\u003c/p>\n\u003cp>Graham says it's encouraging that college students were willing to cut back screen time, even for three weeks. \"This provides some evidence that it may be feasible to engage this age group in reducing social media use,\" she says. Though this study included people who had symptoms of anxiety or depression, Graham says it's worth evaluating this approach with other groups, such as people with or at risk of eating disorders. It's also possible the benefits of cutting back could extend more broadly to anyone in this age group.\u003c/p>\n\u003cp>Social media platforms are always evolving and \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf\" target=\"_blank\" rel=\"noopener\">attracting young users\u003c/a>. \"The digital world is here to stay,\" says Thai. So, she says, the question becomes, \"how do we adapt to this new world in a way where it wouldn't negatively impact us or control us?\"\u003c/p>\n\u003cp>Here are some ideas to try:\u003c/p>\n\u003ch3>1. Curate your social media feed to limit content that makes you feel bad\u003c/h3>\n\u003cp>Instagram and TikTok are filled with idealized images of bodies. Filters can help people appear slimmer, more tan or wrinkle-free. \"The algorithm is pushing body-centric content to you because that's what sells,\" says Lexie Kite, co-author with her twin sister of \u003ca href=\"https://www.morethanabody.org/\">\u003cem>More Than a Body: Your Body is an Instrument, Not an Ornament\u003c/em>\u003c/a>. She says social media platforms can amplify harmful cultural messages — especially for girls and women — that they are most valued for their beauty and sex appeal.\u003c/p>\n\u003cp>So, it's up to the user to push back. \"Be incredibly mindful, as you scroll, of how each creator, each image, each account makes you feel,\" Kite says. If a post or story makes you feel uncomfortable or \u003cem>less-than\u003c/em>, make a choice to mute or unfollow. \"That's what I do,\" Kite says. \"You are the only one who can curate your feed.\"\u003c/p>\n\u003ch3>2. Schedule a one-day break from devices each week\u003c/h3>\n\u003cp>Artist and film-maker Tiffany Shlain says there's a power to unplugging one day a week. She turns off her devices every Friday evening, and takes a 24-hour break, that she now refers to as \"Tech Shabbat.\" She and her family started this tradition 13 years ago when her children were young.\u003c/p>\n\u003cp>\"There's something about that full day off each week that really resets me and each member of my family in a deep way,\" she says. And the irony of disconnecting from social media: \"It's the day I feel most connected to my family.\"\u003c/p>\n\u003cp>She's the author of \u003ca href=\"https://urldefense.com/v3/__https:/www.tiffanyshlain.com/24-6book__;!!Iwwt!WABsxQ05HTG7-7eHxrEVMQ3SUt0rlovbn8SkdmW6hMmkKVDY7hzMMjxwsxIblHnhLqcMMei3F40%24\" target=\"_blank\" rel=\"noopener\">\u003cem>24/6: Giving up Screens One Day a Week to Get More Time, Creativity, and Connection\u003c/em>\u003c/a>, and is currently working on a film about the adolescent brain. For teens, the weekend can result in fear of missing out – or FOMO. On social media, everyone can appear happy and popular, so it's hard not to compare. \"Comparison is the thief of joy,\" says Shlain — a quote she recently saw displayed by an artist friend. So Friday night can be a good time to turn it off.\u003c/p>\n\u003ch3>3. Turn off notifications and set limits on use of social media apps\u003c/h3>\n\u003cp>If your intention is to limit social media to an hour a day, start by tracking your time on each app. The iPhone has a \u003ca href=\"https://support.apple.com/guide/iphone/view-your-screen-time-summary-iph24dcd4fb8/ios\" target=\"_blank\" rel=\"noopener\">screen time tracker\u003c/a> that lets you know how much time you spend on apps and websites, as well as how often you pick up your device.\u003c/p>\n\u003cp>\"Smartphones allow you to set limits for individual apps to help with managing use,\" Thai says.\u003c/p>\n\u003cp>Also, you can turn off your social media notifications so they don't show up on your home screen. And set a daily downtime in your device settings. Thai says it comes down to goal setting, and then tracking your behavior to help keep yourself accountable.\u003c/p>\n\u003ch3>4. Use the time you were giving to social media to invest in real-life activities instead\u003c/h3>\n\u003cp>This may sound obvious, but seeing your friends on social media is not the same as spending time with them. So, make some plans to connect with friends in real life. The same goes for self-care. Thai says she's been taking a break from social media, which began as a New Year's resolution. \"I noticed less screen time meant more time for me to fit in other aspects of my life that I wanted to keep more consistent, like physical activity, reading, [and] listening to podcasts,\" says Thai.\u003c/p>\n\u003cp>Northwestern University's Graham has the same advice. Doing something fun can help improve your mental health, \"so cutting back on social media use \u003cem>and\u003c/em> doing something enjoyable may lead to a bonus benefit,\" Graham says.\u003c/p>\n\u003ch3>5. Connect with people who share your interests and values\u003c/h3>\n\u003cp>The world is filled with interesting people doing remarkable things. Social media can be a more positive place for teens or adults when you connect with people who share your interests and post inspiring ideas or stories. Kite says she unfollows people who make her feel uncomfortable, \"and I replace them with activists.\"\u003c/p>\n\u003cp>She's curated her feed to be a blend of humor and advocacy – connecting with like-minded people \"who are making fun of the sexist, objectifying media landscape we all live in,\" she says. \"It makes social media fun to use.\"\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>Kite likes content creators who are willing to show up on screen without a filter \"I love seeing that in my social media feed,\" she says.\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=How+to+help+young+people+limit+screen+time+%E2%80%94+and+feel+better+about+how+they+look&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image","authors":["byline_mindshift_61126"],"categories":["mindshift_21445","mindshift_21280"],"tags":["mindshift_21093","mindshift_20811","mindshift_21561","mindshift_21473","mindshift_20865","mindshift_20816","mindshift_21562","mindshift_30","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61127","label":"mindshift"},"mindshift_61026":{"type":"posts","id":"mindshift_61026","meta":{"index":"posts_1591205157","site":"mindshift","id":"61026","score":null,"sort":[1676602854000]},"guestAuthors":[],"slug":"10-things-to-know-about-how-social-media-affects-teens-brains","title":"10 things to know about how social media affects teens' brains","publishDate":1676602854,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing or texting 9-8-8.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>The statistics are sobering. In the past year, nearly 1 in 3 teen girls reports \u003ca href=\"https://www.npr.org/sections/health-shots/2023/02/13/1156663966/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">seriously considering suicide\u003c/a>. One in 5 teens identifying as LGBTQ+ say they attempted suicide in that time. Between 2009 and 2019, depression rates doubled for all teens. And that was \u003cem>before\u003c/em> the COVID-19 pandemic. The question is: \u003cem>Why now\u003c/em>?\u003c/p>\n\u003cp>\"Our brains, our bodies, and our society have been evolving together to shape human development for millennia... Within the last twenty years, the advent of portable technology and social media platforms is changing what took 60,000 years to evolve,\" Mitch Prinstein, the chief science officer at the American Psychological Association (APA), told the Senate Judiciary Committee this week. \"We are just beginning to understand how this may impact youth development.\"\u003c/p>\n\u003cp>Prinstein's \u003ca href=\"https://www.judiciary.senate.gov/imo/media/doc/2023-02-14%20-%20Testimony%20-%20Prinstein.pdf\" target=\"_blank\" rel=\"noopener\">22-page testimony\u003c/a>, along with dozens of useful footnotes, offers some much-needed clarity about the role social media may play in contributing to this teen mental health crisis. For you busy parents, caregivers and educators out there, we've distilled it down to 10 useful takeaways:\u003c/p>\n\u003ch3>1. Social interaction is key to every child's growth and development.\u003c/h3>\n\u003cp>Humans are social creatures, and we learn through social interaction. In fact, said Prinstein, \"numerous studies have revealed that children's interactions with peers have enduring effects on their occupational status, salary, relationship success, emotional development, mental health, and even on physical health and mortality over 40 years later. These effects are stronger than the effects of children's IQ, socioeconomic status, and educational attainment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This helps explain why social media platforms have grown so big in a relatively short period of time. But is the kind of social interaction they offer \u003cem>healthy\u003c/em>?\u003c/p>\n\u003ch3>2. Social media platforms often traffic in the wrong kind of social interaction.\u003c/h3>\n\u003cp>What's the right kind, you ask? According to Prinstein, it's interactions and relationship-building \"characterized by support, emotional intimacy, disclosure, positive regard, reliable alliance (e.g., 'having each other's backs'), and trust.\"\u003c/p>\n\u003cp>The problem is, social media platforms often (though not always) emphasize metrics over the \u003cem>humans \u003c/em>behind the \"likes\" and \"followers,\" which can lead teens to simply post things about themselves, true or not, that they hope will draw the most attention. And these cycles, Prinstein warned, \"create the exact opposite qualities needed for successful and adaptive relationships (i.e., disingenuous, anonymous, depersonalized). In other words, social media offers the 'empty calories of social interaction,' that appear to help satiate our biological and psychological needs, but do not contain any of the healthy ingredients necessary to reap benefits.\"\u003c/p>\n\u003cp>In fact, research has found that social media can actually \u003ca>make some teens feel lonelier.\u003c/a>\u003c/p>\n\u003ch3>3. It's not all bad.\u003c/h3>\n\u003cp>The APA's chief science officer made clear, social media and the study of it are both too young to arrive at many conclusions with absolute certainty. In fact, when used properly, social media can feed teens' need for social connection in healthy ways.\u003c/p>\n\u003cp>\"Research suggests that young people form and maintain friendships online. These relationships often afford opportunities to interact with a more diverse peer group than offline, and the relationships are close and meaningful and provide important support to youth in times of stress.\"\u003c/p>\n\u003cp>What's more, Prinstein pointed out, for many marginalized teens, \"digital platforms provide an important space for self-discovery and expression\" and can help them forge meaningful relationships that may buffer and protect them from the effects of stress.\u003c/p>\n\u003ch3>4. Adolescence is a \"developmentally vulnerable period\" when teens crave social rewards – without the ability to restrain themselves.\u003c/h3>\n\u003cp>That's because, as children enter puberty, the areas of the brain \"associated with our craving for 'social rewards,' such as visibility, attention, and positive feedback from peers\" tend to develop well before the bits of the brain \"involved in our ability to inhibit our behavior, and resist temptations,\" Prinstein said. Social media platforms that reward teens with \"likes\" and new \"followers\" can trigger and feed that craving.\u003c/p>\n\u003ch3>5. \"Likes\" can make bad behavior look good.\u003c/h3>\n\u003cp>Hollywood has long grappled with parent groups who worry that violent or overly sexualized movies can have a negative effect on teen behavior. Well, similar fears, about teens witnessing bad behavior on social media, might be well-founded. But it's complicated. Check this out:\u003c/p>\n\u003cp>\"Research examining adolescents' brains while on a simulated social media site, for example, revealed that when exposed to illegal, dangerous imagery, activation of the prefrontal cortex was observed suggesting healthy inhibition towards maladaptive behaviors,\" Prinstein told lawmakers.\u003c/p>\n\u003cp>So, that's good. The prefrontal cortex helps us make smart (and safe) decisions. Hooray for the prefrontal cortex! Here's the problem.\u003c/p>\n\u003cp>Prinstein said, when teens viewed these same illegal and/or dangerous behaviors on social media alongside icons suggesting they'd been \"liked\" by others, the part of the brain that keeps us safe stopped working as well, \"suggesting that the 'likes' may reduce youths' inhibition (i.e., perhaps increasing their proclivity) towards dangerous and illegal behavior.\"\u003c/p>\n\u003cp>In other words, bad behavior feels bad... until other people start liking it.\u003c/p>\n\u003ch3>6. Social media can also make \"psychologically disordered behavior\" look good.\u003c/h3>\n\u003cp>Prinstein spoke specifically about sites or accounts that promote eating disordered behaviors and nonsuicidal self-injury, like self-cutting.\u003c/p>\n\u003cp>\"Research indicates that this content has proliferated on social media sites, not only depicting these behaviors, but teaching young people how to engage in each, how to conceal these behaviors from adults, actively encouraging users to engage in these behaviors, and socially sanctioning those who express a desire for less risky behavior.\"\u003c/p>\n\u003ch3>7. Extreme social media use can look a lot like addiction.\u003c/h3>\n\u003cp>\"Regions of the brain activated by social media use overlap considerably with the regions involved in addictions to illegal and dangerous substances,\" Prinstein told lawmakers.\u003c/p>\n\u003cp>He cited a litany of research that says, excessive social media use in teens often manifests some of the same symptoms of more traditional addictions, in part because teen brains just don't have the kind of self-control toolbox that adults do.\u003c/p>\n\u003ch3>8. The threat of online bullying is real.\u003c/h3>\n\u003cp>Prinstein warned lawmakers that \"victimization, harassment, and discrimination against racial, ethnic, gender, and sexual minorities is frequent online and often targeted at young people. LGBTQ+ youth experience a heightened level of bullying, threats, and self-harm on social media.\"\u003c/p>\n\u003cp>And online bullying can take a terrible physical toll, Prinstein said: \"Brain scans of adults and youths reveal that online harassment activates the same regions of the brain that respond to physical pain and trigger a cascade of reactions that replicate physical assault and create physical and mental health damage.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\" target=\"_blank\" rel=\"noopener\">According to the Centers for Disease Control and Prevention\u003c/a>, \"youth who report any involvement with bullying behavior are more likely to report high levels of suicide-related behavior than youth who do not report any involvement with bullying behavior.\"\u003c/p>\n\u003cp>Earlier this month, \u003ca href=\"https://www.nytimes.com/2023/02/13/nyregion/nj-teen-suicide-bullying-school.html\" target=\"_blank\" rel=\"noopener\">a 14-year-old New Jersey girl took her own life\u003c/a> after she was attacked by fellow students at school and a video of the assault was posted on social media.\u003c/p>\n\u003ch3>9. It's hard not to compare yourself to what you see in social media.\u003c/h3>\n\u003cp>Even adults feel it. We go onto social media and compare ourselves to everyone else out there, from the sunsets in our vacation pics to our waistlines – but \u003cem>especially\u003c/em> our waistlines and how we look, or feel we \u003cem>should \u003c/em>look, based on who's getting \"likes\" and who's not. For teens, the impacts of such comparisons can be amplified.\u003c/p>\n\u003cp>\"Psychological science demonstrates that exposure to this online content is associated with lower self-image and distorted body perceptions among young people. This exposure creates strong risk factors for eating disorders, unhealthy weight-management behaviors, and depression,\" Prinstein testified.\u003c/p>\n\u003ch3>10. Sleep is more important than those \"likes.\"\u003c/h3>\n\u003cp>Research suggests more than half of adolescents are on screens right before bedtime, and that can keep them from getting the sleep they need. Not only is poor sleep linked to all sorts of downsides, including poor mental health symptoms, poor performance in school and trouble regulating stress, \"inconsistent sleep schedules are associated with changes in structural brain development in adolescent years. In other words, youths' preoccupation with technology and social media may deleteriously affect the size of their brains,\" Prinstein said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson \u003c/em>\u003c/a>\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=10+things+to+know+about+how+social+media+affects+teens%27+brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Eye-opening testimony from a top scientist offers a useful primer on the role social media may play in the teen mental health crisis. ","status":"publish","parent":0,"modified":1676602854,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1426},"headData":{"title":"10 things to know about how social media affects teens' brains | KQED","description":"Eye-opening testimony from a top scientist offers a useful primer on the role social media may play in the teen mental health crisis.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 things to know about how social media affects teens' brains","datePublished":"2023-02-17T03:00:54.000Z","dateModified":"2023-02-17T03:00:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cory Turner","nprImageAgency":"Tracy J. Lee for NPR","nprStoryId":"1157180971","nprApiLink":"http://api.npr.org/query?id=1157180971&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/02/16/1157180971/10-things-to-know-about-how-social-media-affects-teens-brains?ft=nprml&f=1157180971","nprRetrievedStory":"1","nprPubDate":"Thu, 16 Feb 2023 12:01:00 -0500","nprStoryDate":"Thu, 16 Feb 2023 12:01:01 -0500","nprLastModifiedDate":"Thu, 16 Feb 2023 12:01:01 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing or texting 9-8-8.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>The statistics are sobering. In the past year, nearly 1 in 3 teen girls reports \u003ca href=\"https://www.npr.org/sections/health-shots/2023/02/13/1156663966/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">seriously considering suicide\u003c/a>. One in 5 teens identifying as LGBTQ+ say they attempted suicide in that time. Between 2009 and 2019, depression rates doubled for all teens. And that was \u003cem>before\u003c/em> the COVID-19 pandemic. The question is: \u003cem>Why now\u003c/em>?\u003c/p>\n\u003cp>\"Our brains, our bodies, and our society have been evolving together to shape human development for millennia... Within the last twenty years, the advent of portable technology and social media platforms is changing what took 60,000 years to evolve,\" Mitch Prinstein, the chief science officer at the American Psychological Association (APA), told the Senate Judiciary Committee this week. \"We are just beginning to understand how this may impact youth development.\"\u003c/p>\n\u003cp>Prinstein's \u003ca href=\"https://www.judiciary.senate.gov/imo/media/doc/2023-02-14%20-%20Testimony%20-%20Prinstein.pdf\" target=\"_blank\" rel=\"noopener\">22-page testimony\u003c/a>, along with dozens of useful footnotes, offers some much-needed clarity about the role social media may play in contributing to this teen mental health crisis. For you busy parents, caregivers and educators out there, we've distilled it down to 10 useful takeaways:\u003c/p>\n\u003ch3>1. Social interaction is key to every child's growth and development.\u003c/h3>\n\u003cp>Humans are social creatures, and we learn through social interaction. In fact, said Prinstein, \"numerous studies have revealed that children's interactions with peers have enduring effects on their occupational status, salary, relationship success, emotional development, mental health, and even on physical health and mortality over 40 years later. These effects are stronger than the effects of children's IQ, socioeconomic status, and educational attainment.\"\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>This helps explain why social media platforms have grown so big in a relatively short period of time. But is the kind of social interaction they offer \u003cem>healthy\u003c/em>?\u003c/p>\n\u003ch3>2. Social media platforms often traffic in the wrong kind of social interaction.\u003c/h3>\n\u003cp>What's the right kind, you ask? According to Prinstein, it's interactions and relationship-building \"characterized by support, emotional intimacy, disclosure, positive regard, reliable alliance (e.g., 'having each other's backs'), and trust.\"\u003c/p>\n\u003cp>The problem is, social media platforms often (though not always) emphasize metrics over the \u003cem>humans \u003c/em>behind the \"likes\" and \"followers,\" which can lead teens to simply post things about themselves, true or not, that they hope will draw the most attention. And these cycles, Prinstein warned, \"create the exact opposite qualities needed for successful and adaptive relationships (i.e., disingenuous, anonymous, depersonalized). In other words, social media offers the 'empty calories of social interaction,' that appear to help satiate our biological and psychological needs, but do not contain any of the healthy ingredients necessary to reap benefits.\"\u003c/p>\n\u003cp>In fact, research has found that social media can actually \u003ca>make some teens feel lonelier.\u003c/a>\u003c/p>\n\u003ch3>3. It's not all bad.\u003c/h3>\n\u003cp>The APA's chief science officer made clear, social media and the study of it are both too young to arrive at many conclusions with absolute certainty. In fact, when used properly, social media can feed teens' need for social connection in healthy ways.\u003c/p>\n\u003cp>\"Research suggests that young people form and maintain friendships online. These relationships often afford opportunities to interact with a more diverse peer group than offline, and the relationships are close and meaningful and provide important support to youth in times of stress.\"\u003c/p>\n\u003cp>What's more, Prinstein pointed out, for many marginalized teens, \"digital platforms provide an important space for self-discovery and expression\" and can help them forge meaningful relationships that may buffer and protect them from the effects of stress.\u003c/p>\n\u003ch3>4. Adolescence is a \"developmentally vulnerable period\" when teens crave social rewards – without the ability to restrain themselves.\u003c/h3>\n\u003cp>That's because, as children enter puberty, the areas of the brain \"associated with our craving for 'social rewards,' such as visibility, attention, and positive feedback from peers\" tend to develop well before the bits of the brain \"involved in our ability to inhibit our behavior, and resist temptations,\" Prinstein said. Social media platforms that reward teens with \"likes\" and new \"followers\" can trigger and feed that craving.\u003c/p>\n\u003ch3>5. \"Likes\" can make bad behavior look good.\u003c/h3>\n\u003cp>Hollywood has long grappled with parent groups who worry that violent or overly sexualized movies can have a negative effect on teen behavior. Well, similar fears, about teens witnessing bad behavior on social media, might be well-founded. But it's complicated. Check this out:\u003c/p>\n\u003cp>\"Research examining adolescents' brains while on a simulated social media site, for example, revealed that when exposed to illegal, dangerous imagery, activation of the prefrontal cortex was observed suggesting healthy inhibition towards maladaptive behaviors,\" Prinstein told lawmakers.\u003c/p>\n\u003cp>So, that's good. The prefrontal cortex helps us make smart (and safe) decisions. Hooray for the prefrontal cortex! Here's the problem.\u003c/p>\n\u003cp>Prinstein said, when teens viewed these same illegal and/or dangerous behaviors on social media alongside icons suggesting they'd been \"liked\" by others, the part of the brain that keeps us safe stopped working as well, \"suggesting that the 'likes' may reduce youths' inhibition (i.e., perhaps increasing their proclivity) towards dangerous and illegal behavior.\"\u003c/p>\n\u003cp>In other words, bad behavior feels bad... until other people start liking it.\u003c/p>\n\u003ch3>6. Social media can also make \"psychologically disordered behavior\" look good.\u003c/h3>\n\u003cp>Prinstein spoke specifically about sites or accounts that promote eating disordered behaviors and nonsuicidal self-injury, like self-cutting.\u003c/p>\n\u003cp>\"Research indicates that this content has proliferated on social media sites, not only depicting these behaviors, but teaching young people how to engage in each, how to conceal these behaviors from adults, actively encouraging users to engage in these behaviors, and socially sanctioning those who express a desire for less risky behavior.\"\u003c/p>\n\u003ch3>7. Extreme social media use can look a lot like addiction.\u003c/h3>\n\u003cp>\"Regions of the brain activated by social media use overlap considerably with the regions involved in addictions to illegal and dangerous substances,\" Prinstein told lawmakers.\u003c/p>\n\u003cp>He cited a litany of research that says, excessive social media use in teens often manifests some of the same symptoms of more traditional addictions, in part because teen brains just don't have the kind of self-control toolbox that adults do.\u003c/p>\n\u003ch3>8. The threat of online bullying is real.\u003c/h3>\n\u003cp>Prinstein warned lawmakers that \"victimization, harassment, and discrimination against racial, ethnic, gender, and sexual minorities is frequent online and often targeted at young people. LGBTQ+ youth experience a heightened level of bullying, threats, and self-harm on social media.\"\u003c/p>\n\u003cp>And online bullying can take a terrible physical toll, Prinstein said: \"Brain scans of adults and youths reveal that online harassment activates the same regions of the brain that respond to physical pain and trigger a cascade of reactions that replicate physical assault and create physical and mental health damage.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\" target=\"_blank\" rel=\"noopener\">According to the Centers for Disease Control and Prevention\u003c/a>, \"youth who report any involvement with bullying behavior are more likely to report high levels of suicide-related behavior than youth who do not report any involvement with bullying behavior.\"\u003c/p>\n\u003cp>Earlier this month, \u003ca href=\"https://www.nytimes.com/2023/02/13/nyregion/nj-teen-suicide-bullying-school.html\" target=\"_blank\" rel=\"noopener\">a 14-year-old New Jersey girl took her own life\u003c/a> after she was attacked by fellow students at school and a video of the assault was posted on social media.\u003c/p>\n\u003ch3>9. It's hard not to compare yourself to what you see in social media.\u003c/h3>\n\u003cp>Even adults feel it. We go onto social media and compare ourselves to everyone else out there, from the sunsets in our vacation pics to our waistlines – but \u003cem>especially\u003c/em> our waistlines and how we look, or feel we \u003cem>should \u003c/em>look, based on who's getting \"likes\" and who's not. For teens, the impacts of such comparisons can be amplified.\u003c/p>\n\u003cp>\"Psychological science demonstrates that exposure to this online content is associated with lower self-image and distorted body perceptions among young people. This exposure creates strong risk factors for eating disorders, unhealthy weight-management behaviors, and depression,\" Prinstein testified.\u003c/p>\n\u003ch3>10. Sleep is more important than those \"likes.\"\u003c/h3>\n\u003cp>Research suggests more than half of adolescents are on screens right before bedtime, and that can keep them from getting the sleep they need. Not only is poor sleep linked to all sorts of downsides, including poor mental health symptoms, poor performance in school and trouble regulating stress, \"inconsistent sleep schedules are associated with changes in structural brain development in adolescent years. In other words, youths' preoccupation with technology and social media may deleteriously affect the size of their brains,\" Prinstein said.\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>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson \u003c/em>\u003c/a>\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=10+things+to+know+about+how+social+media+affects+teens%27+brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains","authors":["byline_mindshift_61026"],"categories":["mindshift_21445","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_21093","mindshift_767","mindshift_21339","mindshift_46","mindshift_30","mindshift_21159"],"featImg":"mindshift_61027","label":"mindshift"},"mindshift_61031":{"type":"posts","id":"mindshift_61031","meta":{"index":"posts_1591205157","site":"mindshift","id":"61031","score":null,"sort":[1676388927000]},"guestAuthors":[],"slug":"teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says","publishDate":1676388927,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\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=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nearly one in three girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","status":"publish","parent":0,"modified":1676663168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":980},"headData":{"title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says | KQED","description":"Nearly 1 in 3 girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says","datePublished":"2023-02-14T15:35:27.000Z","dateModified":"2023-02-17T19:46:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Radu Bighian","nprByline":"Rhitu Chatterjee","nprImageAgency":"EyeEm via Getty Images","nprStoryId":"1156663966","nprApiLink":"http://api.npr.org/query?id=1156663966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/02/13/1156663966/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says?ft=nprml&f=1156663966","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Feb 2023 19:43:00 -0500","nprStoryDate":"Mon, 13 Feb 2023 19:36:56 -0500","nprLastModifiedDate":"Mon, 13 Feb 2023 19:43:45 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","nprAudioM3u":"http://api.npr.org/m3u/11156690774-af7ff1.m3u?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\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=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","authors":["byline_mindshift_61031"],"categories":["mindshift_21445","mindshift_21280","mindshift_20874"],"tags":["mindshift_20589","mindshift_21556","mindshift_21070","mindshift_20825","mindshift_21339","mindshift_20865","mindshift_20884","mindshift_21159","mindshift_1038","mindshift_21557"],"featImg":"mindshift_61032","label":"mindshift"},"mindshift_58972":{"type":"posts","id":"mindshift_58972","meta":{"index":"posts_1591205157","site":"mindshift","id":"58972","score":null,"sort":[1643014798000]},"guestAuthors":[],"slug":"how-teens-are-experiencing-their-version-of-the-great-resignation","title":"How teens are experiencing their version of the ‘Great Resignation’","publishDate":1643014798,"format":"audio","headTitle":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n","blocks":[],"excerpt":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","status":"publish","parent":0,"modified":1700528927,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2991},"headData":{"title":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","description":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teens are experiencing their version of the ‘Great Resignation’","datePublished":"2022-01-24T08:59:58.000Z","dateModified":"2023-11-21T01:08:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5636330471.mp3?updated=1649108769","subhead":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7","excludeFromSiteSearch":"Include","path":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\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>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\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>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","authors":["11603"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_20874"],"tags":["mindshift_20984","mindshift_21460","mindshift_20772","mindshift_21395","mindshift_20852","mindshift_21159"],"featImg":"mindshift_58975","label":"mindshift_21847"},"mindshift_58310":{"type":"posts","id":"mindshift_58310","meta":{"index":"posts_1591205157","site":"mindshift","id":"58310","score":null,"sort":[1629102240000]},"guestAuthors":[],"slug":"k-8-or-middle-school-what-works-for-early-adolescents-depends-on-many-factors","title":"K-8 or Middle School: What Works for Early Adolescents Depends on Many Factors","publishDate":1629102240,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>CHARLOTTE, N.C. — It was the end of the school day at Ashley Park PreK-8, in Charlotte, North Carolina, and the yellow buses were just pulling up in front of the red brick building. The kindergartners, with their cartoon backpacks and cornrows, filed out first, followed by the first through fifth graders.\u003c/p>\n\u003cp>Then, from the side of the school, the “big kids” came running, spilling from their modular middle school in headphones and hoodies to line up behind the younger children.\u003c/p>\n\u003cp>When Ashley Park was converted from an elementary school to a K-8 a decade ago, over the objections of the community, it was the bus ride, with its noisy, chaotic comingling of kids, that many parents feared the most. They worried that their younger children might be corrupted, bullied or worse.\u003c/p>\n\u003cp>But now the bus ritual has become routine, and many families here have come to embrace the K-8 model, with its smaller cohorts and sense of community. Four years ago, when district leaders asked Ashley Park parents and teachers if they wanted to go back to being an elementary school, their answer was an emphatic no.\u003c/p>\n\u003cp>“They said, ‘don’t do this to us again. Let us stay a family,’ ” said Meaghan Loftus, the principal at the time. “ ’Listen to us this time.’ ”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ashley Park’s experience is not unusual. Over the past two decades, several urban school districts, including Baltimore, Cincinnati, Cleveland, Milwaukee, New Orleans, New York City and Philadelphia, have shuttered some middle schools and converted elementary schools into K-8s.\u003c/p>\n\u003cp>Proponents of K-8 schools, or “\u003ca href=\"https://eric.ed.gov/?id=EJ711030\">elemiddles\u003c/a>” as they’re sometimes called, say they promote strong relationships between not only teachers and students but also teachers and parents and offer stability to young teens during a tumultuous time in their lives. They argue that early adolescence — a period marked by more rapid physical and cognitive development than any stage other than the first two years of life — is a terrible time to transition to a new school.\u003c/p>\n\u003cp>The recent conversions represent a return to old ways of educating early adolescents. Up until about 1900, the American education system operated on a two-tier structure, with eight years of primary school followed by four years of secondary school. More than a century of experimentation with the middle grades hasn’t provided much clarity about which configuration works best.\u003c/p>\n\u003cp>The research comparing outcomes of students at K-8 and middle schools remains inconclusive. While \u003ca href=\"https://www.educationnext.org/stuck-in-the-middle/\">some studies\u003c/a> have shown that students who move to a middle school experience steeper declines in academic achievement than those who stay put, other research has found \u003ca href=\"https://www.journals.uchicago.edu/doi/10.1086/498996\">few difference\u003c/a>s between the groups.\u003c/p>\n\u003cp>For many districts — Charlotte included — the decision to merge elementary and middle schools has been more expedient than philosophical, driven by space constraints and budget shortfalls rather than what’s best for students.\u003c/p>\n\u003cp>“The pendulum swings,” said David Rosenberg, a partner with Education Resource Strategies, a nonprofit that advises school leaders on resource use, the “research goes back and forth, and the districts go back and forth, but they’re not always thinking about how to create the conditions for success.”\u003c/p>\n\u003cfigure id=\"attachment_58316\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58316\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520.jpg\" alt=\"\" width=\"1920\" height=\"1638\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-800x683.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-1020x870.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-160x137.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-768x655.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-1536x1310.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A class of middle schoolers at Ashley Park PreK-8, in Charlotte. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Arguments over how to create the best learning environment for young adolescents go back decades. One pair of researchers called it “\u003ca href=\"https://www.journals.uchicago.edu/doi/abs/10.1086/461738\">the longest-running debate in middle level educational research\u003c/a>” — and that was nearly thirty years ago.\u003c/p>\n\u003cp>Around the turn of the century, educators and psychologists started advocating for a reorganization away from the old primary school system. College presidents complained that the later years of primary school were wasted, and the National Educational Association published a report that called for college prep to start in the seventh grade.\u003c/p>\n\u003cp>The NEA argued that the seventh grade was a more natural turning point in a child's life, according to a 2004 book by The RAND Corporation, “Focus on the Wonder Years,” and that moving students more gradually from a single teacher to a system of special teachers would help prevent “the violent shock now commonly felt on entering the high school.”\u003c/p>\n\u003cp>About the same time, the prominent psychologist Stanley Hall was arguing that puberty was a distinct developmental phase that demanded new educational approaches. “The pupil in the age of spontaneous variation … suffers from mental ennui and dyspepsia, and this is why so many and an increasing number refuse some of the best prepared courses,” he wrote.\u003c/p>\n\u003cp>These concerns, \u003ca href=\"https://www.tojned.net/journals/tojned/articles/v04i01/v04i01-01.pdf\">coupled with crowding\u003c/a> in primary schools — the result of an influx of new immigrants — led to the creation, starting around 1910, of standalone “junior high schools” for seventh through ninth graders.\u003c/p>\n\u003cp>But it quickly became clear that the junior highs weren’t living up to their promise. Instead of serving as a bridge to high school, they were operating as mini-high schools, with little attention paid to adolescents’ unique needs. Dissatisfaction with junior highs peaked in the 1960s, when William Alexander, chairman of the department of education at George Peabody College, proposed the creation of schools that would specifically cater to adolescents.\u003c/p>\n\u003cp>Meanwhile, secondary school enrollment numbers were shrinking, while elementary enrollments were exploding, due to the postwar baby boom. The resulting shortage of space in elementary schools led to sixth grade being pushed up into what would become known as “middle schools.” The new schools multiplied rapidly, displacing junior high schools. Between 1970 and 1980, the number of middle schools \u003ca href=\"https://nces.ed.gov/programs/digest/d18/tables/dt18_216.10.asp?current=yes\">tripled\u003c/a>, while the number of junior highs shrank by a quarter.\u003c/p>\n\u003cp>Yet, because many of the new middle schools had been built for pragmatic reasons, rather than ideological ones, they tended to resemble the junior highs they’d replaced. They were “middle schools in name only,” said Mary Beth Schaefer, an associate professor of adolescent education at St. John’s University.\u003c/p>\n\u003cp>By the 1980s, however, the middle school movement that Alexander started had solidified, coalescing around a set of practices, said Schaefer, who has \u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/19404476.2016.1165036\">studied\u003c/a> the movement. These included interdisciplinary team teaching, flexible scheduling and the provision of regular academic and social-emotional advising to groups of students. Proponents argued that freestanding middle schools were the ideal setting for implementing such practices.\u003c/p>\n\u003cp>Then, in the 1990s, standardized testing revealed that most eighth graders weren’t proficient in math and reading and were falling behind their peers in other countries. Whether due to teacher resistance, or a lack of institutional support, middle schools had adopted the adolescent-focused reforms “at only superficial levels,” according to the RAND \u003ca href=\"https://www.rand.org/pubs/monographs/MG139.html\">book\u003c/a>. Critics once again declared middle school “a floundering ground,” “the wasteland of our primary and secondary landscape” and “holding pens for preadolescent children.”\u003c/p>\n\u003cfigure id=\"attachment_58311\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58311\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkcolor-scaled-e1629101722668.jpg\" alt=\"\" width=\"1920\" height=\"1261\">\u003cfigcaption class=\"wp-caption-text\">At Ashley Park PreK-8, students are grouped into four houses, to “create a sense of community and family,” principal Joline Adams says. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If middle school is a time of tremendous turmoil, it’s also a time of tremendous opportunity. Phyllis Fagell, a school counselor and the author of “\u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a>,” calls it “the last best chance” to transform the trajectory of students.\u003c/p>\n\u003cp>“This is the age when they are the most malleable,” said Neodria Brown, the principal of Ranson Middle School, in West Charlotte, which serves grades 6-8. “This is the age when you can help them chart their course.”\u003c/p>\n\u003cp>While the transition to middle school can be tough on kids — “you’re not the head honcho anymore,” Brown explained — she doesn’t see much of a difference in the way adolescents are educated in a K-8 versus a standalone 6-8 school.\u003c/p>\n\u003cp>“There’s more opportunity to interact with younger children in K-8,” she said. “But middle school is middle school.”\u003c/p>\n\u003cp>Brown, who came home to Charlotte in 2018 after leading a school in Hilton Head, belies the idea that large middle schools must be more impersonal than smaller K-8s. Though her demeanor is no-nonsense and reserved, there’s a warmth underneath. The tattoo on her arm reads “Warrior,” but the notebook that she scribbles in has a kitten on the cover. In one corner of her office, there’s a decorated cart that she used to deliver donuts to her students on Valentine’s Day, with a sign reading “love train” affixed to it.\u003c/p>\n\u003cp>Walking the halls of her school, she stopped a pair of boys who were swearing. “Uh-uh, not today, not using profanity,’” she admonished them.\u003c/p>\n\u003cp>A few steps later, she stopped a girl to ask her if her mother was going to call.\u003c/p>\n\u003cp>She turned a corner and bent to collect a candy wrapper, handing it to another student to throw out.\u003c/p>\n\u003cp>A few more steps, and she picked up a pencil, asking a passing girl if she needed one. The girl took it.\u003c/p>\n\u003cp>Outside, some boys were goofing off. Brown got on her walkie talkie: “10-4, they should be in class. And can we get a sweep in the hallway?” The students had eaten lunch in class, and there were crunchy bits of Cheetos on the floor.\u003c/p>\n\u003cp>In the cafeteria, she talked to a girl who wanted to switch classes. At a table nearby, a girl with dreadlocks and a pink “Save Animal” sweatshirt sat alone, looking sad.\u003c/p>\n\u003cp>“Are you having a better day?” Brown asked.\u003c/p>\n\u003cp>“No,” the girl told her.\u003c/p>\n\u003cp>“Why?” asked Brown.\u003c/p>\n\u003cp>“People,” the girl responded.\u003c/p>\n\u003cp>“Some days are like that,” Brown said.\u003c/p>\n\u003cp>The girl came over to the principal, rested her head on her shoulder, and whispered in her ear.\u003c/p>\n\u003cp>Even with the recent resurgence of K-8s, middle schools outnumber “elemiddles” in the United States 2:1, federal data shows. Ten times as many eighth graders attend a middle school as attend a K-8.\u003c/p>\n\u003cp>In Charlotte, middle schools remain the most common configuration after a decade of experimentation. A decade ago, the school board decided to \u003ca href=\"https://www.cms.k12.nc.us/boe/ComprehensiveReview/Final%20changes/Summary%20of%20School%20Changes.pdf\">close\u003c/a> three struggling middle schools in predominantly black West Charlotte and send their students to eight new K-8s. In an effort to sell the plan, supporters pointed to research on the benefits of the K-8 configuration. The new model, they argued, could raise achievement at the poorly performing West Charlotte schools.\u003c/p>\n\u003cp>But in reality, the decision was driven by financial considerations, not research on adolescent learning and development. The superintendent and his supporters on the school board said the move was necessary to save teacher jobs in the face of massive budget cuts.\u003c/p>\n\u003cp>“We were in the depths of a recession,” recalled Eric Davis, then the chairman of the board. “We were trying to do everything we could to avoid laying off hundreds of teachers.”\u003c/p>\n\u003cp>But not everyone on the board was convinced that the change would benefit the schools.\u003c/p>\n\u003cp>“If it was good for the one part of town, why wouldn’t it be good for the others?,” wondered \u003ca href=\"https://www.ncleg.gov/Members/Biography/S/393\">Joyce Waddell\u003c/a>, one of four members of the nine-member board who voted \u003ca href=\"http://www2.cms.k12.nc.us/boe/Board%20Meeting%20Docs/Minutes-11-09-2010.pdf\">to block the closures\u003c/a>. “It seemed a bit discriminatory. Why was this happening only to these inner-city schools?”\u003c/p>\n\u003cp>Denise Watts, who was a top administrator for the district at the time and now works for the University of Virginia advising districts on school reform, believes the board picked the West Charlotte schools over others on \u003ca href=\"https://www.cms.k12.nc.us/boe/ComprehensiveReview/Media%20Releases/Guiding%20principles%20applied%20in%20preliminary%20list%20of%20schools.pdf\">its initial list\u003c/a> because “it didn’t want to risk social capital” closing schools in more affluent communities. The parents whose schools were closed reacted in fury, crying racism. They demanded to know why their schools were targeted, while undersubscribed and aging facilities in wealthier and whiter parts of the city were spared.\u003c/p>\n\u003cp>“It was very racialized,” said Watts. “It was the district doing unto the communities.”\u003c/p>\n\u003cp>To understand the uproar that surrounded the school board’s decision to close the West Charlotte middle schools, it helps to know a little bit about the district’s history.\u003c/p>\n\u003cp>In the mid-1960s, less than five percent of black children in Charlotte attended integrated schools. Then, a 1971 Supreme Court decision in \u003ca href=\"https://www.britannica.com/event/Swann-v-Charlotte-Mecklenburg-Board-of-Education\">Swann v. Charlotte-Mecklenburg Board of Education\u003c/a> led to a citywide busing plan that became a model for districts nationwide. By 1980, the district’s schools were mostly integrated, and Charlotte was being called “the city that made desegregation work.”\u003c/p>\n\u003cp>But the plan didn’t hold. In the late 1990s, a white parent sued the district because he believed his daughter was rejected from a local magnet school because of her race. The district ended up adopting a “Family Choice” plan that was heavily based on neighborhood schools. Because most neighborhoods in Charlotte are segregated — the result of decades of housing discrimination — the schools resegregated.\u003c/p>\n\u003cp>When the district redrew its student assignment boundaries in 2017, the new superintendent proposed a do-over, asking the eight West Charlotte elementary schools that had been converted into K-8s to decide their futures. Three schools went back to being K-5, while five remained K-8.\u003c/p>\n\u003cfigure id=\"attachment_58313\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58313\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Park PreK-8 principal Joline Adams shows some student work. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But in Charlotte, at least, the switch to K-8 — and back, in those few cases — has had little impact on student achievement. Ashley Park and the other affected elementary and middle schools had low test scores and poor attendance rates before the 2010 decision, and they still do today. All but one is rated either “D” or “F” by the state.\u003c/p>\n\u003cp>\u003ca href=\"https://sociology.uncc.edu/directory/roslyn-mickelson\">Roslyn Mickelson\u003c/a>, a researcher who has studied the impact of desegregation and resegregation on Charlotte’s schools, believes those outcomes say more about the demographics of the schools than the merits of either model. Even as they toggled between grade-span configurations, the West Charlotte schools remained segregated by race and income, populated almost exclusively by students who were Black and low income.\u003c/p>\n\u003cp>“The reason none of these reforms is effective is because they don’t address the underlying causes of low performance, and that is concentrated poverty,” she said.\u003c/p>\n\u003cp>Today, Black and Hispanic students in Charlotte are \u003ca href=\"https://www.ncforum.org/wp-content/uploads/2019/12/Sound-Basic-Education-for-All-An-Action-Plan-for-North-Carolina.pdf\">half as likely\u003c/a> as white students to earn a college degree or credential within six years of enrolling, according to a recent report by WestEd. But the most discouraging statistic is this: Charlotte has the worst “intergenerational,” or socioeconomic, mobility of America’s 50 largest cities, according to \u003ca href=\"https://www.nber.org/papers/w19843\">an influential analysis\u003c/a> by researchers at Harvard and Berkeley. Compared to children in other cities, kids born poor in Charlotte have the lowest odds of reaching the top quintile of earners in their lifetimes.\u003c/p>\n\u003cp>Educators on both sides of the K-8 vs. middle school debate agree that the sixth through eighth grades are a pivotal time for kids, a phase in their education when self-concepts are formed and habits are established that can set students up for either success or failure in high school and beyond.\u003c/p>\n\u003cp>Yet for many students, they’re a time of growing alienation from school, of disengagement and declining achievement.\u003c/p>\n\u003cp>While there are probably many reasons for this drop, one prominent theory holds that it is due to a \u003ca href=\"https://books.google.com/books?id=nt-NAgAAQBAJ&pg=PA203&lpg=PA203&dq=Eccles+and+mismatch+theory&source=bl&ots=umm8iqb7_V&sig=ACfU3U2iO1EUV9LrqMSQhJ6jyTiUsBYSKw&hl=en&sa=X&ved=2ahUKEwixy9Dpx-joAhXrhHIEHYHxDlwQ6AEwCnoECAwQAQ#v=onepage&q=Eccles%20and%20mismatch%20theory&f=false\">mismatch\u003c/a> between the social and emotional needs of 11- to-14-year-olds and the structure of their schools. Young adolescents crave connection and autonomy. Yet when they enter the middle grades, they are suddenly held to a rigid schedule, rotating among a cast of teachers unfamiliar with their backgrounds and learning styles. Recess is taken from them, leaving students with little unstructured time to work on their social skills.\u003c/p>\n\u003cp>“We micromanage them,” said Fagell, the author of “Middle School Matters.” “They are like salmon swimming upstream in the hallways, with maybe two minutes to go to the bathroom.”\u003c/p>\n\u003cp>Porscher Enoch, the former head of the parent teacher association at Ranson Middle School, in Charlotte, believes many students aren’t ready for the newfound responsibilities. “They go from being coddled to being thrown out there,” she said.\u003c/p>\n\u003cp>Switching schools before the sixth or seventh grade can compound the challenges students face in the middle grades, leaving them feeling “untethered from everything they know,” said Fagel, who is a counselor in a private school in Washington, D.C.\u003c/p>\n\u003cp>Yet staying put in a K-8 doesn’t eliminate the drama and angst of the middle grades. Just ask the high schoolers on the \u003ca href=\"https://www.cltmeckyouth.org/\">Charlotte-Mecklenburg Youth Council\u003c/a>.\u003c/p>\n\u003cp>Calvin Duong, a tenth grader who attended a K-8 STEM-oriented school, said there were drawbacks to being with the same small group of peers all the time. “Sometimes, it’s like a dysfunctional family,” he said at a pre-pandemic meeting of the group.\u003c/p>\n\u003cp>Juliette Palacios Perez, an 11th grader who attended Waddell Language Academy through eighth grade, said she could have benefited from a fresh start in middle school. “I was bullied a lot in elementary school,” she said. “Sometimes I wish I could have gone to another school to start over.”\u003c/p>\n\u003cp>Students on the youth council who attended middle schools said the transition to a new school was rough – but ultimately worth it. “Sixth grade was like shock therapy,” said Gabe Schuhl, an 11th grader who attended Community House Middle School. “But by seventh grade, I made some of my best friends.”\u003c/p>\n\u003cp>Jean Rivera, a 12th grader who attended Mint Hill Middle, said advancing to a larger, more diverse school in sixth grade “was intimidating at first,” but taught him “how to get along with different types of people, to make new connections.”\u003c/p>\n\u003cp>He added, “If you never move, you won’t learn how to do that.”\u003c/p>\n\u003cp>Those who argue for a return to K-8 schools often point to the studies showing that students who attend such schools have higher test scores, better attendance rates and more self-esteem and \u003ca href=\"https://nyuscholars.nyu.edu/en/publications/a-national-sample-of-eighth-grade-students-the-impact-of-middle-g\">feelings of competence\u003c/a> than their middle school peers.\u003c/p>\n\u003cp>Researchers have attributed those findings, in large part, to the fact that students in K-8s aren’t asked to change schools when they’re at their most vulnerable. They can stick to a comfortable, familiar environment, remain “\u003ca href=\"https://www.aera.net/Newsroom/News-Releases-and-Statements/Middle-School-Structure-Affects-Learning-Environment-Student-Achievement\">top dog\u003c/a>” for longer, and continue relationships with teachers from the lower grades.\u003c/p>\n\u003cp>But many of the studies supporting K-8 schools have failed to control for student variables that could impact student achievement, such as poverty, or for families’ self-selection into certain types of schools. Other research has found that the achievement dips some students experience when they transition to middle school are temporary, and that attending a K-8 can have \u003ca href=\"https://peabody.vanderbilt.edu/docs/pdf/faculty/zimmer-Grade_Configuration_Paper_AEJ_Policy_Submission_version.pdf\">negative effects\u003c/a> on elementary-aged students.\u003c/p>\n\u003cp>“We don’t have enough research yet to say everyone should go to one model,” said Jonah Rockoff, a professor of finance and economics at Columbia University whose own research has found that transitioning to middle school puts students on a downward path. “Neither is perfect. The jury is still out.”\u003c/p>\n\u003cp>Now, even the staunchest supporters of middle schools say that the movement’s best practices can work in any configuration. That acknowledgement led the National Middle School Association to change its name, in 2011, to the Association for Middle Level Education, Schaefer said.\u003c/p>\n\u003cp>“It’s not at all about what grades are in the school building,” said April Tibbles, the association’s chief communications officer. “It’s about making sure the programs and practices are developmentally responsive to the needs of the young adolescent students.”\u003c/p>\n\u003cp>Surveys of parents find that a majority favor K-8 schools, believing they foster stronger bonds. They like that they’re located close to home and allow families with multiple children to remain in the same school for longer.\u003c/p>\n\u003cp>Yet principals prefer separate middle schools, seeing them as better suited to address the physical, intellectual and social needs of adolescents, \u003ca href=\"https://eric.ed.gov/?id=EJ752846\">a national survey found\u003c/a>.\u003c/p>\n\u003cp>When Charlotte was debating the switch to K-8, in 2010, district leaders circulated a \u003ca href=\"http://web.jhu.edu/CSOS/images/TDMG/ComparingAchievement_btwK_8.pdf\">study\u003c/a> that showed that students who attended Philadelphia’s established K-8 schools outperformed students at the city’s middle schools.\u003c/p>\n\u003cp>But that study contained a caveat: The established K-8s had fewer low-income and minority students and more experienced teachers than the middle schools. Students who attended the city’s newer K-8s, which were more similar demographically to the city’s middle schools, performed about the same as their middle school peers on math, and only slightly better on reading. The researchers concluded that “much of the old K-8 advantage clearly resides in the different student populations that are served by the old K-8 schools and middle schools,” and warned that “a district is not likely to replicate the K–8 advantage based upon size and school transition alone if its student population remains unchanged.”\u003c/p>\n\u003cp>That summed up the situation in Charlotte in 2010, where the schools that merged in 2011 were comprised almost entirely of low-income Black students.\u003c/p>\n\u003cp>“You’re putting low-performing schools together,” warned Waddell, who is now a state senator, at a 2010 school board meeting.\u003c/p>\n\u003cp>When the board reviewed outcomes at the eight merged schools in 2017, it found that the \u003ca href=\"http://www2.cms.k12.nc.us/sites/agenda/Lists/Agenda%20Items/Attachments/4362/Pre-K-8%20Non-Magnet%20Schools%203.14.17.pdf\">results were uneven\u003c/a>. While some schools had seen proficiency gains in some subjects and grade spans, others had slipped in some areas, and all continued to perform well below the district average. The buildings, which were well below capacity in 2010, were now almost all overcrowded, with utilization rates ranging from 99 to 175 percent.\u003c/p>\n\u003cp>That troubled board member Ericka Ellis-Stewart, who urged the board to “look at this through the lens of a parent. Is this good enough for your child?”\u003c/p>\n\u003cp>She said, “If these schools were not full of children of color, our community would never stand for this, not in a million years.”\u003c/p>\n\u003cp>Davis, the board chair, agreed that the results were unacceptable, but said he wasn’t sure that changing the configuration of the schools would make a difference. “I think we all know the effect of poverty on our children’s education,” he said. “How do we know if we change the grade-level configuration, we’ll get different results?”\u003c/p>\n\u003cp>When then-Superintendent Ann Clark asked the eight K-8 schools whether they wanted to go back to a K-5 configuration, their answers — and the board’s response — differed. At Bruns Academy, located in a gentrifying neighborhood, a small but vocal coalition of newcomers argued that restoring the school to an elementary would encourage more affluent families to send their kids to the school.\u003c/p>\n\u003cp>The board agreed, and Bruns became an elementary school again last year. But when a similarly small and vocal group of parents — predominantly Black, in this case — \u003ca href=\"https://www.wfae.org/post/parents-push-back-proposed-changes-some-prek-8-schools#stream/0\">fought\u003c/a> to keep Reid Park Academy K-8, the board split the school anyway.\u003c/p>\n\u003cp>At Ashley Park, where parents pushed for the school to remain K-8, the transition in 2011 from an elementary school had been rough. The first day of school, one middle schooler got off the bus with “RIP Spaugh,” scrawled on his arm in marker, a tribute to his shuttered school, Loftus recalled. There was no gym for the middle schoolers, and few sports teams and extracurriculars. Spanish and other electives were limited, due to the small size of the middle school classes.\u003c/p>\n\u003cp>But by the time the board revisited its decision, six years later, things were looking up. The district had created some composite sports teams by combining interested students from separate schools, and voters had approved a bond for a middle school gym. Students were traveling to the high school to participate in band, and the school was sharing a middle school Spanish teacher with another K-8.\u003c/p>\n\u003cp>So when the board asked parents and teachers at Ashley Park for their preferences, they said they didn’t want another change.\u003c/p>\n\u003cp>Still, Ashley Park, like many K-8 schools, tries to keep the “little kids” and “big kids” as separate as possible. Middle schoolers aren’t allowed in the hallways dedicated to the lower grades, and they are never in the section of the school reserved for “specials” like health and music at the same time as the younger kids. For most of the day, they’re confined to the modular structures on the side of the school.\u003c/p>\n\u003cp>On a Wednesday in early March 2019, before the schools closed due to the coronavirus, a class of kindergartners practiced phonics inside the main building. “Say hop,” the teacher told the class gathered on a blue rug with lighter blue dots. “Hop,” the students dutifully repeated back.\u003c/p>\n\u003cp>“Now chop it, said the teacher, making a chopping motion with her hand. “huh-op.”\u003c/p>\n\u003cp>“Huh-op,” the kids echoed, mimicking the movement.\u003c/p>\n\u003cp>Meanwhile, in the middle school modular building, a class of seventh graders sat in clusters of four desks, studying geometry. “What did we find yesterday?” the teacher asked. “The diameter,” said one student.\u003c/p>\n\u003cp>“And that’s the distance from…?” the teacher prompted.\u003c/p>\n\u003cp>“Side to side,” replied another student.\u003c/p>\n\u003cp>Today, only five of the eight middle schools that the district opened in 2011 remain. But former top administrator Denise Watts doesn’t think that Charlotte — or any other city for that matter — is done experimenting with grade-span configurations. “One of the things I’ve learned is that change is the only constant,” she said. “I don’t know if we’ll ever reach a place of stability.”\u003c/p>\n\u003cp>Brown, the middle school principal, said she doesn’t believe there is a right or wrong configuration for kids. “It’s about the adults in the building,” she said.\u003c/p>\n\u003cp>“Kids do better with adults who care about them,” she said. “It doesn’t really matter what setting they’re in.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/can-you-fix-middle-school-by-getting-rid-of-it/\">\u003cem>middle school\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The research comparing outcomes of students at K-8 and middle schools remains inconclusive. While some studies have shown that students who move to a middle school experience steeper declines in academic achievement than those who stay put, other research has found few differences between the groups. ","status":"publish","parent":0,"modified":1629102240,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":100,"wordCount":4548},"headData":{"title":"K-8 or Middle School: What Works for Early Adolescents Depends on Many Factors - MindShift","description":"The research comparing outcomes of students at K-8 and middle schools remains inconclusive. While some studies have shown that students who move to a middle school experience steeper declines in academic achievement than those who stay put, other research has found few differences between the groups.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"K-8 or Middle School: What Works for Early Adolescents Depends on Many Factors","datePublished":"2021-08-16T08:24:00.000Z","dateModified":"2021-08-16T08:24:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58310 https://ww2.kqed.org/mindshift/?p=58310","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/16/k-8-or-middle-school-what-works-for-early-adolescents-depends-on-many-factors/","disqusTitle":"K-8 or Middle School: What Works for Early Adolescents Depends on Many Factors","nprByline":"Kelly Field, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/58310/k-8-or-middle-school-what-works-for-early-adolescents-depends-on-many-factors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>CHARLOTTE, N.C. — It was the end of the school day at Ashley Park PreK-8, in Charlotte, North Carolina, and the yellow buses were just pulling up in front of the red brick building. The kindergartners, with their cartoon backpacks and cornrows, filed out first, followed by the first through fifth graders.\u003c/p>\n\u003cp>Then, from the side of the school, the “big kids” came running, spilling from their modular middle school in headphones and hoodies to line up behind the younger children.\u003c/p>\n\u003cp>When Ashley Park was converted from an elementary school to a K-8 a decade ago, over the objections of the community, it was the bus ride, with its noisy, chaotic comingling of kids, that many parents feared the most. They worried that their younger children might be corrupted, bullied or worse.\u003c/p>\n\u003cp>But now the bus ritual has become routine, and many families here have come to embrace the K-8 model, with its smaller cohorts and sense of community. Four years ago, when district leaders asked Ashley Park parents and teachers if they wanted to go back to being an elementary school, their answer was an emphatic no.\u003c/p>\n\u003cp>“They said, ‘don’t do this to us again. Let us stay a family,’ ” said Meaghan Loftus, the principal at the time. “ ’Listen to us this time.’ ”\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>Ashley Park’s experience is not unusual. Over the past two decades, several urban school districts, including Baltimore, Cincinnati, Cleveland, Milwaukee, New Orleans, New York City and Philadelphia, have shuttered some middle schools and converted elementary schools into K-8s.\u003c/p>\n\u003cp>Proponents of K-8 schools, or “\u003ca href=\"https://eric.ed.gov/?id=EJ711030\">elemiddles\u003c/a>” as they’re sometimes called, say they promote strong relationships between not only teachers and students but also teachers and parents and offer stability to young teens during a tumultuous time in their lives. They argue that early adolescence — a period marked by more rapid physical and cognitive development than any stage other than the first two years of life — is a terrible time to transition to a new school.\u003c/p>\n\u003cp>The recent conversions represent a return to old ways of educating early adolescents. Up until about 1900, the American education system operated on a two-tier structure, with eight years of primary school followed by four years of secondary school. More than a century of experimentation with the middle grades hasn’t provided much clarity about which configuration works best.\u003c/p>\n\u003cp>The research comparing outcomes of students at K-8 and middle schools remains inconclusive. While \u003ca href=\"https://www.educationnext.org/stuck-in-the-middle/\">some studies\u003c/a> have shown that students who move to a middle school experience steeper declines in academic achievement than those who stay put, other research has found \u003ca href=\"https://www.journals.uchicago.edu/doi/10.1086/498996\">few difference\u003c/a>s between the groups.\u003c/p>\n\u003cp>For many districts — Charlotte included — the decision to merge elementary and middle schools has been more expedient than philosophical, driven by space constraints and budget shortfalls rather than what’s best for students.\u003c/p>\n\u003cp>“The pendulum swings,” said David Rosenberg, a partner with Education Resource Strategies, a nonprofit that advises school leaders on resource use, the “research goes back and forth, and the districts go back and forth, but they’re not always thinking about how to create the conditions for success.”\u003c/p>\n\u003cfigure id=\"attachment_58316\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58316\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520.jpg\" alt=\"\" width=\"1920\" height=\"1638\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-800x683.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-1020x870.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-160x137.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-768x655.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkMiddleSchoolers-scaled-e1629101625520-1536x1310.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A class of middle schoolers at Ashley Park PreK-8, in Charlotte. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Arguments over how to create the best learning environment for young adolescents go back decades. One pair of researchers called it “\u003ca href=\"https://www.journals.uchicago.edu/doi/abs/10.1086/461738\">the longest-running debate in middle level educational research\u003c/a>” — and that was nearly thirty years ago.\u003c/p>\n\u003cp>Around the turn of the century, educators and psychologists started advocating for a reorganization away from the old primary school system. College presidents complained that the later years of primary school were wasted, and the National Educational Association published a report that called for college prep to start in the seventh grade.\u003c/p>\n\u003cp>The NEA argued that the seventh grade was a more natural turning point in a child's life, according to a 2004 book by The RAND Corporation, “Focus on the Wonder Years,” and that moving students more gradually from a single teacher to a system of special teachers would help prevent “the violent shock now commonly felt on entering the high school.”\u003c/p>\n\u003cp>About the same time, the prominent psychologist Stanley Hall was arguing that puberty was a distinct developmental phase that demanded new educational approaches. “The pupil in the age of spontaneous variation … suffers from mental ennui and dyspepsia, and this is why so many and an increasing number refuse some of the best prepared courses,” he wrote.\u003c/p>\n\u003cp>These concerns, \u003ca href=\"https://www.tojned.net/journals/tojned/articles/v04i01/v04i01-01.pdf\">coupled with crowding\u003c/a> in primary schools — the result of an influx of new immigrants — led to the creation, starting around 1910, of standalone “junior high schools” for seventh through ninth graders.\u003c/p>\n\u003cp>But it quickly became clear that the junior highs weren’t living up to their promise. Instead of serving as a bridge to high school, they were operating as mini-high schools, with little attention paid to adolescents’ unique needs. Dissatisfaction with junior highs peaked in the 1960s, when William Alexander, chairman of the department of education at George Peabody College, proposed the creation of schools that would specifically cater to adolescents.\u003c/p>\n\u003cp>Meanwhile, secondary school enrollment numbers were shrinking, while elementary enrollments were exploding, due to the postwar baby boom. The resulting shortage of space in elementary schools led to sixth grade being pushed up into what would become known as “middle schools.” The new schools multiplied rapidly, displacing junior high schools. Between 1970 and 1980, the number of middle schools \u003ca href=\"https://nces.ed.gov/programs/digest/d18/tables/dt18_216.10.asp?current=yes\">tripled\u003c/a>, while the number of junior highs shrank by a quarter.\u003c/p>\n\u003cp>Yet, because many of the new middle schools had been built for pragmatic reasons, rather than ideological ones, they tended to resemble the junior highs they’d replaced. They were “middle schools in name only,” said Mary Beth Schaefer, an associate professor of adolescent education at St. John’s University.\u003c/p>\n\u003cp>By the 1980s, however, the middle school movement that Alexander started had solidified, coalescing around a set of practices, said Schaefer, who has \u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/19404476.2016.1165036\">studied\u003c/a> the movement. These included interdisciplinary team teaching, flexible scheduling and the provision of regular academic and social-emotional advising to groups of students. Proponents argued that freestanding middle schools were the ideal setting for implementing such practices.\u003c/p>\n\u003cp>Then, in the 1990s, standardized testing revealed that most eighth graders weren’t proficient in math and reading and were falling behind their peers in other countries. Whether due to teacher resistance, or a lack of institutional support, middle schools had adopted the adolescent-focused reforms “at only superficial levels,” according to the RAND \u003ca href=\"https://www.rand.org/pubs/monographs/MG139.html\">book\u003c/a>. Critics once again declared middle school “a floundering ground,” “the wasteland of our primary and secondary landscape” and “holding pens for preadolescent children.”\u003c/p>\n\u003cfigure id=\"attachment_58311\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58311\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkcolor-scaled-e1629101722668.jpg\" alt=\"\" width=\"1920\" height=\"1261\">\u003cfigcaption class=\"wp-caption-text\">At Ashley Park PreK-8, students are grouped into four houses, to “create a sense of community and family,” principal Joline Adams says. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If middle school is a time of tremendous turmoil, it’s also a time of tremendous opportunity. Phyllis Fagell, a school counselor and the author of “\u003ca href=\"https://phyllisfagell.com/middle-school-matters/\">Middle School Matters\u003c/a>,” calls it “the last best chance” to transform the trajectory of students.\u003c/p>\n\u003cp>“This is the age when they are the most malleable,” said Neodria Brown, the principal of Ranson Middle School, in West Charlotte, which serves grades 6-8. “This is the age when you can help them chart their course.”\u003c/p>\n\u003cp>While the transition to middle school can be tough on kids — “you’re not the head honcho anymore,” Brown explained — she doesn’t see much of a difference in the way adolescents are educated in a K-8 versus a standalone 6-8 school.\u003c/p>\n\u003cp>“There’s more opportunity to interact with younger children in K-8,” she said. “But middle school is middle school.”\u003c/p>\n\u003cp>Brown, who came home to Charlotte in 2018 after leading a school in Hilton Head, belies the idea that large middle schools must be more impersonal than smaller K-8s. Though her demeanor is no-nonsense and reserved, there’s a warmth underneath. The tattoo on her arm reads “Warrior,” but the notebook that she scribbles in has a kitten on the cover. In one corner of her office, there’s a decorated cart that she used to deliver donuts to her students on Valentine’s Day, with a sign reading “love train” affixed to it.\u003c/p>\n\u003cp>Walking the halls of her school, she stopped a pair of boys who were swearing. “Uh-uh, not today, not using profanity,’” she admonished them.\u003c/p>\n\u003cp>A few steps later, she stopped a girl to ask her if her mother was going to call.\u003c/p>\n\u003cp>She turned a corner and bent to collect a candy wrapper, handing it to another student to throw out.\u003c/p>\n\u003cp>A few more steps, and she picked up a pencil, asking a passing girl if she needed one. The girl took it.\u003c/p>\n\u003cp>Outside, some boys were goofing off. Brown got on her walkie talkie: “10-4, they should be in class. And can we get a sweep in the hallway?” The students had eaten lunch in class, and there were crunchy bits of Cheetos on the floor.\u003c/p>\n\u003cp>In the cafeteria, she talked to a girl who wanted to switch classes. At a table nearby, a girl with dreadlocks and a pink “Save Animal” sweatshirt sat alone, looking sad.\u003c/p>\n\u003cp>“Are you having a better day?” Brown asked.\u003c/p>\n\u003cp>“No,” the girl told her.\u003c/p>\n\u003cp>“Why?” asked Brown.\u003c/p>\n\u003cp>“People,” the girl responded.\u003c/p>\n\u003cp>“Some days are like that,” Brown said.\u003c/p>\n\u003cp>The girl came over to the principal, rested her head on her shoulder, and whispered in her ear.\u003c/p>\n\u003cp>Even with the recent resurgence of K-8s, middle schools outnumber “elemiddles” in the United States 2:1, federal data shows. Ten times as many eighth graders attend a middle school as attend a K-8.\u003c/p>\n\u003cp>In Charlotte, middle schools remain the most common configuration after a decade of experimentation. A decade ago, the school board decided to \u003ca href=\"https://www.cms.k12.nc.us/boe/ComprehensiveReview/Final%20changes/Summary%20of%20School%20Changes.pdf\">close\u003c/a> three struggling middle schools in predominantly black West Charlotte and send their students to eight new K-8s. In an effort to sell the plan, supporters pointed to research on the benefits of the K-8 configuration. The new model, they argued, could raise achievement at the poorly performing West Charlotte schools.\u003c/p>\n\u003cp>But in reality, the decision was driven by financial considerations, not research on adolescent learning and development. The superintendent and his supporters on the school board said the move was necessary to save teacher jobs in the face of massive budget cuts.\u003c/p>\n\u003cp>“We were in the depths of a recession,” recalled Eric Davis, then the chairman of the board. “We were trying to do everything we could to avoid laying off hundreds of teachers.”\u003c/p>\n\u003cp>But not everyone on the board was convinced that the change would benefit the schools.\u003c/p>\n\u003cp>“If it was good for the one part of town, why wouldn’t it be good for the others?,” wondered \u003ca href=\"https://www.ncleg.gov/Members/Biography/S/393\">Joyce Waddell\u003c/a>, one of four members of the nine-member board who voted \u003ca href=\"http://www2.cms.k12.nc.us/boe/Board%20Meeting%20Docs/Minutes-11-09-2010.pdf\">to block the closures\u003c/a>. “It seemed a bit discriminatory. Why was this happening only to these inner-city schools?”\u003c/p>\n\u003cp>Denise Watts, who was a top administrator for the district at the time and now works for the University of Virginia advising districts on school reform, believes the board picked the West Charlotte schools over others on \u003ca href=\"https://www.cms.k12.nc.us/boe/ComprehensiveReview/Media%20Releases/Guiding%20principles%20applied%20in%20preliminary%20list%20of%20schools.pdf\">its initial list\u003c/a> because “it didn’t want to risk social capital” closing schools in more affluent communities. The parents whose schools were closed reacted in fury, crying racism. They demanded to know why their schools were targeted, while undersubscribed and aging facilities in wealthier and whiter parts of the city were spared.\u003c/p>\n\u003cp>“It was very racialized,” said Watts. “It was the district doing unto the communities.”\u003c/p>\n\u003cp>To understand the uproar that surrounded the school board’s decision to close the West Charlotte middle schools, it helps to know a little bit about the district’s history.\u003c/p>\n\u003cp>In the mid-1960s, less than five percent of black children in Charlotte attended integrated schools. Then, a 1971 Supreme Court decision in \u003ca href=\"https://www.britannica.com/event/Swann-v-Charlotte-Mecklenburg-Board-of-Education\">Swann v. Charlotte-Mecklenburg Board of Education\u003c/a> led to a citywide busing plan that became a model for districts nationwide. By 1980, the district’s schools were mostly integrated, and Charlotte was being called “the city that made desegregation work.”\u003c/p>\n\u003cp>But the plan didn’t hold. In the late 1990s, a white parent sued the district because he believed his daughter was rejected from a local magnet school because of her race. The district ended up adopting a “Family Choice” plan that was heavily based on neighborhood schools. Because most neighborhoods in Charlotte are segregated — the result of decades of housing discrimination — the schools resegregated.\u003c/p>\n\u003cp>When the district redrew its student assignment boundaries in 2017, the new superintendent proposed a do-over, asking the eight West Charlotte elementary schools that had been converted into K-8s to decide their futures. Three schools went back to being K-5, while five remained K-8.\u003c/p>\n\u003cfigure id=\"attachment_58313\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58313\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Kelly-Green-AshleyParkprincipal-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Park PreK-8 principal Joline Adams shows some student work. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But in Charlotte, at least, the switch to K-8 — and back, in those few cases — has had little impact on student achievement. Ashley Park and the other affected elementary and middle schools had low test scores and poor attendance rates before the 2010 decision, and they still do today. All but one is rated either “D” or “F” by the state.\u003c/p>\n\u003cp>\u003ca href=\"https://sociology.uncc.edu/directory/roslyn-mickelson\">Roslyn Mickelson\u003c/a>, a researcher who has studied the impact of desegregation and resegregation on Charlotte’s schools, believes those outcomes say more about the demographics of the schools than the merits of either model. Even as they toggled between grade-span configurations, the West Charlotte schools remained segregated by race and income, populated almost exclusively by students who were Black and low income.\u003c/p>\n\u003cp>“The reason none of these reforms is effective is because they don’t address the underlying causes of low performance, and that is concentrated poverty,” she said.\u003c/p>\n\u003cp>Today, Black and Hispanic students in Charlotte are \u003ca href=\"https://www.ncforum.org/wp-content/uploads/2019/12/Sound-Basic-Education-for-All-An-Action-Plan-for-North-Carolina.pdf\">half as likely\u003c/a> as white students to earn a college degree or credential within six years of enrolling, according to a recent report by WestEd. But the most discouraging statistic is this: Charlotte has the worst “intergenerational,” or socioeconomic, mobility of America’s 50 largest cities, according to \u003ca href=\"https://www.nber.org/papers/w19843\">an influential analysis\u003c/a> by researchers at Harvard and Berkeley. Compared to children in other cities, kids born poor in Charlotte have the lowest odds of reaching the top quintile of earners in their lifetimes.\u003c/p>\n\u003cp>Educators on both sides of the K-8 vs. middle school debate agree that the sixth through eighth grades are a pivotal time for kids, a phase in their education when self-concepts are formed and habits are established that can set students up for either success or failure in high school and beyond.\u003c/p>\n\u003cp>Yet for many students, they’re a time of growing alienation from school, of disengagement and declining achievement.\u003c/p>\n\u003cp>While there are probably many reasons for this drop, one prominent theory holds that it is due to a \u003ca href=\"https://books.google.com/books?id=nt-NAgAAQBAJ&pg=PA203&lpg=PA203&dq=Eccles+and+mismatch+theory&source=bl&ots=umm8iqb7_V&sig=ACfU3U2iO1EUV9LrqMSQhJ6jyTiUsBYSKw&hl=en&sa=X&ved=2ahUKEwixy9Dpx-joAhXrhHIEHYHxDlwQ6AEwCnoECAwQAQ#v=onepage&q=Eccles%20and%20mismatch%20theory&f=false\">mismatch\u003c/a> between the social and emotional needs of 11- to-14-year-olds and the structure of their schools. Young adolescents crave connection and autonomy. Yet when they enter the middle grades, they are suddenly held to a rigid schedule, rotating among a cast of teachers unfamiliar with their backgrounds and learning styles. Recess is taken from them, leaving students with little unstructured time to work on their social skills.\u003c/p>\n\u003cp>“We micromanage them,” said Fagell, the author of “Middle School Matters.” “They are like salmon swimming upstream in the hallways, with maybe two minutes to go to the bathroom.”\u003c/p>\n\u003cp>Porscher Enoch, the former head of the parent teacher association at Ranson Middle School, in Charlotte, believes many students aren’t ready for the newfound responsibilities. “They go from being coddled to being thrown out there,” she said.\u003c/p>\n\u003cp>Switching schools before the sixth or seventh grade can compound the challenges students face in the middle grades, leaving them feeling “untethered from everything they know,” said Fagel, who is a counselor in a private school in Washington, D.C.\u003c/p>\n\u003cp>Yet staying put in a K-8 doesn’t eliminate the drama and angst of the middle grades. Just ask the high schoolers on the \u003ca href=\"https://www.cltmeckyouth.org/\">Charlotte-Mecklenburg Youth Council\u003c/a>.\u003c/p>\n\u003cp>Calvin Duong, a tenth grader who attended a K-8 STEM-oriented school, said there were drawbacks to being with the same small group of peers all the time. “Sometimes, it’s like a dysfunctional family,” he said at a pre-pandemic meeting of the group.\u003c/p>\n\u003cp>Juliette Palacios Perez, an 11th grader who attended Waddell Language Academy through eighth grade, said she could have benefited from a fresh start in middle school. “I was bullied a lot in elementary school,” she said. “Sometimes I wish I could have gone to another school to start over.”\u003c/p>\n\u003cp>Students on the youth council who attended middle schools said the transition to a new school was rough – but ultimately worth it. “Sixth grade was like shock therapy,” said Gabe Schuhl, an 11th grader who attended Community House Middle School. “But by seventh grade, I made some of my best friends.”\u003c/p>\n\u003cp>Jean Rivera, a 12th grader who attended Mint Hill Middle, said advancing to a larger, more diverse school in sixth grade “was intimidating at first,” but taught him “how to get along with different types of people, to make new connections.”\u003c/p>\n\u003cp>He added, “If you never move, you won’t learn how to do that.”\u003c/p>\n\u003cp>Those who argue for a return to K-8 schools often point to the studies showing that students who attend such schools have higher test scores, better attendance rates and more self-esteem and \u003ca href=\"https://nyuscholars.nyu.edu/en/publications/a-national-sample-of-eighth-grade-students-the-impact-of-middle-g\">feelings of competence\u003c/a> than their middle school peers.\u003c/p>\n\u003cp>Researchers have attributed those findings, in large part, to the fact that students in K-8s aren’t asked to change schools when they’re at their most vulnerable. They can stick to a comfortable, familiar environment, remain “\u003ca href=\"https://www.aera.net/Newsroom/News-Releases-and-Statements/Middle-School-Structure-Affects-Learning-Environment-Student-Achievement\">top dog\u003c/a>” for longer, and continue relationships with teachers from the lower grades.\u003c/p>\n\u003cp>But many of the studies supporting K-8 schools have failed to control for student variables that could impact student achievement, such as poverty, or for families’ self-selection into certain types of schools. Other research has found that the achievement dips some students experience when they transition to middle school are temporary, and that attending a K-8 can have \u003ca href=\"https://peabody.vanderbilt.edu/docs/pdf/faculty/zimmer-Grade_Configuration_Paper_AEJ_Policy_Submission_version.pdf\">negative effects\u003c/a> on elementary-aged students.\u003c/p>\n\u003cp>“We don’t have enough research yet to say everyone should go to one model,” said Jonah Rockoff, a professor of finance and economics at Columbia University whose own research has found that transitioning to middle school puts students on a downward path. “Neither is perfect. The jury is still out.”\u003c/p>\n\u003cp>Now, even the staunchest supporters of middle schools say that the movement’s best practices can work in any configuration. That acknowledgement led the National Middle School Association to change its name, in 2011, to the Association for Middle Level Education, Schaefer said.\u003c/p>\n\u003cp>“It’s not at all about what grades are in the school building,” said April Tibbles, the association’s chief communications officer. “It’s about making sure the programs and practices are developmentally responsive to the needs of the young adolescent students.”\u003c/p>\n\u003cp>Surveys of parents find that a majority favor K-8 schools, believing they foster stronger bonds. They like that they’re located close to home and allow families with multiple children to remain in the same school for longer.\u003c/p>\n\u003cp>Yet principals prefer separate middle schools, seeing them as better suited to address the physical, intellectual and social needs of adolescents, \u003ca href=\"https://eric.ed.gov/?id=EJ752846\">a national survey found\u003c/a>.\u003c/p>\n\u003cp>When Charlotte was debating the switch to K-8, in 2010, district leaders circulated a \u003ca href=\"http://web.jhu.edu/CSOS/images/TDMG/ComparingAchievement_btwK_8.pdf\">study\u003c/a> that showed that students who attended Philadelphia’s established K-8 schools outperformed students at the city’s middle schools.\u003c/p>\n\u003cp>But that study contained a caveat: The established K-8s had fewer low-income and minority students and more experienced teachers than the middle schools. Students who attended the city’s newer K-8s, which were more similar demographically to the city’s middle schools, performed about the same as their middle school peers on math, and only slightly better on reading. The researchers concluded that “much of the old K-8 advantage clearly resides in the different student populations that are served by the old K-8 schools and middle schools,” and warned that “a district is not likely to replicate the K–8 advantage based upon size and school transition alone if its student population remains unchanged.”\u003c/p>\n\u003cp>That summed up the situation in Charlotte in 2010, where the schools that merged in 2011 were comprised almost entirely of low-income Black students.\u003c/p>\n\u003cp>“You’re putting low-performing schools together,” warned Waddell, who is now a state senator, at a 2010 school board meeting.\u003c/p>\n\u003cp>When the board reviewed outcomes at the eight merged schools in 2017, it found that the \u003ca href=\"http://www2.cms.k12.nc.us/sites/agenda/Lists/Agenda%20Items/Attachments/4362/Pre-K-8%20Non-Magnet%20Schools%203.14.17.pdf\">results were uneven\u003c/a>. While some schools had seen proficiency gains in some subjects and grade spans, others had slipped in some areas, and all continued to perform well below the district average. The buildings, which were well below capacity in 2010, were now almost all overcrowded, with utilization rates ranging from 99 to 175 percent.\u003c/p>\n\u003cp>That troubled board member Ericka Ellis-Stewart, who urged the board to “look at this through the lens of a parent. Is this good enough for your child?”\u003c/p>\n\u003cp>She said, “If these schools were not full of children of color, our community would never stand for this, not in a million years.”\u003c/p>\n\u003cp>Davis, the board chair, agreed that the results were unacceptable, but said he wasn’t sure that changing the configuration of the schools would make a difference. “I think we all know the effect of poverty on our children’s education,” he said. “How do we know if we change the grade-level configuration, we’ll get different results?”\u003c/p>\n\u003cp>When then-Superintendent Ann Clark asked the eight K-8 schools whether they wanted to go back to a K-5 configuration, their answers — and the board’s response — differed. At Bruns Academy, located in a gentrifying neighborhood, a small but vocal coalition of newcomers argued that restoring the school to an elementary would encourage more affluent families to send their kids to the school.\u003c/p>\n\u003cp>The board agreed, and Bruns became an elementary school again last year. But when a similarly small and vocal group of parents — predominantly Black, in this case — \u003ca href=\"https://www.wfae.org/post/parents-push-back-proposed-changes-some-prek-8-schools#stream/0\">fought\u003c/a> to keep Reid Park Academy K-8, the board split the school anyway.\u003c/p>\n\u003cp>At Ashley Park, where parents pushed for the school to remain K-8, the transition in 2011 from an elementary school had been rough. The first day of school, one middle schooler got off the bus with “RIP Spaugh,” scrawled on his arm in marker, a tribute to his shuttered school, Loftus recalled. There was no gym for the middle schoolers, and few sports teams and extracurriculars. Spanish and other electives were limited, due to the small size of the middle school classes.\u003c/p>\n\u003cp>But by the time the board revisited its decision, six years later, things were looking up. The district had created some composite sports teams by combining interested students from separate schools, and voters had approved a bond for a middle school gym. Students were traveling to the high school to participate in band, and the school was sharing a middle school Spanish teacher with another K-8.\u003c/p>\n\u003cp>So when the board asked parents and teachers at Ashley Park for their preferences, they said they didn’t want another change.\u003c/p>\n\u003cp>Still, Ashley Park, like many K-8 schools, tries to keep the “little kids” and “big kids” as separate as possible. Middle schoolers aren’t allowed in the hallways dedicated to the lower grades, and they are never in the section of the school reserved for “specials” like health and music at the same time as the younger kids. For most of the day, they’re confined to the modular structures on the side of the school.\u003c/p>\n\u003cp>On a Wednesday in early March 2019, before the schools closed due to the coronavirus, a class of kindergartners practiced phonics inside the main building. “Say hop,” the teacher told the class gathered on a blue rug with lighter blue dots. “Hop,” the students dutifully repeated back.\u003c/p>\n\u003cp>“Now chop it, said the teacher, making a chopping motion with her hand. “huh-op.”\u003c/p>\n\u003cp>“Huh-op,” the kids echoed, mimicking the movement.\u003c/p>\n\u003cp>Meanwhile, in the middle school modular building, a class of seventh graders sat in clusters of four desks, studying geometry. “What did we find yesterday?” the teacher asked. “The diameter,” said one student.\u003c/p>\n\u003cp>“And that’s the distance from…?” the teacher prompted.\u003c/p>\n\u003cp>“Side to side,” replied another student.\u003c/p>\n\u003cp>Today, only five of the eight middle schools that the district opened in 2011 remain. But former top administrator Denise Watts doesn’t think that Charlotte — or any other city for that matter — is done experimenting with grade-span configurations. “One of the things I’ve learned is that change is the only constant,” she said. “I don’t know if we’ll ever reach a place of stability.”\u003c/p>\n\u003cp>Brown, the middle school principal, said she doesn’t believe there is a right or wrong configuration for kids. “It’s about the adults in the building,” she said.\u003c/p>\n\u003cp>“Kids do better with adults who care about them,” she said. “It doesn’t really matter what setting they’re in.”\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 \u003c/em>\u003ca href=\"https://hechingerreport.org/can-you-fix-middle-school-by-getting-rid-of-it/\">\u003cem>middle school\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58310/k-8-or-middle-school-what-works-for-early-adolescents-depends-on-many-factors","authors":["byline_mindshift_58310"],"categories":["mindshift_21445"],"tags":["mindshift_21093","mindshift_145","mindshift_21159"],"featImg":"mindshift_58312","label":"mindshift"},"mindshift_57703":{"type":"posts","id":"mindshift_57703","meta":{"index":"posts_1591205157","site":"mindshift","id":"57703","score":null,"sort":[1618817209000]},"guestAuthors":[],"slug":"why-adolescence-matters-in-preventing-substance-abuse","title":"Why Adolescence Matters in Preventing Substance Abuse","publishDate":1618817209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand people who develop substance abuse disorders as adults, it's important to recognize when they were first exposed. The majority of adults who develop substance abuse disorders first used drugs or alcohol during adolescence. In her new book, \u003c/span>\u003ca href=\"https://www.jessicalahey.com/the-addiction-inoculation\">\u003cspan style=\"font-weight: 400\">“The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Jessica Lahey translates the research around addiction and explores practical ways parents and educators can use this information to support kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lahey’s motivation for writing this book is personal. Born into a family with a history of addiction, she found herself struggling with alcoholism as an adult. After finding her path to sobriety, Lahey – a career educator – began to teach teens at an inpatient drug and alcohol rehabilitation center. These experiences, along with the task of raising two teenage sons, prompted her to spend years researching the core elements of efficacious addiction prevention. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Explore Root Causes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of today’s educators and parents came of age during the War on Drugs, “Just Say No,” and school assemblies that included harrowing stories of a late-stage addiction. But effective prevention programs involve much more than blanket warnings, says Lahey. Adults need to examine why an adolescent uses drugs or alcohol in the first place. In the words of \u003c/span>\u003ca href=\"https://herrenproject.org/\">\u003cspan style=\"font-weight: 400\">Chris Herren\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, former NBA Player, and recovering heroin addict, too often “we focus on the worst day and forget the first day.” Adolescents take that first drink for any number of reasons – including a desire to escape the pressures of school or home, to ease social anxiety, to fit in, or to cope with trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If a kid is drinking because they are trying to numb out what they feel is wrong with them, what can we do to help them feel like they are enough?” asks Lahey. “And there is so much we could be doing. All the best substance abuse programs are, at their heart, social-emotional learning programs.” If adults can help kids manage their emotions without using alcohol as a form of self-medication, says Lahey, we increase their chances of making it to adulthood substance-free. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Understand the Adolescent Brain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The brain goes through two major growth spurts: from birth to age three and again in adolescence. During these periods, the “brain is acutely sensitive to outside influences including chemicals,” says Lahey. Simply put, the teenage brain is more prone to the damaging effects of drugs and alcohol than the adult brain. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this stage of brain development, adolescents are wired to crave risk, new experiences, social acceptance, and independence. At the same time, teens often struggle with impulse control and risk assessment. “If you want to see your teenager become even more volatile, add substances into the mix,” says Lahey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the very things that make the teenage years challenging can also be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43020/harnessing-the-incredible-learning-potential-of-the-adolescent-brain\">\u003cspan style=\"font-weight: 400\">harnessed in powerful, positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The brain is primed right at that moment to seek novelty and boost dopamine,” says Lahey, so adults have “an incredible opportunity to push kids in a direction of positive risks that up their competence.” Let them engage in new, exciting activities that create that dopamine rush they crave. Encourage them to join a new club, try out for a part in the play, take that rock-climbing class, become a volunteer for a cause they care about, or explore the woods – any activity that catches their attention and pushes them out of their comfort zone. Exercise, time in nature, team activities, and meaningful work all support mental health.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Amplify Protective Measures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several factors put children at increased risk for substance abuse, including \u003ca href=\"https://www.kqed.org/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it\">adverse childhood experiences\u003c/a>, family history of substance abuse, low academic achievement, peer culture, and lack of school connectedness. But none of these factors are destiny, says Lahey, and she wants to absolve the shame and guilt that some parents may feel when they recognize their child is in a higher-risk category for one reason or another. Instead, she wants parents to feel empowered by what they can do, starting today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are plenty of ways adults can amplify protective measures that will reduce a teen’s risk level. These include getting them academic support; setting clear family expectations about substance use; building healthy sleep, exercise, mindfulness, and nutrition habits as a family; and enlisting other adult allies to help, such as mentors, pediatricians, guidance counselors, and coaches. Research shows that “as long as a kid has one supportive, protective adult in their life, then they can overcome a whole bunch of risk factors,” says Lahey.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Talk About It Openly and Honestly\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to drugs and alcohol, our kids need transparent, honest, and evidence-based information from trusted adults. Lahey’s advice for having these conversations boils down to this: Start early and keep it up, because the more you talk the easier it gets. Twenty-nine percent of middle schoolers and 61 percent of high schoolers report that they have a close friend who uses substances. According to Lahey, we can inoculate kids by equipping them with useful information, including refusal skills. Practice scripts they can use when they encounter peer pressure – including an exit strategy, such as a word or emoji they can text you if they want you to come pick them up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And don’t worry about being a hypocrite if you use substances yourself, says Lahey. You can still urge your children to wait because chemicals interact differently with the adolescent brain than with the adult brain. “If you do harm to your brain during that period, there's no going back to fix it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to help them understand how avoiding substance use is in their immediate best interest – how it will positively impact their athletic and academic performance or personal goals. “Kids can feel really bulletproof, but you can help them understand how drug and alcohol use affects their hopes and dreams and goals – which, of course, requires you to know what their hopes and dreams and goals are,” says Lahey. This personal approach taps into their internal motivation and self-efficacy – or that “sense of control, agency and hope, even when the world around them feels out of control.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Implement Evidence-Based School Programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Lahey’s research, she found that school-connectedness was the “only education-related variable that protected kids against every single adverse life outcome.” In other words, when kids felt safe and cared for at school, they had better outcomes on just about every measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research also shows that the more invested the principal and superintendent are in prevention programs, the more invested the entire school community will be – leading to greater program efficacy. “It's really hard for one school nurse to pull it off alone,” says Lahey. “So many of the risk situations are community-based, so the solutions are going to be community-based, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong prevention programs have an SEL component, teach children refusal skills, and give them clear, compelling evidence that helps them understand how their brains work and how substances can affect their lives. School leaders can use the\u003c/span>\u003ca href=\"https://www.blueprintsprograms.org/\">\u003cspan style=\"font-weight: 400\"> Blueprints for Healthy Youth Development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> registry to explore programs that have clear evidence of effectiveness. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the challenges, Lahey says that she feels “really optimistic” about our ability to support this new generation of teenagers. “There is so much we can be doing to help kids. It’s not like we have exhausted all of our options in preventing substance abuse. The programs are there, they are tested, and they are evidence-based. I'm hoping that what I've provided here is at least a way to think about getting started.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The rewiring of the brain that happens during adolescence creates great opportunities for both positive and negative experiences, including substance abuse. ","status":"publish","parent":0,"modified":1633333543,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1342},"headData":{"title":"Why Adolescence Matters in Preventing Substance Abuse - MindShift","description":"The rewiring of the brain that happens during adolescence creates great opportunities for both positive and negative experiences, including substance abuse. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Adolescence Matters in Preventing Substance Abuse","datePublished":"2021-04-19T07:26:49.000Z","dateModified":"2021-10-04T07:45:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57703 https://ww2.kqed.org/mindshift/?p=57703","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/19/why-adolescence-matters-in-preventing-substance-abuse/","disqusTitle":"Why Adolescence Matters in Preventing Substance Abuse","path":"/mindshift/57703/why-adolescence-matters-in-preventing-substance-abuse","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand people who develop substance abuse disorders as adults, it's important to recognize when they were first exposed. The majority of adults who develop substance abuse disorders first used drugs or alcohol during adolescence. In her new book, \u003c/span>\u003ca href=\"https://www.jessicalahey.com/the-addiction-inoculation\">\u003cspan style=\"font-weight: 400\">“The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Jessica Lahey translates the research around addiction and explores practical ways parents and educators can use this information to support kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lahey’s motivation for writing this book is personal. Born into a family with a history of addiction, she found herself struggling with alcoholism as an adult. After finding her path to sobriety, Lahey – a career educator – began to teach teens at an inpatient drug and alcohol rehabilitation center. These experiences, along with the task of raising two teenage sons, prompted her to spend years researching the core elements of efficacious addiction prevention. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Explore Root Causes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of today’s educators and parents came of age during the War on Drugs, “Just Say No,” and school assemblies that included harrowing stories of a late-stage addiction. But effective prevention programs involve much more than blanket warnings, says Lahey. Adults need to examine why an adolescent uses drugs or alcohol in the first place. In the words of \u003c/span>\u003ca href=\"https://herrenproject.org/\">\u003cspan style=\"font-weight: 400\">Chris Herren\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, former NBA Player, and recovering heroin addict, too often “we focus on the worst day and forget the first day.” Adolescents take that first drink for any number of reasons – including a desire to escape the pressures of school or home, to ease social anxiety, to fit in, or to cope with trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If a kid is drinking because they are trying to numb out what they feel is wrong with them, what can we do to help them feel like they are enough?” asks Lahey. “And there is so much we could be doing. All the best substance abuse programs are, at their heart, social-emotional learning programs.” If adults can help kids manage their emotions without using alcohol as a form of self-medication, says Lahey, we increase their chances of making it to adulthood substance-free. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Understand the Adolescent Brain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The brain goes through two major growth spurts: from birth to age three and again in adolescence. During these periods, the “brain is acutely sensitive to outside influences including chemicals,” says Lahey. Simply put, the teenage brain is more prone to the damaging effects of drugs and alcohol than the adult brain. \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\">At this stage of brain development, adolescents are wired to crave risk, new experiences, social acceptance, and independence. At the same time, teens often struggle with impulse control and risk assessment. “If you want to see your teenager become even more volatile, add substances into the mix,” says Lahey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the very things that make the teenage years challenging can also be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43020/harnessing-the-incredible-learning-potential-of-the-adolescent-brain\">\u003cspan style=\"font-weight: 400\">harnessed in powerful, positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The brain is primed right at that moment to seek novelty and boost dopamine,” says Lahey, so adults have “an incredible opportunity to push kids in a direction of positive risks that up their competence.” Let them engage in new, exciting activities that create that dopamine rush they crave. Encourage them to join a new club, try out for a part in the play, take that rock-climbing class, become a volunteer for a cause they care about, or explore the woods – any activity that catches their attention and pushes them out of their comfort zone. Exercise, time in nature, team activities, and meaningful work all support mental health.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Amplify Protective Measures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several factors put children at increased risk for substance abuse, including \u003ca href=\"https://www.kqed.org/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it\">adverse childhood experiences\u003c/a>, family history of substance abuse, low academic achievement, peer culture, and lack of school connectedness. But none of these factors are destiny, says Lahey, and she wants to absolve the shame and guilt that some parents may feel when they recognize their child is in a higher-risk category for one reason or another. Instead, she wants parents to feel empowered by what they can do, starting today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are plenty of ways adults can amplify protective measures that will reduce a teen’s risk level. These include getting them academic support; setting clear family expectations about substance use; building healthy sleep, exercise, mindfulness, and nutrition habits as a family; and enlisting other adult allies to help, such as mentors, pediatricians, guidance counselors, and coaches. Research shows that “as long as a kid has one supportive, protective adult in their life, then they can overcome a whole bunch of risk factors,” says Lahey.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Talk About It Openly and Honestly\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to drugs and alcohol, our kids need transparent, honest, and evidence-based information from trusted adults. Lahey’s advice for having these conversations boils down to this: Start early and keep it up, because the more you talk the easier it gets. Twenty-nine percent of middle schoolers and 61 percent of high schoolers report that they have a close friend who uses substances. According to Lahey, we can inoculate kids by equipping them with useful information, including refusal skills. Practice scripts they can use when they encounter peer pressure – including an exit strategy, such as a word or emoji they can text you if they want you to come pick them up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And don’t worry about being a hypocrite if you use substances yourself, says Lahey. You can still urge your children to wait because chemicals interact differently with the adolescent brain than with the adult brain. “If you do harm to your brain during that period, there's no going back to fix it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to help them understand how avoiding substance use is in their immediate best interest – how it will positively impact their athletic and academic performance or personal goals. “Kids can feel really bulletproof, but you can help them understand how drug and alcohol use affects their hopes and dreams and goals – which, of course, requires you to know what their hopes and dreams and goals are,” says Lahey. This personal approach taps into their internal motivation and self-efficacy – or that “sense of control, agency and hope, even when the world around them feels out of control.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Implement Evidence-Based School Programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Lahey’s research, she found that school-connectedness was the “only education-related variable that protected kids against every single adverse life outcome.” In other words, when kids felt safe and cared for at school, they had better outcomes on just about every measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research also shows that the more invested the principal and superintendent are in prevention programs, the more invested the entire school community will be – leading to greater program efficacy. “It's really hard for one school nurse to pull it off alone,” says Lahey. “So many of the risk situations are community-based, so the solutions are going to be community-based, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong prevention programs have an SEL component, teach children refusal skills, and give them clear, compelling evidence that helps them understand how their brains work and how substances can affect their lives. School leaders can use the\u003c/span>\u003ca href=\"https://www.blueprintsprograms.org/\">\u003cspan style=\"font-weight: 400\"> Blueprints for Healthy Youth Development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> registry to explore programs that have clear evidence of effectiveness. \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\">Despite the challenges, Lahey says that she feels “really optimistic” about our ability to support this new generation of teenagers. “There is so much we can be doing to help kids. It’s not like we have exhausted all of our options in preventing substance abuse. The programs are there, they are tested, and they are evidence-based. I'm hoping that what I've provided here is at least a way to think about getting started.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57703/why-adolescence-matters-in-preventing-substance-abuse","authors":["11087"],"categories":["mindshift_1"],"tags":["mindshift_21093","mindshift_20865","mindshift_21116","mindshift_943","mindshift_21426","mindshift_21159"],"featImg":"mindshift_57705","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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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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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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