When Adults Learn about Trauma-Informed Practices, Students Can Recover
After a traumatic event, how can teachers best help students?
5 Strategies for developing a school-wide culture of healing
Stress and Short Tempers: Schools Struggle with Behavior as Students Return
Safety, Agency, Connection: Priorities to Help Students Transition Back to School
‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students
How Unconditional Positive Regard Can Help Students Feel Cared For
How Closed Schools Are Creating More Trauma For Students
Four Core Priorities for Trauma-Informed Distance Learning
window.__IS_SSR__=true
window.__INITIAL_STATE__={"attachmentsReducer":{"audio_0":{"type":"attachments","id":"audio_0","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"}}},"audio_1":{"type":"attachments","id":"audio_1","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"}}},"audio_2":{"type":"attachments","id":"audio_2","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"}}},"audio_3":{"type":"attachments","id":"audio_3","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"}}},"audio_4":{"type":"attachments","id":"audio_4","imgSizes":{"kqedFullSize":{"file":"https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"}}},"placeholder":{"type":"attachments","id":"placeholder","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-160x96.jpg","width":160,"height":96,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-800x478.jpg","width":800,"height":478,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1020x610.jpg","width":1020,"height":610,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-960x574.jpg","width":960,"height":574,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"xxsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-240x143.jpg","width":240,"height":143,"mimeType":"image/jpeg"},"xsmall":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-375x224.jpg","width":375,"height":224,"mimeType":"image/jpeg"},"small":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-520x311.jpg","width":520,"height":311,"mimeType":"image/jpeg"},"xlarge":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1180x705.jpg","width":1180,"height":705,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-1920x1148.jpg","width":1920,"height":1148,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/wp-content/uploads/sites/10/2018/01/GettyImages-896326950-e1514998105161.jpg","width":1920,"height":1148}}},"mindshift_62967":{"type":"attachments","id":"mindshift_62967","meta":{"index":"attachments_1591205162","site":"mindshift","id":"62967","found":true},"title":"hands holding red heart, health insurance, donation concept","publishDate":1704910790,"status":"inherit","parent":62965,"modified":1704910843,"caption":null,"credit":"iStock/SewcreamStudio","altTag":"3 pairs of hands hold a red smooth stone heart. Beige background","description":null,"imgSizes":{"medium":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/iStock-1124598435.jpg","width":2121,"height":1414}},"fetchFailed":false,"isLoading":false},"mindshift_61355":{"type":"attachments","id":"mindshift_61355","meta":{"index":"attachments_1591205162","site":"mindshift","id":"61355","found":true},"title":null,"publishDate":1680640158,"status":"inherit","parent":61353,"modified":1680640194,"caption":null,"credit":"iStock/Khaosai Wongnatthakan","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-800x534.jpg","width":800,"height":534,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-1020x681.jpg","width":1020,"height":681,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-768x513.jpg","width":768,"height":513,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-1536x1025.jpg","width":1536,"height":1025,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-2048x1367.jpg","width":2048,"height":1367,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895-1920x1282.jpg","width":1920,"height":1282,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2023/04/iStock-1336213895.jpg","width":2120,"height":1415}},"fetchFailed":false,"isLoading":false},"mindshift_59010":{"type":"attachments","id":"mindshift_59010","meta":{"index":"attachments_1591205162","site":"mindshift","id":"59010","found":true},"title":"Empathy - Empathetic Design - Illustration","publishDate":1643656103,"status":"inherit","parent":59008,"modified":1643656152,"caption":null,"credit":"Shivendu Jauhari/ iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-800x697.jpg","width":800,"height":697,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-1020x889.jpg","width":1020,"height":889,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-160x139.jpg","width":160,"height":139,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-768x669.jpg","width":768,"height":669,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-1536x1338.jpg","width":1536,"height":1338,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/01/healing-in-schools.jpg","width":1920,"height":1673}},"fetchFailed":false,"isLoading":false},"mindshift_58573":{"type":"attachments","id":"mindshift_58573","meta":{"index":"attachments_1591205162","site":"mindshift","id":"58573","found":true},"title":"iStock-1224548497","publishDate":1632897067,"status":"inherit","parent":58572,"modified":1632897099,"caption":null,"credit":"Prostock-Studio/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-800x640.jpg","width":800,"height":640,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-1020x816.jpg","width":1020,"height":816,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-160x128.jpg","width":160,"height":128,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-768x614.jpg","width":768,"height":614,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-1536x1229.jpg","width":1536,"height":1229,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-1920x1536.jpg","width":1920,"height":1536,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/09/iStock-1224548497-e1632897089528.jpg","width":1920,"height":1536}},"fetchFailed":false,"isLoading":false},"mindshift_58277":{"type":"attachments","id":"mindshift_58277","meta":{"index":"attachments_1591205162","site":"mindshift","id":"58277","found":true},"title":"back-to-school_learning-loss","publishDate":1628723799,"status":"inherit","parent":58274,"modified":1628723828,"caption":null,"credit":"elenabs/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-800x400.jpg","width":800,"height":400,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-1020x510.jpg","width":1020,"height":510,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-160x80.jpg","width":160,"height":80,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-768x384.jpg","width":768,"height":384,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-1536x768.jpg","width":1536,"height":768,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-2048x1024.jpg","width":2048,"height":1024,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss-1920x960.jpg","width":1920,"height":960,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/08/back-to-school_learning-loss.jpg","width":2448,"height":1224}},"fetchFailed":false,"isLoading":false},"mindshift_57988":{"type":"attachments","id":"mindshift_57988","meta":{"index":"attachments_1591205162","site":"mindshift","id":"57988","found":true},"title":"iStock-1198225660-copy","publishDate":1623697374,"status":"inherit","parent":57982,"modified":1623697416,"caption":null,"credit":"Intpro/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-800x450.jpg","width":800,"height":450,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-1020x574.jpg","width":1020,"height":574,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-160x90.jpg","width":160,"height":90,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-768x432.jpg","width":768,"height":432,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-1536x864.jpg","width":1536,"height":864,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1198225660-copy.jpg","width":1920,"height":1080}},"fetchFailed":false,"isLoading":false},"mindshift_57761":{"type":"attachments","id":"mindshift_57761","meta":{"index":"attachments_1591205162","site":"mindshift","id":"57761","found":true},"title":null,"publishDate":1619726436,"status":"inherit","parent":57646,"modified":1621928410,"caption":null,"credit":"VectorStory/iStock","altTag":null,"description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Receiving-unconditional-positive-regard-e1621928391520.jpg","width":1920,"height":1280}},"fetchFailed":false,"isLoading":false},"mindshift_55768":{"type":"attachments","id":"mindshift_55768","meta":{"index":"attachments_1591205162","site":"mindshift","id":"55768","found":true},"title":"School counselors go online","publishDate":1587454398,"status":"inherit","parent":55767,"modified":1587454550,"caption":"School counselors go online","credit":"Janice Chang for NPR","description":"School counselors go online","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-160x100.jpg","width":160,"height":100,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-800x499.jpg","width":800,"height":499,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-768x479.jpg","width":768,"height":479,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-1020x637.jpg","width":1020,"height":637,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-1920x1198.jpg","width":1920,"height":1198,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/jchang_nprfinal_01_custom-ae8681047e936d89e533a9f4a11b360e8712fed8-e1587454539292.jpg","width":1920,"height":1198}},"fetchFailed":false,"isLoading":false},"mindshift_55683":{"type":"attachments","id":"mindshift_55683","meta":{"index":"attachments_1591205162","site":"mindshift","id":"55683","found":true},"title":"iStock-1073164374","publishDate":1586166423,"status":"inherit","parent":55679,"modified":1586166447,"caption":null,"credit":"nadia_bormotova/iStock","description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-160x160.jpg","width":160,"height":160,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-800x800.jpg","width":800,"height":800,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-768x768.jpg","width":768,"height":768,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-1020x1020.jpg","width":1020,"height":1020,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374.jpg","width":1732,"height":1732}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_61353":{"type":"authors","id":"byline_mindshift_61353","meta":{"override":true},"slug":"byline_mindshift_61353","name":"Chalkbeat Staff","isLoading":false},"byline_mindshift_58572":{"type":"authors","id":"byline_mindshift_58572","meta":{"override":true},"slug":"byline_mindshift_58572","name":"Kalyn Belsha, \u003ca href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return/\">Chalkbeat\u003c/a>","isLoading":false},"byline_mindshift_55767":{"type":"authors","id":"byline_mindshift_55767","meta":{"override":true},"slug":"byline_mindshift_55767","name":"Cory Turner","isLoading":false},"kdnewhouse":{"type":"authors","id":"11487","meta":{"index":"authors_1591205172","id":"11487","found":true},"name":"Kara Newhouse","firstName":"Kara","lastName":"Newhouse","slug":"kdnewhouse","email":"knewhouse@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"MindShift Editor","bio":null,"avatar":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Kara Newhouse | KQED","description":"MindShift Editor","ogImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kdnewhouse"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"},"mjacksonretondo":{"type":"authors","id":"11759","meta":{"index":"authors_1591205172","id":"11759","found":true},"name":"Marlena Jackson-Retondo","firstName":"Marlena","lastName":"Jackson-Retondo","slug":"mjacksonretondo","email":"mjacksonretondo@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"Engagement Producer","bio":"Marlena Jackson-Retondo is the engagement producer for KQED's \u003cem>Forum \u003c/em>and \u003cem>Mindshift\u003c/em>. Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_62965":{"type":"posts","id":"mindshift_62965","meta":{"index":"posts_1591205157","site":"mindshift","id":"62965","score":null,"sort":[1705402857000]},"guestAuthors":[],"slug":"when-adults-learn-about-trauma-informed-practices-students-can-recover","title":"When Adults Learn about Trauma-Informed Practices, Students Can Recover","publishDate":1705402857,"format":"standard","headTitle":"When Adults Learn about Trauma-Informed Practices, Students Can Recover | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices.","status":"publish","parent":0,"modified":1713534518,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1995},"headData":{"title":"When Adults Learn about Trauma-Informed Practices, Students Can Recover | KQED","description":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After a rise in suicide threats, a school counselor in Kentucky started teaching everyone from teachers to bus drivers about trauma-informed practices.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Adults Learn about Trauma-Informed Practices, Students Can Recover","datePublished":"2024-01-16T11:00:57.000Z","dateModified":"2024-04-19T13:48:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62965/when-adults-learn-about-trauma-informed-practices-students-can-recover","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \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\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \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\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62965/when-adults-learn-about-trauma-informed-practices-students-can-recover","authors":["11759"],"categories":["mindshift_21345","mindshift_194","mindshift_21358","mindshift_21280","mindshift_21579"],"tags":["mindshift_21448","mindshift_21105","mindshift_20999"],"featImg":"mindshift_62967","label":"mindshift"},"mindshift_61353":{"type":"posts","id":"mindshift_61353","meta":{"index":"posts_1591205157","site":"mindshift","id":"61353","score":null,"sort":[1680640347000]},"guestAuthors":[],"slug":"after-a-traumatic-event-how-can-teachers-best-help-students","title":"After a traumatic event, how can teachers best help students?","publishDate":1680640347,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/23664895/students-traumatic-events-school-violence-shooting-how-to-talk\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/12/2/23490779/watlington-school-student-safety-mission-critical-shootings-overbrook-roxborough-police-officers\" target=\"_blank\" rel=\"noopener\">Community violence\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/tackling-racism\" target=\"_blank\" rel=\"noopener\">racial injustice\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/26/23142087/school-shooting-gun-violence-grief-trauma-mental-health-resources-guide\" target=\"_blank\" rel=\"noopener\">school shootings\u003c/a>. Students across America are faced with these realities every day, leaving educators to respond by adapting lesson plans or offer emergency support.\u003c/p>\n\u003cp>Some schools have added social workers, counselors, and other \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2023/1/26/23573371/eric-adams-telehealth-mental-health-support-nyc-high-school-students\" target=\"_blank\" rel=\"noopener\">mental health resources\u003c/a> to grapple with the toll community trauma \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/13/23598156/mental-health-cdc-girls-teenagers-high-school-pandemic-depression-anxiety\" target=\"_blank\" rel=\"noopener\">is taking on\u003c/a> students’ mental health. And in some districts, teachers and school leaders have created new student-focused programs \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/9/7/23339990/simeon-career-academy-chicago-public-schools-shootings-gun-violence-trauma-help\" target=\"_blank\" rel=\"noopener\">in the wake of increases in gun violence\u003c/a> and other traumatic incidents.\u003c/p>\n\u003cp>But educators say \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey\" target=\"_blank\" rel=\"noopener\">they remain overwhelmed\u003c/a> and need more resources to support their students, especially following disrupted learning at the height of the COVID pandemic. Students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/6/7/23153833/uvalde-school-shooting-student-voices-gun-violence-america-politicians-sandy-hook-columbine\" target=\"_blank\" rel=\"noopener\">have shared their own hopes\u003c/a> for how adults might approach these conversations. If you are an educator or parent looking for resources on how to talk to students, we hope you find the below articles as a good starting place.\u003c/p>\n\u003ch3 id=\"kkQtNu\">Expert advice for talking to children after a traumatic event\u003c/h3>\n\u003ch2 id=\"v6BMjn\">How to speak with kids after a violent event\u003c/h2>\n\u003cp>Chalkbeat spoke with social worker Katie Peinovich about \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/4/13/23024403/how-to-talk-to-kids-about-gun-violence\" target=\"_blank\" rel=\"noopener\">how to talk to children about traumatic events\u003c/a>, what signs of distress to look for in children, and how to help those who might be fearful of future violence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peinovich tells parents, caregivers, and teachers:\u003c/p>\n\u003cul>\n\u003cli id=\"2atZUM\">\u003cb>Pay attention to kids’ actions following traumatic events: \u003c/b>Kids may startle more easily, seem more irritable, and be reluctant to be apart from parents or caregivers.\u003c/li>\n\u003cli id=\"qLklEN\">\u003cb>Reassure children that they are now safe: \u003c/b>Acknowledge and validate their feelings that what happened was very, very scary. Ongoing news coverage can give preschoolers and early elementary kids the impression that this is an ongoing situation. Parents and schools should limit media coverage and to reassure children that the event is over and they are safe.\u003c/li>\n\u003cli id=\"F8fQGO\">\u003cb>Maintain routines: \u003c/b>Both caregivers and educators should strive to keep schedules similar, whether it’s what children eat for breakfast or when they go to recess. Changing up schedules suddenly can heighten anxiety.\u003c/li>\n\u003cli id=\"SjAfUS\">\u003cb>Understand recovery timelines:\u003c/b> In about four weeks, most kids will return to their previous level of functioning. If kids are still struggling after a month, they may need extra support.\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"UD4Ona\">Trauma can make it hard for kids to learn. Here’s how teachers can help.\u003c/h2>\n\u003cp>A child psychologist at Lurie Children’s Hospital and an assistant professor at Northwestern University’s medical school, Colleen Cicchetti helps lead the hospital’s efforts to improve how local schools handle trauma. \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2018/8/1/21107479/trauma-can-make-it-hard-for-kids-to-learn-here-s-how-teachers-learn-to-deal-with-that\" target=\"_blank\" rel=\"noopener\">Chalkbeat interviewed Cicchetti about\u003c/a> the cost of childhood trauma in communities and what teachers can do to promote healing.\u003c/p>\n\u003cp>Her tips for teachers include:\u003c/p>\n\u003cul>\n\u003cli id=\"PAV2E5\">\u003cb>Establish a predictable and “safe” classroom: \u003c/b>This helps students understand the expectations and what they need to do to be successful. Taking breaks helps them focus.\u003c/li>\n\u003cli id=\"OmzseX\">\u003cb>Ask for help, even if you have to look outside your school:\u003c/b> A teacher may not feel like they can tell someone they’re struggling with a student or feel isolated. That can lead to burnout.\u003c/li>\n\u003c/ul>\n\u003ch2>This principal had a student killed just days before the year began. Here’s how he and his school found a way forward.\u003c/h2>\n\u003cp>After one of his 6-year-old students was killed two weeks before the school year began, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/2/18/21178589/one-of-my-students-was-killed-just-days-before-the-year-began-here-s-how-i-and-my-school-found-a-way\" target=\"_blank\" rel=\"noopener\">a California principal wrote\u003c/a> that the experience taught him a lot about what it means to authentically communicate with young children about death.\u003c/p>\n\u003cp>“I desperately hope that no one else will ever need to use the lessons I learned,” wrote Danny Etcheverry, principal of Rocketship Spark Academy. “But I know they will, so here are a few ideas that helped guide us — and that might ease the burden a little bit for educators who find themselves with such a task.”\u003c/p>\n\u003cp>Among his advice:\u003c/p>\n\u003cul>\n\u003cli id=\"5aLcsu\">\u003cb>Communicate honestly:\u003c/b> “My staff members, alongside our school’s mental health professionals, determined that our students would need explanations of the event from those they trust and the space to process those explanations.”\u003c/li>\n\u003cli id=\"rOezii\">\u003cb>Provide different kinds of support:\u003c/b> “I spent a lot of time in classrooms those first few days, and I was struck by how these moments are initially much more emotional for adults to process than they are for young children … With our youngest students, we spent a lot of time talking about the concept of death and tragedy.”\u003c/li>\n\u003cli id=\"2WBqD6\">\u003cb>Treat compounded trauma: \u003c/b>“Over the weeks following the shooting, it became clear that this tragedy layered on top of prior wounds for some students … Healing is a long journey, and we’re just getting started.”\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"6SVbei\">How anti-bigotry lessons help students comprehend violence, push for change\u003c/h2>\n\u003cp>The nonprofit group Facing History & Ourselves provides educators with resources to help students understand the lessons of history to combat bigotry and hate. Following the death of Tyre Nichols — the 29-year-old skateboarder and photographer who died days after being brutalized by Memphis police officers during a traffic stop — \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">a local leader spoke with Chalkbeat\u003c/a> about helping Memphis students grapple with Nichols’ death.\u003c/p>\n\u003cp>Among her advice for educators:\u003c/p>\n\u003cul>\n\u003cli id=\"WYUDOu\">\u003cb>Don’t always feel the need to talk to students after witnessing or watching a violent event\u003c/b>: “We listen to them. We really let them sit with that, because the last thing we want to do is minimize their pain. Our teachers are really skilled at listening, and letting the students talk. We don’t want to say that it’ll be all right, because it may not be all right.”\u003c/li>\n\u003cli id=\"oKI6DU\">\u003cb>Focus on lessons that humanize the students, so they can reflect and have conversations: \u003c/b>“In August, when we had the situation with the shooter [19-year-old Ezekiel Kelly was charged with killing three people in a citywide shooting spree], I went to Central High School and listened to Mary McIntosh’s Facing History & Ourselves class, and sat there and listened to her unpack the fear those kids had around that shooting that happened in August. She slowed it down, and got them to free-write it in a journal, just dump it all out, and gave them agency to be able to talk to each other.”\u003c/li>\n\u003c/ul>\n\u003ch3>Students share what they need after crisis and reflect on what must change\u003c/h3>\n\u003ch2>Teens say it takes self-love to navigate times of crisis\u003c/h2>\n\u003cp>A group of about 20 Detroit teens set out to learn two things about their peers: How they practice self-love, and how they find peace in a world in which they constantly feel judged.\u003c/p>\n\u003cp>These are relevant questions as schools struggle to address student mental health needs. Those troubles existed before the pandemic, but the isolation, lingering effects of remote learning, and challenges coping in the midst of a global health crisis have deepened them. \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/3/2/23620979/youth-mental-health-crisis-detroit-michigan-teens-covid-impact-local-circles\" target=\"_blank\" rel=\"noopener\">The Detroit teens detailed their findings\u003c/a> and, in some cases, expressed their worries in pieces that seek solutions.\u003c/p>\n\u003ch2 id=\"uHbIYP\">Not every upsetting event needs to become a lesson\u003c/h2>\n\u003cp>Black trauma doesn’t have to be channeled into some inspiring lesson, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/10/5/23380779/tamir-rice-video-audio-trauma\" target=\"_blank\" rel=\"noopener\">wrote one high schooler in New York\u003c/a>, who was haunted by the experience of a teacher making her watch the video of Tamir Rice’s killing.\u003c/p>\n\u003ch2 id=\"9HyKpA\">He helped his school develop a class about mental health\u003c/h2>\n\u003cp>One Newark high schooler went to 19 funerals during the first year of COVID. When he wasn’t saying goodbye to people he cared about, \u003ca class=\"Link\" href=\"https://newark.chalkbeat.org/2022/12/1/23467213/covid-mental-health-class-newark\" target=\"_blank\" rel=\"noopener\">he wrote\u003c/a>, he was in front of a screen that was his connection to school and friends for a year and a half.\u003c/p>\n\u003cp>“I was already in the process of starting a wellness council, a club where students could share their struggles and hear about what others are going through. If we could start this club, why not a class about mental health built into the school day? ... The result of all this planning is a real-life class called Health and Wellness.”\u003c/p>\n\u003ch2>‘Peace warriors’ at Chicago schools spread messages of nonviolence\u003c/h2>\n\u003cp>\u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/11/3/23438914/chicago-public-schools-peace-warriors-charter-school-north-lawndale-college-prep-gun-violence\" target=\"_blank\" rel=\"noopener\">The Peace Warriors program\u003c/a>, a central part of some schools’ efforts to confront gun violence by centering students’ needs, trains students to mediate conflicts, support grieving classmates, and bring peace and happiness to school by greeting peers at the front door and leaving celebratory birthday notes on lockers.\u003c/p>\n\u003cp>“Our biggest goal is to end violence — any and everywhere and to do that — we have to end violence inside of ourselves first because violence starts internally with the thought,” said DeMarcus Thompson, a then 17-year-old Peace Warrior at North Lawndale College Prep. “In order to get to our goal, we have to work together.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Find advice for parents and teachers on how to talk to students about gun violence, community trauma, grief, and mental health.","status":"publish","parent":0,"modified":1680640347,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1499},"headData":{"title":"After a traumatic event, how can teachers best help students? | KQED","description":"Find advice for parents and teachers on how to talk to students about gun violence, community trauma, grief and mental health.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"After a traumatic event, how can teachers best help students?","datePublished":"2023-04-04T20:32:27.000Z","dateModified":"2023-04-04T20:32:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Chalkbeat Staff","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61353/after-a-traumatic-event-how-can-teachers-best-help-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/23664895/students-traumatic-events-school-violence-shooting-how-to-talk\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://philadelphia.chalkbeat.org/2022/12/2/23490779/watlington-school-student-safety-mission-critical-shootings-overbrook-roxborough-police-officers\" target=\"_blank\" rel=\"noopener\">Community violence\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/tackling-racism\" target=\"_blank\" rel=\"noopener\">racial injustice\u003c/a>, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/26/23142087/school-shooting-gun-violence-grief-trauma-mental-health-resources-guide\" target=\"_blank\" rel=\"noopener\">school shootings\u003c/a>. Students across America are faced with these realities every day, leaving educators to respond by adapting lesson plans or offer emergency support.\u003c/p>\n\u003cp>Some schools have added social workers, counselors, and other \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2023/1/26/23573371/eric-adams-telehealth-mental-health-support-nyc-high-school-students\" target=\"_blank\" rel=\"noopener\">mental health resources\u003c/a> to grapple with the toll community trauma \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/2/13/23598156/mental-health-cdc-girls-teenagers-high-school-pandemic-depression-anxiety\" target=\"_blank\" rel=\"noopener\">is taking on\u003c/a> students’ mental health. And in some districts, teachers and school leaders have created new student-focused programs \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/9/7/23339990/simeon-career-academy-chicago-public-schools-shootings-gun-violence-trauma-help\" target=\"_blank\" rel=\"noopener\">in the wake of increases in gun violence\u003c/a> and other traumatic incidents.\u003c/p>\n\u003cp>But educators say \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/3/7/23628032/student-behavior-covid-school-classroom-survey\" target=\"_blank\" rel=\"noopener\">they remain overwhelmed\u003c/a> and need more resources to support their students, especially following disrupted learning at the height of the COVID pandemic. Students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/6/7/23153833/uvalde-school-shooting-student-voices-gun-violence-america-politicians-sandy-hook-columbine\" target=\"_blank\" rel=\"noopener\">have shared their own hopes\u003c/a> for how adults might approach these conversations. If you are an educator or parent looking for resources on how to talk to students, we hope you find the below articles as a good starting place.\u003c/p>\n\u003ch3 id=\"kkQtNu\">Expert advice for talking to children after a traumatic event\u003c/h3>\n\u003ch2 id=\"v6BMjn\">How to speak with kids after a violent event\u003c/h2>\n\u003cp>Chalkbeat spoke with social worker Katie Peinovich about \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/4/13/23024403/how-to-talk-to-kids-about-gun-violence\" target=\"_blank\" rel=\"noopener\">how to talk to children about traumatic events\u003c/a>, what signs of distress to look for in children, and how to help those who might be fearful of future 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>Peinovich tells parents, caregivers, and teachers:\u003c/p>\n\u003cul>\n\u003cli id=\"2atZUM\">\u003cb>Pay attention to kids’ actions following traumatic events: \u003c/b>Kids may startle more easily, seem more irritable, and be reluctant to be apart from parents or caregivers.\u003c/li>\n\u003cli id=\"qLklEN\">\u003cb>Reassure children that they are now safe: \u003c/b>Acknowledge and validate their feelings that what happened was very, very scary. Ongoing news coverage can give preschoolers and early elementary kids the impression that this is an ongoing situation. Parents and schools should limit media coverage and to reassure children that the event is over and they are safe.\u003c/li>\n\u003cli id=\"F8fQGO\">\u003cb>Maintain routines: \u003c/b>Both caregivers and educators should strive to keep schedules similar, whether it’s what children eat for breakfast or when they go to recess. Changing up schedules suddenly can heighten anxiety.\u003c/li>\n\u003cli id=\"SjAfUS\">\u003cb>Understand recovery timelines:\u003c/b> In about four weeks, most kids will return to their previous level of functioning. If kids are still struggling after a month, they may need extra support.\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"UD4Ona\">Trauma can make it hard for kids to learn. Here’s how teachers can help.\u003c/h2>\n\u003cp>A child psychologist at Lurie Children’s Hospital and an assistant professor at Northwestern University’s medical school, Colleen Cicchetti helps lead the hospital’s efforts to improve how local schools handle trauma. \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2018/8/1/21107479/trauma-can-make-it-hard-for-kids-to-learn-here-s-how-teachers-learn-to-deal-with-that\" target=\"_blank\" rel=\"noopener\">Chalkbeat interviewed Cicchetti about\u003c/a> the cost of childhood trauma in communities and what teachers can do to promote healing.\u003c/p>\n\u003cp>Her tips for teachers include:\u003c/p>\n\u003cul>\n\u003cli id=\"PAV2E5\">\u003cb>Establish a predictable and “safe” classroom: \u003c/b>This helps students understand the expectations and what they need to do to be successful. Taking breaks helps them focus.\u003c/li>\n\u003cli id=\"OmzseX\">\u003cb>Ask for help, even if you have to look outside your school:\u003c/b> A teacher may not feel like they can tell someone they’re struggling with a student or feel isolated. That can lead to burnout.\u003c/li>\n\u003c/ul>\n\u003ch2>This principal had a student killed just days before the year began. Here’s how he and his school found a way forward.\u003c/h2>\n\u003cp>After one of his 6-year-old students was killed two weeks before the school year began, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/2/18/21178589/one-of-my-students-was-killed-just-days-before-the-year-began-here-s-how-i-and-my-school-found-a-way\" target=\"_blank\" rel=\"noopener\">a California principal wrote\u003c/a> that the experience taught him a lot about what it means to authentically communicate with young children about death.\u003c/p>\n\u003cp>“I desperately hope that no one else will ever need to use the lessons I learned,” wrote Danny Etcheverry, principal of Rocketship Spark Academy. “But I know they will, so here are a few ideas that helped guide us — and that might ease the burden a little bit for educators who find themselves with such a task.”\u003c/p>\n\u003cp>Among his advice:\u003c/p>\n\u003cul>\n\u003cli id=\"5aLcsu\">\u003cb>Communicate honestly:\u003c/b> “My staff members, alongside our school’s mental health professionals, determined that our students would need explanations of the event from those they trust and the space to process those explanations.”\u003c/li>\n\u003cli id=\"rOezii\">\u003cb>Provide different kinds of support:\u003c/b> “I spent a lot of time in classrooms those first few days, and I was struck by how these moments are initially much more emotional for adults to process than they are for young children … With our youngest students, we spent a lot of time talking about the concept of death and tragedy.”\u003c/li>\n\u003cli id=\"2WBqD6\">\u003cb>Treat compounded trauma: \u003c/b>“Over the weeks following the shooting, it became clear that this tragedy layered on top of prior wounds for some students … Healing is a long journey, and we’re just getting started.”\u003c/li>\n\u003c/ul>\n\u003ch2 id=\"6SVbei\">How anti-bigotry lessons help students comprehend violence, push for change\u003c/h2>\n\u003cp>The nonprofit group Facing History & Ourselves provides educators with resources to help students understand the lessons of history to combat bigotry and hate. Following the death of Tyre Nichols — the 29-year-old skateboarder and photographer who died days after being brutalized by Memphis police officers during a traffic stop — \u003ca class=\"Link\" href=\"https://tn.chalkbeat.org/2023/2/10/23593288/memphis-shelby-county-schools-tyre-nichols-police-brutality-facing-history-ourselves\" target=\"_blank\" rel=\"noopener\">a local leader spoke with Chalkbeat\u003c/a> about helping Memphis students grapple with Nichols’ death.\u003c/p>\n\u003cp>Among her advice for educators:\u003c/p>\n\u003cul>\n\u003cli id=\"WYUDOu\">\u003cb>Don’t always feel the need to talk to students after witnessing or watching a violent event\u003c/b>: “We listen to them. We really let them sit with that, because the last thing we want to do is minimize their pain. Our teachers are really skilled at listening, and letting the students talk. We don’t want to say that it’ll be all right, because it may not be all right.”\u003c/li>\n\u003cli id=\"oKI6DU\">\u003cb>Focus on lessons that humanize the students, so they can reflect and have conversations: \u003c/b>“In August, when we had the situation with the shooter [19-year-old Ezekiel Kelly was charged with killing three people in a citywide shooting spree], I went to Central High School and listened to Mary McIntosh’s Facing History & Ourselves class, and sat there and listened to her unpack the fear those kids had around that shooting that happened in August. She slowed it down, and got them to free-write it in a journal, just dump it all out, and gave them agency to be able to talk to each other.”\u003c/li>\n\u003c/ul>\n\u003ch3>Students share what they need after crisis and reflect on what must change\u003c/h3>\n\u003ch2>Teens say it takes self-love to navigate times of crisis\u003c/h2>\n\u003cp>A group of about 20 Detroit teens set out to learn two things about their peers: How they practice self-love, and how they find peace in a world in which they constantly feel judged.\u003c/p>\n\u003cp>These are relevant questions as schools struggle to address student mental health needs. Those troubles existed before the pandemic, but the isolation, lingering effects of remote learning, and challenges coping in the midst of a global health crisis have deepened them. \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/3/2/23620979/youth-mental-health-crisis-detroit-michigan-teens-covid-impact-local-circles\" target=\"_blank\" rel=\"noopener\">The Detroit teens detailed their findings\u003c/a> and, in some cases, expressed their worries in pieces that seek solutions.\u003c/p>\n\u003ch2 id=\"uHbIYP\">Not every upsetting event needs to become a lesson\u003c/h2>\n\u003cp>Black trauma doesn’t have to be channeled into some inspiring lesson, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2022/10/5/23380779/tamir-rice-video-audio-trauma\" target=\"_blank\" rel=\"noopener\">wrote one high schooler in New York\u003c/a>, who was haunted by the experience of a teacher making her watch the video of Tamir Rice’s killing.\u003c/p>\n\u003ch2 id=\"9HyKpA\">He helped his school develop a class about mental health\u003c/h2>\n\u003cp>One Newark high schooler went to 19 funerals during the first year of COVID. When he wasn’t saying goodbye to people he cared about, \u003ca class=\"Link\" href=\"https://newark.chalkbeat.org/2022/12/1/23467213/covid-mental-health-class-newark\" target=\"_blank\" rel=\"noopener\">he wrote\u003c/a>, he was in front of a screen that was his connection to school and friends for a year and a half.\u003c/p>\n\u003cp>“I was already in the process of starting a wellness council, a club where students could share their struggles and hear about what others are going through. If we could start this club, why not a class about mental health built into the school day? ... The result of all this planning is a real-life class called Health and Wellness.”\u003c/p>\n\u003ch2>‘Peace warriors’ at Chicago schools spread messages of nonviolence\u003c/h2>\n\u003cp>\u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/11/3/23438914/chicago-public-schools-peace-warriors-charter-school-north-lawndale-college-prep-gun-violence\" target=\"_blank\" rel=\"noopener\">The Peace Warriors program\u003c/a>, a central part of some schools’ efforts to confront gun violence by centering students’ needs, trains students to mediate conflicts, support grieving classmates, and bring peace and happiness to school by greeting peers at the front door and leaving celebratory birthday notes on lockers.\u003c/p>\n\u003cp>“Our biggest goal is to end violence — any and everywhere and to do that — we have to end violence inside of ourselves first because violence starts internally with the thought,” said DeMarcus Thompson, a then 17-year-old Peace Warrior at North Lawndale College Prep. “In order to get to our goal, we have to work together.”\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>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61353/after-a-traumatic-event-how-can-teachers-best-help-students","authors":["byline_mindshift_61353"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_21448","mindshift_21466","mindshift_20865","mindshift_72","mindshift_21467","mindshift_21105","mindshift_20999"],"featImg":"mindshift_61355","label":"mindshift"},"mindshift_59008":{"type":"posts","id":"mindshift_59008","meta":{"index":"posts_1591205157","site":"mindshift","id":"59008","score":null,"sort":[1644304833000]},"guestAuthors":[],"slug":"5-strategies-for-developing-a-school-wide-culture-of-healing","title":"5 Strategies for developing a school-wide culture of healing","publishDate":1644304833,"format":"standard","headTitle":"5 Strategies for developing a school-wide culture of healing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","status":"publish","parent":0,"modified":1713642541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1559},"headData":{"title":"5 Strategies for developing a school-wide culture of healing | KQED","description":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Strategies for developing a school-wide culture of healing","datePublished":"2022-02-08T07:20:33.000Z","dateModified":"2024-04-20T19:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \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;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20984","mindshift_21448","mindshift_21015","mindshift_21213","mindshift_21906","mindshift_20793","mindshift_486","mindshift_944","mindshift_943","mindshift_20925","mindshift_21395","mindshift_21105","mindshift_20999"],"featImg":"mindshift_59010","label":"mindshift"},"mindshift_58572":{"type":"posts","id":"mindshift_58572","meta":{"index":"posts_1591205157","site":"mindshift","id":"58572","score":null,"sort":[1632897313000]},"guestAuthors":[],"slug":"stress-and-short-tempers-schools-struggle-with-behavior-as-students-return","title":"Stress and Short Tempers: Schools Struggle with Behavior as Students Return","publishDate":1632897313,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003ctime>Sep 27, 5:00am EDT\u003c/time>\u003c/em>\u003c/p>\n\u003cp>Alyssa Rodriguez expected a rocky readjustment this school year. The Chicago social worker figured she’d see more students who felt anxious, frustrated by their schoolwork, or disoriented by unfamiliar routines.\u003c/p>\n\u003cp>A month into school, she says she underestimated the challenge ahead. Student behavior referrals are up, as middle schoolers hurt each others’ feelings with comments they’d usually only be bold enough to say online. She and other social workers have seen more verbal and physical fights, and worried parents are calling with concerns about their child’s shorter-than-usual temper.\u003c/p>\n\u003cp>“It’s definitely a lot more than I think any of us were mentally prepared for, even though we tried to prepare for it,” Rodriguez said.\u003c/p>\n\u003cp>Schools across the country say they’re seeing an uptick in disruptive behaviors. Some are obvious and visible, like students trashing bathrooms, fighting over social media posts, or running out of classrooms. Others are quieter calls for help, like students putting their head down and refusing to talk.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is a prolonged adjustment period,” said Dr. Tali Raviv, the associate director of the Center for Childhood Resilience at Lurie Children’s Hospital in Chicago. As children return to school, “There’s much more interaction, there’s much less downtime to recharge, there’s much less flexibility.”\u003c/p>\n\u003cp>The behavior issues are a reflection of the stress the pandemic placed on children, experts say, upending their education, schedules, and social lives. For students dealing with grief, mental health issues, or the layered effects of poverty and racism, big transitions can be even more challenging.\u003c/p>\n\u003cp>Anxiety and chronic stress also trigger a child’s “survival brain,” as Raviv put it. While some students retreat, others feel like they’re on high alert — turning a nudge in the hallway into cause for an outburst, for example. “You can get these really big reactions over really small things,” she said.\u003c/p>\n\u003cp>Coupled with staff exhaustion, the behavior challenges are making school environments more tense than educators and students had anticipated — and underscoring how much support students need right now.\u003c/p>\n\u003ch3>\u003cstrong>‘It’s like we’ve forgotten how to socialize’ \u003c/strong>\u003c/h3>\n\u003cp>Alex Magaña saw behavioral challenges crop up last year at the two Denver middle schools he oversees as executive principal, Grant Beacon and Kepner Beacon, when students were largely confined to one classroom. Students would occasionally rip off their masks and storm away, leaving staff members to chase them around the building, trying to prevent more disruption.\u003c/p>\n\u003cp>When classes resumed last month, the acting out intensified, Magaña said. There was a fight on the first day of school instigated by a social media slight, plus more defiance and challenging of authority.\u003c/p>\n\u003cp>“It’s hard when there are bumps,” said Kelsy Schmidt, the schools’ dean of instruction. “We want everything to be nice and smooth, and have high academic growth for students. But there are bumps now.”\u003c/p>\n\u003cp>Across the district, fights are up 21% this fall from the pre-pandemic fall of 2019, according to statistics shared publicly by Denver Public Schools officials. Mike Eaton, the chief of safety for the 90,000-student district, said he doesn’t know for sure what is driving the increase but suspects staff shortages are playing a role.\u003c/p>\n\u003cp>Chanyce Johnson, a junior at Houston’s North Forest High School, has also noticed more student fights this year, especially among freshmen and sophomores. Social interactions feel different, too.\u003c/p>\n\u003cp>“Everybody is off in their own little la la land. It’s like we just go there, get to class, get out of the class, go home,” said Johnson, who’s also a member of Houston’s student-led congress. During group projects in class, teachers have to urge students to talk with one another. “It’s like we’ve forgotten how to socialize since we’ve been out of school for so long.”\u003c/p>\n\u003cp>Among teachers of younger students, it’s not uncommon to hear that students seem two grade levels behind socially. Educators have noticed that elementary schoolers who spent much of the last two years learning online are — to no one’s surprise — struggling to share and walk slowly in the hallway.\u003c/p>\n\u003cp>One challenge is that teachers often can’t point back to established rules and expectations, because those looked very different last year.\u003c/p>\n\u003cp>In Los Angeles, Cabrillo Avenue Elementary principal Nathan Mac Ainsh is hearing from parents asking why their children are getting hit on the playground. The reality is they’re just playing “a little too rough,” and not used to the rules on the playground after last year’s recess consisted of socially distanced walks.\u003c/p>\n\u003cp>“We’re doing a lot of conflict resolution,” Mac Ainsh said. “But it takes time.”\u003c/p>\n\u003cp>Some students have responded differently. In Chicago, Rodriguez has watched students who are fearful of the virus refuse to get out of the car or hover at the entrance of school, afraid to go inside.\u003c/p>\n\u003cp>Other schools that expected to see more emotional outbursts and disruptive behavior \u003ca href=\"https://whyy.org/articles/new-friends-missing-students-and-lingering-tests-inside-a-reopened-north-philly-school/\">haven’t seen them\u003c/a>. In some places, staff have noticed behavior improvement, as students regain the structure and schedules they didn’t have last school year — though they acknowledge it may be a “honeymoon phase.”\u003c/p>\n\u003cp>“Kids are excited to be in this social environment. They missed each other,” said Shirley Brown, the high school principal at Detroit Edison Public School Academy. She’s noticed behavior is better than usual, perhaps because students don’t want to risk being suspended. “The students really want to be in the building, and they’re not quick to jeopardize that.”\u003c/p>\n\u003ch3>\u003cstrong>Holiday exhaustion hits early for teachers\u003c/strong>\u003c/h3>\n\u003cp>Complicating how schools are responding to disruptive behavior is the fact that many educators are on edge, too. Staff shortages and quarantines have stretched teachers thin, leaving many with less of the patience needed to de-escalate student conflicts. Some say they’re already as tired as they’d typically be by Thanksgiving.\u003c/p>\n\u003cp>“Normally we are really energized and rocking and rolling at the end of September,” said Roxanne James, the principal of Jerome Mack Middle School in Las Vegas. This year, staffers are already exhausted. “They’re being asked to be those emotional supports for kids, for their families, for each other,” she said. “And they themselves have gone through the trauma of the pandemic.”\u003c/p>\n\u003cp>That community-wide stress takes a toll, Raviv said.\u003c/p>\n\u003cp>“One of the things different about COVID is that it’s not something just happening to one student and one family, and the teacher is on the outside. Teachers are right in there,” she said. “What we see a lot of is teachers feeling overwhelmed and burned out, and that does make a difference in how available they can be for their students.”\u003c/p>\n\u003cp>Sixteen-year-old Johnson has seen that dynamic at her Houston high school.\u003c/p>\n\u003cp>“You can tell some teachers really, really do love their job, but I feel like some teachers over the course of the pandemic, they really got a short temper,” she said.\u003c/p>\n\u003cp>She’s seen educators yell at students for talking and assign punishments usually used for younger students, like silent lunch. Johnson wants to see her school hire more counselors so they can spend more time talking with students and less time building schedules. Her counselor, she said, is always busy.\u003c/p>\n\u003ch3>\u003cstrong>Teachers and students look for solutions\u003c/strong>\u003c/h3>\n\u003cp>Schools are making changes meant to help, often with the help of COVID relief funding. Missoula County schools in Montana, for example, hired a dozen additional staffers to focus on student behavior and mental health. Now they have staff at every elementary and middle school to teach coping strategies to kids who are getting frustrated quickly.\u003c/p>\n\u003cp>Brown’s school in Detroit adjusted schedules this year so every morning begins with 15 minutes students can spend on deep breathing, discussing something in the news, or venting about personal stress.\u003c/p>\n\u003cp>“The needs are different than in a typical year because there’s such a high level of grief,” Brown said. “If they don’t have the opportunity to talk it out, they’ll act it out.”\u003c/p>\n\u003cp>Schools within the Indianapolis-based Phalen Leadership Academies charter network expanded their art and theater programs, and brought in adults — “semi-therapists,” as the network’s CEO Earl Martin Phalen dubbed them — to help kids make connections and sort through their emotions. The organization also boosted staffing by 10% across its 25 schools, with a focus on coaches and teachers who spend time daily with students to build “sticky relationships,” Phalen said.\u003c/p>\n\u003cp>Students are working to improve school environments, too. When school was remote, 15-year-old Carlos Alvarado, like many teens, realized that LGBTQIA+ students were experiencing less bullying away from school. When Alvarado, who uses he and they pronouns, returned this year to Houston’s Furr High School wearing a skirt, they were called names and filmed by older students.\u003c/p>\n\u003cp>He’s now planning a week of activities to make his school more welcoming, including a day where students will be asked to wear pins with their pronouns.\u003c/p>\n\u003cp>“I know people’s judgments and other people’s opinions. I was like: ‘Why not make an activity where people can learn?’” they said. “I feel these activities that we’re creating helps.”\u003c/p>\n\u003cp>At the two Denver middle schools, leaders are trying to take an empathetic approach. They have incorporated more downtime into daily schedules and loosened some rules, too — if students want to wear their hoodies up, they can.\u003c/p>\n\u003cp>One day earlier this month, Schmidt was making coffee when she saw another staff member consoling a former student sobbing in the hallway. She took the eighth grade boy under her arm, walked with him outside, and listened.\u003c/p>\n\u003cp>“Don’t we all sometimes just need a safe person to walk with?” Schmidt said. “A lot of our kids need that right now.”\u003c/p>\n\u003cp>\u003cem>Melanie Asmar, Matt Barnum, Sarah Darville, Eric Gorski, Tracie Mauriello, and Sharon Noguchi contributed reporting.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are seeing more stress and short tempers among students as they readjust to being in school buildings again with one another.","status":"publish","parent":0,"modified":1632897313,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1798},"headData":{"title":"Stress and Short Tempers: Schools Struggle with Behavior as Students Return - MindShift","description":"Teachers are seeing more stress and short tempers among students as they readjust to being in school buildings again with one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stress and Short Tempers: Schools Struggle with Behavior as Students Return","datePublished":"2021-09-29T06:35:13.000Z","dateModified":"2021-09-29T06:35:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58572 https://ww2.kqed.org/mindshift/?p=58572","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/28/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return/","disqusTitle":"Stress and Short Tempers: Schools Struggle with Behavior as Students Return","nprByline":"Kalyn Belsha, \u003ca href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return/\">Chalkbeat\u003c/a>","path":"/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ctime>Sep 27, 5:00am EDT\u003c/time>\u003c/em>\u003c/p>\n\u003cp>Alyssa Rodriguez expected a rocky readjustment this school year. The Chicago social worker figured she’d see more students who felt anxious, frustrated by their schoolwork, or disoriented by unfamiliar routines.\u003c/p>\n\u003cp>A month into school, she says she underestimated the challenge ahead. Student behavior referrals are up, as middle schoolers hurt each others’ feelings with comments they’d usually only be bold enough to say online. She and other social workers have seen more verbal and physical fights, and worried parents are calling with concerns about their child’s shorter-than-usual temper.\u003c/p>\n\u003cp>“It’s definitely a lot more than I think any of us were mentally prepared for, even though we tried to prepare for it,” Rodriguez said.\u003c/p>\n\u003cp>Schools across the country say they’re seeing an uptick in disruptive behaviors. Some are obvious and visible, like students trashing bathrooms, fighting over social media posts, or running out of classrooms. Others are quieter calls for help, like students putting their head down and refusing to talk.\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 is a prolonged adjustment period,” said Dr. Tali Raviv, the associate director of the Center for Childhood Resilience at Lurie Children’s Hospital in Chicago. As children return to school, “There’s much more interaction, there’s much less downtime to recharge, there’s much less flexibility.”\u003c/p>\n\u003cp>The behavior issues are a reflection of the stress the pandemic placed on children, experts say, upending their education, schedules, and social lives. For students dealing with grief, mental health issues, or the layered effects of poverty and racism, big transitions can be even more challenging.\u003c/p>\n\u003cp>Anxiety and chronic stress also trigger a child’s “survival brain,” as Raviv put it. While some students retreat, others feel like they’re on high alert — turning a nudge in the hallway into cause for an outburst, for example. “You can get these really big reactions over really small things,” she said.\u003c/p>\n\u003cp>Coupled with staff exhaustion, the behavior challenges are making school environments more tense than educators and students had anticipated — and underscoring how much support students need right now.\u003c/p>\n\u003ch3>\u003cstrong>‘It’s like we’ve forgotten how to socialize’ \u003c/strong>\u003c/h3>\n\u003cp>Alex Magaña saw behavioral challenges crop up last year at the two Denver middle schools he oversees as executive principal, Grant Beacon and Kepner Beacon, when students were largely confined to one classroom. Students would occasionally rip off their masks and storm away, leaving staff members to chase them around the building, trying to prevent more disruption.\u003c/p>\n\u003cp>When classes resumed last month, the acting out intensified, Magaña said. There was a fight on the first day of school instigated by a social media slight, plus more defiance and challenging of authority.\u003c/p>\n\u003cp>“It’s hard when there are bumps,” said Kelsy Schmidt, the schools’ dean of instruction. “We want everything to be nice and smooth, and have high academic growth for students. But there are bumps now.”\u003c/p>\n\u003cp>Across the district, fights are up 21% this fall from the pre-pandemic fall of 2019, according to statistics shared publicly by Denver Public Schools officials. Mike Eaton, the chief of safety for the 90,000-student district, said he doesn’t know for sure what is driving the increase but suspects staff shortages are playing a role.\u003c/p>\n\u003cp>Chanyce Johnson, a junior at Houston’s North Forest High School, has also noticed more student fights this year, especially among freshmen and sophomores. Social interactions feel different, too.\u003c/p>\n\u003cp>“Everybody is off in their own little la la land. It’s like we just go there, get to class, get out of the class, go home,” said Johnson, who’s also a member of Houston’s student-led congress. During group projects in class, teachers have to urge students to talk with one another. “It’s like we’ve forgotten how to socialize since we’ve been out of school for so long.”\u003c/p>\n\u003cp>Among teachers of younger students, it’s not uncommon to hear that students seem two grade levels behind socially. Educators have noticed that elementary schoolers who spent much of the last two years learning online are — to no one’s surprise — struggling to share and walk slowly in the hallway.\u003c/p>\n\u003cp>One challenge is that teachers often can’t point back to established rules and expectations, because those looked very different last year.\u003c/p>\n\u003cp>In Los Angeles, Cabrillo Avenue Elementary principal Nathan Mac Ainsh is hearing from parents asking why their children are getting hit on the playground. The reality is they’re just playing “a little too rough,” and not used to the rules on the playground after last year’s recess consisted of socially distanced walks.\u003c/p>\n\u003cp>“We’re doing a lot of conflict resolution,” Mac Ainsh said. “But it takes time.”\u003c/p>\n\u003cp>Some students have responded differently. In Chicago, Rodriguez has watched students who are fearful of the virus refuse to get out of the car or hover at the entrance of school, afraid to go inside.\u003c/p>\n\u003cp>Other schools that expected to see more emotional outbursts and disruptive behavior \u003ca href=\"https://whyy.org/articles/new-friends-missing-students-and-lingering-tests-inside-a-reopened-north-philly-school/\">haven’t seen them\u003c/a>. In some places, staff have noticed behavior improvement, as students regain the structure and schedules they didn’t have last school year — though they acknowledge it may be a “honeymoon phase.”\u003c/p>\n\u003cp>“Kids are excited to be in this social environment. They missed each other,” said Shirley Brown, the high school principal at Detroit Edison Public School Academy. She’s noticed behavior is better than usual, perhaps because students don’t want to risk being suspended. “The students really want to be in the building, and they’re not quick to jeopardize that.”\u003c/p>\n\u003ch3>\u003cstrong>Holiday exhaustion hits early for teachers\u003c/strong>\u003c/h3>\n\u003cp>Complicating how schools are responding to disruptive behavior is the fact that many educators are on edge, too. Staff shortages and quarantines have stretched teachers thin, leaving many with less of the patience needed to de-escalate student conflicts. Some say they’re already as tired as they’d typically be by Thanksgiving.\u003c/p>\n\u003cp>“Normally we are really energized and rocking and rolling at the end of September,” said Roxanne James, the principal of Jerome Mack Middle School in Las Vegas. This year, staffers are already exhausted. “They’re being asked to be those emotional supports for kids, for their families, for each other,” she said. “And they themselves have gone through the trauma of the pandemic.”\u003c/p>\n\u003cp>That community-wide stress takes a toll, Raviv said.\u003c/p>\n\u003cp>“One of the things different about COVID is that it’s not something just happening to one student and one family, and the teacher is on the outside. Teachers are right in there,” she said. “What we see a lot of is teachers feeling overwhelmed and burned out, and that does make a difference in how available they can be for their students.”\u003c/p>\n\u003cp>Sixteen-year-old Johnson has seen that dynamic at her Houston high school.\u003c/p>\n\u003cp>“You can tell some teachers really, really do love their job, but I feel like some teachers over the course of the pandemic, they really got a short temper,” she said.\u003c/p>\n\u003cp>She’s seen educators yell at students for talking and assign punishments usually used for younger students, like silent lunch. Johnson wants to see her school hire more counselors so they can spend more time talking with students and less time building schedules. Her counselor, she said, is always busy.\u003c/p>\n\u003ch3>\u003cstrong>Teachers and students look for solutions\u003c/strong>\u003c/h3>\n\u003cp>Schools are making changes meant to help, often with the help of COVID relief funding. Missoula County schools in Montana, for example, hired a dozen additional staffers to focus on student behavior and mental health. Now they have staff at every elementary and middle school to teach coping strategies to kids who are getting frustrated quickly.\u003c/p>\n\u003cp>Brown’s school in Detroit adjusted schedules this year so every morning begins with 15 minutes students can spend on deep breathing, discussing something in the news, or venting about personal stress.\u003c/p>\n\u003cp>“The needs are different than in a typical year because there’s such a high level of grief,” Brown said. “If they don’t have the opportunity to talk it out, they’ll act it out.”\u003c/p>\n\u003cp>Schools within the Indianapolis-based Phalen Leadership Academies charter network expanded their art and theater programs, and brought in adults — “semi-therapists,” as the network’s CEO Earl Martin Phalen dubbed them — to help kids make connections and sort through their emotions. The organization also boosted staffing by 10% across its 25 schools, with a focus on coaches and teachers who spend time daily with students to build “sticky relationships,” Phalen said.\u003c/p>\n\u003cp>Students are working to improve school environments, too. When school was remote, 15-year-old Carlos Alvarado, like many teens, realized that LGBTQIA+ students were experiencing less bullying away from school. When Alvarado, who uses he and they pronouns, returned this year to Houston’s Furr High School wearing a skirt, they were called names and filmed by older students.\u003c/p>\n\u003cp>He’s now planning a week of activities to make his school more welcoming, including a day where students will be asked to wear pins with their pronouns.\u003c/p>\n\u003cp>“I know people’s judgments and other people’s opinions. I was like: ‘Why not make an activity where people can learn?’” they said. “I feel these activities that we’re creating helps.”\u003c/p>\n\u003cp>At the two Denver middle schools, leaders are trying to take an empathetic approach. They have incorporated more downtime into daily schedules and loosened some rules, too — if students want to wear their hoodies up, they can.\u003c/p>\n\u003cp>One day earlier this month, Schmidt was making coffee when she saw another staff member consoling a former student sobbing in the hallway. She took the eighth grade boy under her arm, walked with him outside, and listened.\u003c/p>\n\u003cp>“Don’t we all sometimes just need a safe person to walk with?” Schmidt said. “A lot of our kids need that right now.”\u003c/p>\n\u003cp>\u003cem>Melanie Asmar, Matt Barnum, Sarah Darville, Eric Gorski, Tracie Mauriello, and Sharon Noguchi contributed reporting.\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>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return","authors":["byline_mindshift_58572"],"categories":["mindshift_21280"],"tags":["mindshift_21448","mindshift_21344","mindshift_21343","mindshift_20865","mindshift_21274","mindshift_20999"],"featImg":"mindshift_58573","label":"mindshift"},"mindshift_58274":{"type":"posts","id":"mindshift_58274","meta":{"index":"posts_1591205157","site":"mindshift","id":"58274","score":null,"sort":[1629792560000]},"guestAuthors":[],"slug":"safety-agency-connection-priorities-to-help-students-transition-back-to-school","title":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School","publishDate":1629792560,"format":"standard","headTitle":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">School districts are committed to having students back in school buildings even as the delta variant of the coronavirus threatens to derail in-person learning. However, c\u003c/span>\u003cspan style=\"font-weight: 400;\">utting through all of the concerns about academics is the realization that students will need support that goes beyond schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003cspan style=\"font-weight: 400;\">There’s been this slow IV drip of stress,” said Joyce Dorado, UCSF clinical \u003ca href=\"https://profiles.ucsf.edu/joyce.dorado\">professor\u003c/a> and director of Healthy Environments and Response to Trauma in Schools, during a recent \u003ca href=\"https://www.ewa.org/agenda/ewa-74th-national-seminar-agenda\">Education Writers Association Conference\u003c/a>. “There will be triggers in the environment that make people suddenly feel terrified or unsafe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She said that if kids are having a hard time as school gets started, they are probably expressing a need for one of three things: safety, agency or connection. E\u003c/span>\u003cspan style=\"font-weight: 400;\">ducators and caregivers can prioritize these three areas to support kids through this transition, which will be challenging for many.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dorado recommends that teachers allow for \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">as much room for student agency as possible\u003c/a> and empower them by making sure they have voice and choice around the things that are affecting them. Having control goes a long way in easing students back into the physical classroom after months learning within the constraints of online school. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Rebuild Learning Skills with Student Agency\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every year students come back from summer break or vacation at all different levels, said Torrie Vicklund, a teacher at a K-8 school in Winnipeg, Manitoba. Teaching students who are returning from remote learning will most likely be similar, though teachers will need to attend to fears about the delta variant and \u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">any traumas children might be experiencing\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To prepare for the start of the school year, Vicklund is concentrating on building learning skills. “It’s not so much that they didn’t learn about algebra this year. It’s more so that they didn’t have a chance to grow and learn together,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There’s been a lot of attention on learning loss, but framing student learning that way is a deficit perspective and only focuses on the ways students are off track. If students see adults in their lives recognizing the ways that they have grown, it communicates to kids that they are resilient. “They will need support in the next year in certain aspects,” said Vicklund. “But they’ll still come through with a lot more pluses as well in resiliency and adaptability.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund is expecting the ways students learn with one another to be different, too. For example, if students are coming back from remote learning, they may feel more anxiety about speaking in front of the classroom or going up to the board to work out a math problem in front of peers. “I’ve already seen it,” said Vicklund. “If you are already anxious about school and you don’t quite feel safe here, you can’t learn and you can’t take other chances on top of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund hopes to help students acclimate by being mindful of when they do classroom activities that require performance and high levels of interaction with the whole class. She’s opting to save these exercises for later in the school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students start learning in school buildings full time, caregivers will also have a role to play in making sure students feel a sense of agency, according to Dorado. For example, if a child is having trouble getting started on homework after school, caregivers can give them options. She recommends saying something like, “You could do your homework now or you could take a 15 minute break, get something to eat, get some water, take a walk and do it then. Which would you prefer?” Dorado said these moments of giving over control can be very healing. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Create Opportunities for Connection Among Peers \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators can also help students form better connections with their peers, which will be critical to students’ wellbeing and ability to learn. “Without the relationships, the academics definitely suffer,” said Tammy Stephens, a teacher at Bear Lake High School in Idaho. She noticed that students who experience a strong sense of connection feel less stressed and are more willing to try learning new things. Even students who were in school buildings last year may have struggled to connect with classmates when they were behind masks and six feet apart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Younger students may have never been in the school building due to the pandemic, notes Tika Epstein, assistant principal at J.T. McWilliams Elementary School in Nevada. To help students acclimate to face-to-face learning, her school district provided an optional six-week summer acceleration program for elementary school-aged children with opportunities for social-emotional support, physical education, fine arts, project-based learning and academics throughout the day. They wanted to scaffold the learning experience before the school year started with extra individualized and small group support.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Our 4th graders have used 1200 water bottles so far to build our greenhouse! They still have to cover the roof. How many more bottles will they use? \u003ca href=\"https://twitter.com/hashtag/estimation?src=hash&ref_src=twsrc%5Etfw\">#estimation\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ElemMathChat?src=hash&ref_src=twsrc%5Etfw\">#ElemMathChat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/STEM?src=hash&ref_src=twsrc%5Etfw\">#STEM\u003c/a> \u003ca href=\"https://twitter.com/hashtag/summeracceleration?src=hash&ref_src=twsrc%5Etfw\">#summeracceleration\u003c/a> \u003ca href=\"https://t.co/sDPS5QzgDF\">pic.twitter.com/sDPS5QzgDF\u003c/a>\u003c/p>\n\u003cp>— JT McWilliams ES (@JTMcWilliamsES) \u003ca href=\"https://twitter.com/JTMcWilliamsES/status/1410223823820001285?ref_src=twsrc%5Etfw\">June 30, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For older students, the isolation of remote learning has been especially hard because they need to socialize with people their age to receive affirmation about the hard things that they’re going through as they grow up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I am lucky to not only teach grade seven, but have a grade seven student at home too,” said Vicklund. “She is an only child and going through all of this on her own. And so I am constantly having to reassure her that she is not the only one going through social anxiety, body changes and other issues in her life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She plans on spending a lot more time doing cooperative activities and giving students more informal time to interact with each other to make up for the lack of connection many of her students had been feeling.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Families and emotional safety\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Caregivers and educators may feel an urge to gloss over the pandemic and try to move on from the experience. According to Dorado, talking about the good and bad parts of the pandemic with children can help with healing. “If we simply pretend like it never happened,” she said, “then we lose the ability to learn from it.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The phrase “Learning Loss” positions school as the source of all knowledge dissemination, implying families provide no source of wisdom or intellectual capital. This is why some of us rural folk have always been wary of learning institutions that devalue working class histories.\u003c/p>\n\u003cp>— Adam W. Jordan, Ph.D. (@aj_wade) \u003ca href=\"https://twitter.com/aj_wade/status/1302575032967876608?ref_src=twsrc%5Etfw\">September 6, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students feel a sense of emotional safety, Dorado encourages teachers to invite students to discuss the ways their families coped with the pandemic and integrate these practices into the classroom. Dorado invites educators to validate the time students spent at home because families will be essential in helping students adjust to the next school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on learning loss has devalued time spent with caregivers, according to Adam Jordan, professor of special education at the College of Charleston. Even for students who experienced challenges during remote learning, such as \u003ca href=\"https://www.chalkbeat.org/2020/6/26/21304405/surveys-remote-learning-coronavirus-success-failure-teachers-parents\">low engagement and participation\u003c/a> in online classes, learning never stopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I learned a lot from my dad, who was a welder on the weekend. I would learn how to stick metal together,” he said. “And it sparked curiosity in me. And now my son sits with me and we work on motorcycles. And it’s something that I didn’t learn at school.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Caregivers and parents can use these back-to-school strategies focused on agency, safety and connection to help kids get ready to learn with their peers again.","status":"publish","parent":0,"modified":1713642441,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1364},"headData":{"title":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School | KQED","description":"Caregivers and parents can use these back-to-school strategies focused on agency, safety, and connection to help kids get ready to learn with their peers again.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Caregivers and parents can use these back-to-school strategies focused on agency, safety, and connection to help kids get ready to learn with their peers again.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School","datePublished":"2021-08-24T08:09:20.000Z","dateModified":"2024-04-20T19:47:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">School districts are committed to having students back in school buildings even as the delta variant of the coronavirus threatens to derail in-person learning. However, c\u003c/span>\u003cspan style=\"font-weight: 400;\">utting through all of the concerns about academics is the realization that students will need support that goes beyond schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003cspan style=\"font-weight: 400;\">There’s been this slow IV drip of stress,” said Joyce Dorado, UCSF clinical \u003ca href=\"https://profiles.ucsf.edu/joyce.dorado\">professor\u003c/a> and director of Healthy Environments and Response to Trauma in Schools, during a recent \u003ca href=\"https://www.ewa.org/agenda/ewa-74th-national-seminar-agenda\">Education Writers Association Conference\u003c/a>. “There will be triggers in the environment that make people suddenly feel terrified or unsafe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She said that if kids are having a hard time as school gets started, they are probably expressing a need for one of three things: safety, agency or connection. E\u003c/span>\u003cspan style=\"font-weight: 400;\">ducators and caregivers can prioritize these three areas to support kids through this transition, which will be challenging for many.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dorado recommends that teachers allow for \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">as much room for student agency as possible\u003c/a> and empower them by making sure they have voice and choice around the things that are affecting them. Having control goes a long way in easing students back into the physical classroom after months learning within the constraints of online school. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Rebuild Learning Skills with Student Agency\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every year students come back from summer break or vacation at all different levels, said Torrie Vicklund, a teacher at a K-8 school in Winnipeg, Manitoba. Teaching students who are returning from remote learning will most likely be similar, though teachers will need to attend to fears about the delta variant and \u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">any traumas children might be experiencing\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To prepare for the start of the school year, Vicklund is concentrating on building learning skills. “It’s not so much that they didn’t learn about algebra this year. It’s more so that they didn’t have a chance to grow and learn together,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There’s been a lot of attention on learning loss, but framing student learning that way is a deficit perspective and only focuses on the ways students are off track. If students see adults in their lives recognizing the ways that they have grown, it communicates to kids that they are resilient. “They will need support in the next year in certain aspects,” said Vicklund. “But they’ll still come through with a lot more pluses as well in resiliency and adaptability.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund is expecting the ways students learn with one another to be different, too. For example, if students are coming back from remote learning, they may feel more anxiety about speaking in front of the classroom or going up to the board to work out a math problem in front of peers. “I’ve already seen it,” said Vicklund. “If you are already anxious about school and you don’t quite feel safe here, you can’t learn and you can’t take other chances on top of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund hopes to help students acclimate by being mindful of when they do classroom activities that require performance and high levels of interaction with the whole class. She’s opting to save these exercises for later in the school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students start learning in school buildings full time, caregivers will also have a role to play in making sure students feel a sense of agency, according to Dorado. For example, if a child is having trouble getting started on homework after school, caregivers can give them options. She recommends saying something like, “You could do your homework now or you could take a 15 minute break, get something to eat, get some water, take a walk and do it then. Which would you prefer?” Dorado said these moments of giving over control can be very healing. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Create Opportunities for Connection Among Peers \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators can also help students form better connections with their peers, which will be critical to students’ wellbeing and ability to learn. “Without the relationships, the academics definitely suffer,” said Tammy Stephens, a teacher at Bear Lake High School in Idaho. She noticed that students who experience a strong sense of connection feel less stressed and are more willing to try learning new things. Even students who were in school buildings last year may have struggled to connect with classmates when they were behind masks and six feet apart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Younger students may have never been in the school building due to the pandemic, notes Tika Epstein, assistant principal at J.T. McWilliams Elementary School in Nevada. To help students acclimate to face-to-face learning, her school district provided an optional six-week summer acceleration program for elementary school-aged children with opportunities for social-emotional support, physical education, fine arts, project-based learning and academics throughout the day. They wanted to scaffold the learning experience before the school year started with extra individualized and small group support.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Our 4th graders have used 1200 water bottles so far to build our greenhouse! They still have to cover the roof. How many more bottles will they use? \u003ca href=\"https://twitter.com/hashtag/estimation?src=hash&ref_src=twsrc%5Etfw\">#estimation\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ElemMathChat?src=hash&ref_src=twsrc%5Etfw\">#ElemMathChat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/STEM?src=hash&ref_src=twsrc%5Etfw\">#STEM\u003c/a> \u003ca href=\"https://twitter.com/hashtag/summeracceleration?src=hash&ref_src=twsrc%5Etfw\">#summeracceleration\u003c/a> \u003ca href=\"https://t.co/sDPS5QzgDF\">pic.twitter.com/sDPS5QzgDF\u003c/a>\u003c/p>\n\u003cp>— JT McWilliams ES (@JTMcWilliamsES) \u003ca href=\"https://twitter.com/JTMcWilliamsES/status/1410223823820001285?ref_src=twsrc%5Etfw\">June 30, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For older students, the isolation of remote learning has been especially hard because they need to socialize with people their age to receive affirmation about the hard things that they’re going through as they grow up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I am lucky to not only teach grade seven, but have a grade seven student at home too,” said Vicklund. “She is an only child and going through all of this on her own. And so I am constantly having to reassure her that she is not the only one going through social anxiety, body changes and other issues in her life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She plans on spending a lot more time doing cooperative activities and giving students more informal time to interact with each other to make up for the lack of connection many of her students had been feeling.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Families and emotional safety\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Caregivers and educators may feel an urge to gloss over the pandemic and try to move on from the experience. According to Dorado, talking about the good and bad parts of the pandemic with children can help with healing. “If we simply pretend like it never happened,” she said, “then we lose the ability to learn from it.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The phrase “Learning Loss” positions school as the source of all knowledge dissemination, implying families provide no source of wisdom or intellectual capital. This is why some of us rural folk have always been wary of learning institutions that devalue working class histories.\u003c/p>\n\u003cp>— Adam W. Jordan, Ph.D. (@aj_wade) \u003ca href=\"https://twitter.com/aj_wade/status/1302575032967876608?ref_src=twsrc%5Etfw\">September 6, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students feel a sense of emotional safety, Dorado encourages teachers to invite students to discuss the ways their families coped with the pandemic and integrate these practices into the classroom. Dorado invites educators to validate the time students spent at home because families will be essential in helping students adjust to the next school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on learning loss has devalued time spent with caregivers, according to Adam Jordan, professor of special education at the College of Charleston. Even for students who experienced challenges during remote learning, such as \u003ca href=\"https://www.chalkbeat.org/2020/6/26/21304405/surveys-remote-learning-coronavirus-success-failure-teachers-parents\">low engagement and participation\u003c/a> in online classes, learning never stopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I learned a lot from my dad, who was a welder on the weekend. I would learn how to stick metal together,” he said. “And it sparked curiosity in me. And now my son sits with me and we work on motorcycles. And it’s something that I didn’t learn at school.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school","authors":["11721"],"categories":["mindshift_20729"],"tags":["mindshift_20589","mindshift_20738","mindshift_21213","mindshift_21906","mindshift_21395","mindshift_20999"],"featImg":"mindshift_58277","label":"mindshift"},"mindshift_57982":{"type":"posts","id":"mindshift_57982","meta":{"index":"posts_1591205157","site":"mindshift","id":"57982","score":null,"sort":[1626078028000]},"guestAuthors":[],"slug":"trauma-is-a-lens-not-a-label-how-schools-can-support-all-students","title":"‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students","publishDate":1626078028,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has raised concerns about the way stress is affecting kids. Even though the word ‘trauma’ is on a lot of worried adults’ minds these days, information about it is wide-ranging and can leave people feeling unsure about what to do next.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma is a response to life-threatening events, harmful conditions or stressful environments, writes Vermont-based educator \u003ca href=\"https://unconditionallearning.org/about-alex/\">Alex Shevrin Venet\u003c/a> in her book “\u003ca href=\"https://wwnorton.com/books/9780393714739\">Equity-Centered Trauma-Informed Education.\u003c/a>” \u003c/span>\u003cspan style=\"font-weight: 400\">As students transition back to learning in school buildings, traumas that have been hard to see during Zoom classes may become more apparent. On top of that, adjusting to new schooling structures may be another hurdle for young learners and teachers alike. Educators who want to create a nurturing school environment for returning students or hybrid learners may find solutions in trauma-informed education that uses an equity lens.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How school leaders can support teachers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">teachers can benefit from self-care practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> such as making sure that their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">physical needs are met\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, responsibility falls on school leaders to create the school conditions that set teachers up for success. “Teachers are witnessing and being present for children who are struggling [with trauma] and if you don’t have the opportunity to process or make sense of that, it can bubble over in negative ways,” said Venet. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gse.harvard.edu/news/uk/15/03/science-resilience\">\u003cspan style=\"font-weight: 400\">Research about child trauma \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">shows how important it is that children are in caring relationships with stable and supportive adults. In order to be ready for those relationships, that means in schools: \"the adults need to feel cared for, connected and grounded in order to have the capacity to show up for kids,” said Venet. “Giving everybody donuts on the first day back to school is not going to help them manage this incredible stress of shifting modes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She refers to trivial moves towards teacher wellbeing as “cutesy wellness” practices because they don’t actually address the sustainable changes teachers need in order to experience long-term positive mental health. Venet champions time, money, autonomy and support as ways school leaders can\u003c/span>\u003cspan style=\"font-weight: 400\"> show up for\u003c/span>\u003cspan style=\"font-weight: 400\"> their teachers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to check in and make sure that educators feel that they can do all they need to do within the hours of the work week, she advises that school leaders provide space for teachers to ask questions, ideate and reflect with their principal or school counselor. “We have a cultural expectation that people aren’t working after hours. And if you are finding that you can’t keep up with your job expectations in the 40-hour work week, you’re talking to your supervisor about getting support in a non-shaming way,” said Alison Putnam, a school leader at Centerpoint School in Vermont. Her school leaders prioritized getting rid of unnecessary, extra meetings and giving teachers more opportunities to connect with each other. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We do a monthly wellness group where teachers from across the school get together in small groups to talk about our wellness, and how we’re feeling at work. We talk about goals we have for ourselves and what is supportive of those goals,” said Putnam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to support teachers’ working conditions and workload is “\u003ca href=\"https://www.youtube.com/watch?v=qPtsP7pBobI\">tap in, tap out\u003c/a>,” a self care strategy from Fall-Hamilton Elementary School in Nashville, Tennessee. In this technique, educators form a text message group to contact whoever is available to temporarily fill in for them whenever they need to take a moment to step out and regroup during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so simple, but it can be so powerful in acknowledging that you don’t have to carry this stress by yourself,” said Venet. “It’s more than saying, ‘We’re a community.' It’s actually finding a way to put a structure around that.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Trauma happens inside schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not uncommon for educators to think of students as “bringing their trauma to school” as if it’s packed in their backpacks somewhere between their bag lunch and homework folders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Too often, teachers perceive trauma as something that comes from ‘outside of school,’” said Venet. “Much of the research and writing on trauma frames it as resulting from factors schools cannot control.” When effectively applied, trauma-informed education means critically examining how oppression at schools causes trauma in students. Oppression can happen outside of schools as well as within schools, caused by peers in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44872/when-kids-are-bullied-what-can-parents-do\">\u003cspan style=\"font-weight: 400\">bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> situations, individual teachers and curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Trauma is a lens, not a label,” advises Venet in her book, pushing teachers to look beyond labeling trauma-affected students to understanding how structures may cause trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools are not equitable for trauma-affected students and numerous studies show that \u003c/span>\u003ca href=\"https://www.samhsa.gov/child-trauma/understanding-child-trauma\">\u003cspan style=\"font-weight: 400\">children experiencing trauma have greater difficulty learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On top of that, student responses to trauma, such as disengagement or misbehavior, are often unknowingly disciplined. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet recommends a universal approach to trauma-informed education so that schools are centering students’ humanity, whether their trauma is apparent or not. She advocates for making responsive, social-emotional supports accessible to all students with as few barriers as possible. That means making sure students know what is available to them when they are struggling whether it’s having flyers on the wall, information on the school websites, or informed teachers that can point them in the right direction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A universal approach \u003c/span>ensures\u003cspan style=\"font-weight: 400\"> that all students, including students who are unwilling to ask or have cultivated coping mechanisms that allow them to go unnoticed, get support. High achievers affected by trauma are especially at risk for being overlooked, and adults often misinterpret their coping for resilience. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Cultivate relationships rooted in equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take whatever timeline you have in your mind for how soon you're going to have that strong relationship and multiply it by two, three or four because it just takes people so much longer to build that trusting relationship,” said Venet about cultivating connections with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She cautions that students' capacity to trust will be lower as a result of the instability and uncertainty of the pandemic. When children go through trauma, they have some mistrust in authority figures and in systems, because often during trauma, those people and systems weren't there for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think we have a lot of work to do to rebuild and prove that schools can be places of safety and community,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To do this, Venet urges teachers to\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\"> take a stance of unconditional positive regard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, a concept developed by psychologist Carl Rogers, that emphasizes removing conditions – such as compliance or achievement – for accepting another person. In schools, Venet sees unconditional positive regard as communicating to the student, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">“I care about you. You have value. You don’t have to do anything to prove it to me, and nothing’s going to change my mind.”\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages teachers to build positive relationships during everyday moments like how students are greeted when they enter class or when they make a mistake. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any opportunity you have to affirm the student’s inherent worth is a moment for unconditional positive regard,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Establishing good relationships can be a long process. And just because students are not openly responding to relationship-building efforts, it does not necessarily mean that the care and support they’ve received are unappreciated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make sure to note students' progress and focus on their strengths. “Recognize that even though you might not see a shift right away, it doesn't mean the shift isn't happening,” said Venet. Additionally, it’s helpful to remember what is developmentally appropriate for students, so don’t take it personally when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53354/compassion-based-strategies-for-managing-classroom-behavior\">\u003cspan style=\"font-weight: 400\">a highschooler rolls their eyes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a kindergartener has trouble following directions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma-informed education is not going to look the same for every educator. In the same way that Venet encourages teachers to pay attention to what is going right when working with students, teachers can expand upon what they do well when it comes to their own practice. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think it's about finding where your strengths are helpful,” she said. “And also recognizing that if we're going to be systems-oriented, that means that no one person is doing this alone.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers and school leaders seeking to support students as they return to school buildings, \"Equity-centered Trauma-informed Education\" by educator Alex Shevrin Venet provides concrete tips on building relationships and creating nurturing schools.","status":"publish","parent":0,"modified":1626078028,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1442},"headData":{"title":"‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students - MindShift","description":"For teachers and school leaders seeking to support students as they return to school buildings, "Equity-centered Trauma-informed Education" by educator Alex Shevrin Venet provides concrete tips on building relationships and creating nurturing schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students","datePublished":"2021-07-12T08:20:28.000Z","dateModified":"2021-07-12T08:20:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57982 https://ww2.kqed.org/mindshift/?p=57982","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/12/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students/","disqusTitle":"‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students","path":"/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has raised concerns about the way stress is affecting kids. Even though the word ‘trauma’ is on a lot of worried adults’ minds these days, information about it is wide-ranging and can leave people feeling unsure about what to do next.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma is a response to life-threatening events, harmful conditions or stressful environments, writes Vermont-based educator \u003ca href=\"https://unconditionallearning.org/about-alex/\">Alex Shevrin Venet\u003c/a> in her book “\u003ca href=\"https://wwnorton.com/books/9780393714739\">Equity-Centered Trauma-Informed Education.\u003c/a>” \u003c/span>\u003cspan style=\"font-weight: 400\">As students transition back to learning in school buildings, traumas that have been hard to see during Zoom classes may become more apparent. On top of that, adjusting to new schooling structures may be another hurdle for young learners and teachers alike. Educators who want to create a nurturing school environment for returning students or hybrid learners may find solutions in trauma-informed education that uses an equity lens.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How school leaders can support teachers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">teachers can benefit from self-care practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> such as making sure that their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">physical needs are met\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, responsibility falls on school leaders to create the school conditions that set teachers up for success. “Teachers are witnessing and being present for children who are struggling [with trauma] and if you don’t have the opportunity to process or make sense of that, it can bubble over in negative ways,” said Venet. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gse.harvard.edu/news/uk/15/03/science-resilience\">\u003cspan style=\"font-weight: 400\">Research about child trauma \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">shows how important it is that children are in caring relationships with stable and supportive adults. In order to be ready for those relationships, that means in schools: \"the adults need to feel cared for, connected and grounded in order to have the capacity to show up for kids,” said Venet. “Giving everybody donuts on the first day back to school is not going to help them manage this incredible stress of shifting modes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She refers to trivial moves towards teacher wellbeing as “cutesy wellness” practices because they don’t actually address the sustainable changes teachers need in order to experience long-term positive mental health. Venet champions time, money, autonomy and support as ways school leaders can\u003c/span>\u003cspan style=\"font-weight: 400\"> show up for\u003c/span>\u003cspan style=\"font-weight: 400\"> their teachers. \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\">In order to check in and make sure that educators feel that they can do all they need to do within the hours of the work week, she advises that school leaders provide space for teachers to ask questions, ideate and reflect with their principal or school counselor. “We have a cultural expectation that people aren’t working after hours. And if you are finding that you can’t keep up with your job expectations in the 40-hour work week, you’re talking to your supervisor about getting support in a non-shaming way,” said Alison Putnam, a school leader at Centerpoint School in Vermont. Her school leaders prioritized getting rid of unnecessary, extra meetings and giving teachers more opportunities to connect with each other. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We do a monthly wellness group where teachers from across the school get together in small groups to talk about our wellness, and how we’re feeling at work. We talk about goals we have for ourselves and what is supportive of those goals,” said Putnam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to support teachers’ working conditions and workload is “\u003ca href=\"https://www.youtube.com/watch?v=qPtsP7pBobI\">tap in, tap out\u003c/a>,” a self care strategy from Fall-Hamilton Elementary School in Nashville, Tennessee. In this technique, educators form a text message group to contact whoever is available to temporarily fill in for them whenever they need to take a moment to step out and regroup during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so simple, but it can be so powerful in acknowledging that you don’t have to carry this stress by yourself,” said Venet. “It’s more than saying, ‘We’re a community.' It’s actually finding a way to put a structure around that.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Trauma happens inside schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not uncommon for educators to think of students as “bringing their trauma to school” as if it’s packed in their backpacks somewhere between their bag lunch and homework folders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Too often, teachers perceive trauma as something that comes from ‘outside of school,’” said Venet. “Much of the research and writing on trauma frames it as resulting from factors schools cannot control.” When effectively applied, trauma-informed education means critically examining how oppression at schools causes trauma in students. Oppression can happen outside of schools as well as within schools, caused by peers in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44872/when-kids-are-bullied-what-can-parents-do\">\u003cspan style=\"font-weight: 400\">bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> situations, individual teachers and curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Trauma is a lens, not a label,” advises Venet in her book, pushing teachers to look beyond labeling trauma-affected students to understanding how structures may cause trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools are not equitable for trauma-affected students and numerous studies show that \u003c/span>\u003ca href=\"https://www.samhsa.gov/child-trauma/understanding-child-trauma\">\u003cspan style=\"font-weight: 400\">children experiencing trauma have greater difficulty learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On top of that, student responses to trauma, such as disengagement or misbehavior, are often unknowingly disciplined. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet recommends a universal approach to trauma-informed education so that schools are centering students’ humanity, whether their trauma is apparent or not. She advocates for making responsive, social-emotional supports accessible to all students with as few barriers as possible. That means making sure students know what is available to them when they are struggling whether it’s having flyers on the wall, information on the school websites, or informed teachers that can point them in the right direction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A universal approach \u003c/span>ensures\u003cspan style=\"font-weight: 400\"> that all students, including students who are unwilling to ask or have cultivated coping mechanisms that allow them to go unnoticed, get support. High achievers affected by trauma are especially at risk for being overlooked, and adults often misinterpret their coping for resilience. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Cultivate relationships rooted in equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take whatever timeline you have in your mind for how soon you're going to have that strong relationship and multiply it by two, three or four because it just takes people so much longer to build that trusting relationship,” said Venet about cultivating connections with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She cautions that students' capacity to trust will be lower as a result of the instability and uncertainty of the pandemic. When children go through trauma, they have some mistrust in authority figures and in systems, because often during trauma, those people and systems weren't there for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think we have a lot of work to do to rebuild and prove that schools can be places of safety and community,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To do this, Venet urges teachers to\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\"> take a stance of unconditional positive regard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, a concept developed by psychologist Carl Rogers, that emphasizes removing conditions – such as compliance or achievement – for accepting another person. In schools, Venet sees unconditional positive regard as communicating to the student, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">“I care about you. You have value. You don’t have to do anything to prove it to me, and nothing’s going to change my mind.”\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages teachers to build positive relationships during everyday moments like how students are greeted when they enter class or when they make a mistake. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any opportunity you have to affirm the student’s inherent worth is a moment for unconditional positive regard,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Establishing good relationships can be a long process. And just because students are not openly responding to relationship-building efforts, it does not necessarily mean that the care and support they’ve received are unappreciated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make sure to note students' progress and focus on their strengths. “Recognize that even though you might not see a shift right away, it doesn't mean the shift isn't happening,” said Venet. Additionally, it’s helpful to remember what is developmentally appropriate for students, so don’t take it personally when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53354/compassion-based-strategies-for-managing-classroom-behavior\">\u003cspan style=\"font-weight: 400\">a highschooler rolls their eyes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a kindergartener has trouble following directions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma-informed education is not going to look the same for every educator. In the same way that Venet encourages teachers to pay attention to what is going right when working with students, teachers can expand upon what they do well when it comes to their own practice. \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\">“I think it's about finding where your strengths are helpful,” she said. “And also recognizing that if we're going to be systems-oriented, that means that no one person is doing this alone.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_21322","mindshift_20794","mindshift_20701","mindshift_20865","mindshift_21213","mindshift_21105","mindshift_20999"],"featImg":"mindshift_57988","label":"mindshift"},"mindshift_57646":{"type":"posts","id":"mindshift_57646","meta":{"index":"posts_1591205157","site":"mindshift","id":"57646","score":null,"sort":[1621928758000]},"guestAuthors":[],"slug":"how-unconditional-positive-regard-can-help-students-feel-cared-for","title":"How Unconditional Positive Regard Can Help Students Feel Cared For","publishDate":1621928758,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Reprinted from\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\"> Equity-Centered Trauma-Informed Education\u003c/a>. Copyright © 2021 by Alex Shevrin Venet. Shared with the permission of W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alex Shevrin Venet\u003c/strong>\u003c/p>\n\u003cp>As a teacher, I know how important it is to create clear expectations for my students and hold them to high standards. This also applies to me as I seek to build relationships with my students. The high standards I hold myself to in building teacher-student relationships come from my guiding philosophy: unconditional positive regard. This approach helps ground my equity-centered and trauma-informed work.\u003c/p>\n\u003cp>The term unconditional positive regard was coined by psychologist Carl R. Rogers, who developed an approach called client-centered psychotherapy. Here’s how Rogers described unconditional positive regard:\u003c/p>\n\u003cblockquote>\u003cp>It means that there are no conditions of acceptance, no feeling of “I like you only if you are thus and so.” . . . It means a caring for the client, but not in a possessive way or in such a way as simply to satisfy the therapist’s own needs. It means a caring for the client as a separate person, with permission to have his own feelings, his own experiences. One client describes the therapist as “fostering my possession of my own experience . . . that [this] is my experience and that I am actually having it: thinking what I think, feeling what I feel, wanting what I want, fearing what I fear: no ‘ifs,’ ‘buts,’ or ‘not reallys.’ ” (1957, p. 4)\u003c/p>\u003c/blockquote>\n\u003cp>Unconditional positive regard isn’t limited to a therapeutic approach: Alfie Kohn (2005) built on Rogers’s work with the concept “unconditional teaching” to apply unconditional positive regard to the classroom. Kohn argued that schools promote a kind of conditional acceptance when they elevate achievement and obedience rather than building community and relationships. Unconditional teachers accept students for who they are, not what they do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Unconditional positive regard is a stance I take in relationship to my students. The message of unconditional positive regard is, “I care about you. You have value. You don’t have to do anything to prove it to me, and nothing’s going to change my mind.” I sometimes try to imagine myself radiating unconditional positive regard like a glow around me when I walk into a classroom. But I also actually say those words to my students in ways that fit our relationship. I make sure to tell them I care about them, regardless of what they accomplish or achieve in our academic work together. This care infuses all of my teaching choices, from personal interactions to learning design. Importantly, unconditional positive regard stands in opposition to savior mentality and deficit thinking.\u003c/p>\n\u003ch2>Building Unconditional Relationships\u003c/h2>\n\u003cp>A philosophy is important, but only as much as we put that philosophy into action. Unconditional positive regard is an equity approach when we actively put it into practice in our everyday interactions with students.\u003c/p>\n\u003cp>\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\">\u003cimg class=\"wp-image-57910 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet-160x241.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet-160x241.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet.jpg 331w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Sometimes unconditional positive regard is just as simple as how we greet our students when they are late to class: how I greet them can communicate either my unconditional care or my lack of regard. If I don’t have unconditional positive regard, I might say, “You’re late, sit down,” and roll my eyes, or I might sarcastically say, “Nice of you to show up.” These responses tell students that I care about them only as long as they follow my expectations—they are an inconvenience. Even if I don’t mean to communicate this, small moments add up. If students comes to my class and I roll my eyes, if they go into the hallway and are told to take off their hat, if they sit down at lunch and are warned to speak more quietly, then the cumulative message of school is that orderliness is the most important thing.\u003c/p>\n\u003cp>Instead, I can greet my student with “Hey! It’s great to see you today. Settle in a minute and then I’ll catch you up.” When we work from unconditional positive regard, the message is that I value you for who you are, not what you do or how you do it. This doesn’t mean that I won’t address attendance issues later, but my priority when my students arrive isn’t to scold them about compliance. My priority is to greet them in a way that says they matter and that their presence is more important than how fast they got here.\u003c/p>\n\u003cp>In general, slowing down most conversations with students to simply ask, “How’s it going?” changes the tone of my whole day. When visiting schools as part of my consulting work, it’s always surprising to me how infrequently I see teachers stopping to just check in with students throughout the day, or even saying students’ names. Creating an environment of care means going back to the basics and not skipping the human connection of just asking one another how we’re doing. This may seem like an obvious point to make, but the basis of unconditional positive regard is the phrase “I care about you.” To care about someone else means that we see the sum of all of their strengths and challenges and choose to care for them.\u003c/p>\n\u003cp>Our schools need to be places where we care for our students, not just care about them. Education philosopher Nel Noddings calls this an “ethic of care,” in which learning how to be cared for and learning how to care for others are central tasks of education. Caring for students means being in relationship with them, whereas caring about students allows us to keep our distance. If we commit to an ethic of care, building relationships and caring for our students aren’t strategies in the name of increasing academic achievement but the actual goal itself.\u003c/p>\n\u003cp>One of the foundations of caring is seeing and truly getting to know our students. Too often our approaches to relationship building in school can feel transactional. I remember that, as a new teacher, my strategy for relationship building was to give students a long survey to complete, telling me about their interests, learning styles, and favorite colors. These types of “getting to know you” surveys are only surface level and don’t do much to create a caring relationship. Now I try to get to know students the same way I would get to know a new friend: spending time together, asking questions about their lives and what they feel passionate about, and talking about what matters to us both. Real relationship building isn’t flashy and can’t be condensed to “fifteen tricks and tips.” Sometimes building relationships means sitting together in silence and simply getting used to being around one another. Often, relationship building happens in the small moments, not during the canned activities: I get to know my students through quick check-ins before class, through reading their papers and witnessing how their minds work, through noticing the ways they communicate with their peers. Relationship building is slow and deliberate and can’t be rushed.\u003c/p>\n\u003cfigure id=\"attachment_57652\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57652\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126.jpg\" alt=\"\" width=\"200\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126.jpg 851w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-800x851.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-160x170.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-768x817.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Alex Shevrin Venet \u003ccite>(Sarah L. Crowley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Alex Shevrin Venet is the author \"\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\">Equity-Centered Trauma-Informed Education.\u003c/a>\" She is an educator, professional development facilitator and writer. She teaches in-service teachers at Antioch University and Castleton University, and undergraduate students at the Community College of Vermont. She is a former teacher/leader at an alternative therapeutic school. \u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Alex Shevrin's newest book Equity-Centered Trauma-Informed Education gives teachers practical ways to develop caring relationships with students.","status":"publish","parent":0,"modified":1621928758,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1303},"headData":{"title":"How Unconditional Positive Regard Can Help Students Feel Cared For - MindShift","description":"Alex Shevrin's newest book Equity-Centered Trauma-Informed Education gives teachers practical ways to develop caring relationships with students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Unconditional Positive Regard Can Help Students Feel Cared For","datePublished":"2021-05-25T07:45:58.000Z","dateModified":"2021-05-25T07:45:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57646 https://ww2.kqed.org/mindshift/?p=57646","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/25/how-unconditional-positive-regard-can-help-students-feel-cared-for/","disqusTitle":"How Unconditional Positive Regard Can Help Students Feel Cared For","path":"/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Reprinted from\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\"> Equity-Centered Trauma-Informed Education\u003c/a>. Copyright © 2021 by Alex Shevrin Venet. Shared with the permission of W. W. Norton & Company, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Alex Shevrin Venet\u003c/strong>\u003c/p>\n\u003cp>As a teacher, I know how important it is to create clear expectations for my students and hold them to high standards. This also applies to me as I seek to build relationships with my students. The high standards I hold myself to in building teacher-student relationships come from my guiding philosophy: unconditional positive regard. This approach helps ground my equity-centered and trauma-informed work.\u003c/p>\n\u003cp>The term unconditional positive regard was coined by psychologist Carl R. Rogers, who developed an approach called client-centered psychotherapy. Here’s how Rogers described unconditional positive regard:\u003c/p>\n\u003cblockquote>\u003cp>It means that there are no conditions of acceptance, no feeling of “I like you only if you are thus and so.” . . . It means a caring for the client, but not in a possessive way or in such a way as simply to satisfy the therapist’s own needs. It means a caring for the client as a separate person, with permission to have his own feelings, his own experiences. One client describes the therapist as “fostering my possession of my own experience . . . that [this] is my experience and that I am actually having it: thinking what I think, feeling what I feel, wanting what I want, fearing what I fear: no ‘ifs,’ ‘buts,’ or ‘not reallys.’ ” (1957, p. 4)\u003c/p>\u003c/blockquote>\n\u003cp>Unconditional positive regard isn’t limited to a therapeutic approach: Alfie Kohn (2005) built on Rogers’s work with the concept “unconditional teaching” to apply unconditional positive regard to the classroom. Kohn argued that schools promote a kind of conditional acceptance when they elevate achievement and obedience rather than building community and relationships. Unconditional teachers accept students for who they are, not what they do.\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>Unconditional positive regard is a stance I take in relationship to my students. The message of unconditional positive regard is, “I care about you. You have value. You don’t have to do anything to prove it to me, and nothing’s going to change my mind.” I sometimes try to imagine myself radiating unconditional positive regard like a glow around me when I walk into a classroom. But I also actually say those words to my students in ways that fit our relationship. I make sure to tell them I care about them, regardless of what they accomplish or achieve in our academic work together. This care infuses all of my teaching choices, from personal interactions to learning design. Importantly, unconditional positive regard stands in opposition to savior mentality and deficit thinking.\u003c/p>\n\u003ch2>Building Unconditional Relationships\u003c/h2>\n\u003cp>A philosophy is important, but only as much as we put that philosophy into action. Unconditional positive regard is an equity approach when we actively put it into practice in our everyday interactions with students.\u003c/p>\n\u003cp>\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\">\u003cimg class=\"wp-image-57910 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet-160x241.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet-160x241.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Equity-Centered-Trauma-Informed-Education-by-Alex-Shevrin-Venet.jpg 331w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Sometimes unconditional positive regard is just as simple as how we greet our students when they are late to class: how I greet them can communicate either my unconditional care or my lack of regard. If I don’t have unconditional positive regard, I might say, “You’re late, sit down,” and roll my eyes, or I might sarcastically say, “Nice of you to show up.” These responses tell students that I care about them only as long as they follow my expectations—they are an inconvenience. Even if I don’t mean to communicate this, small moments add up. If students comes to my class and I roll my eyes, if they go into the hallway and are told to take off their hat, if they sit down at lunch and are warned to speak more quietly, then the cumulative message of school is that orderliness is the most important thing.\u003c/p>\n\u003cp>Instead, I can greet my student with “Hey! It’s great to see you today. Settle in a minute and then I’ll catch you up.” When we work from unconditional positive regard, the message is that I value you for who you are, not what you do or how you do it. This doesn’t mean that I won’t address attendance issues later, but my priority when my students arrive isn’t to scold them about compliance. My priority is to greet them in a way that says they matter and that their presence is more important than how fast they got here.\u003c/p>\n\u003cp>In general, slowing down most conversations with students to simply ask, “How’s it going?” changes the tone of my whole day. When visiting schools as part of my consulting work, it’s always surprising to me how infrequently I see teachers stopping to just check in with students throughout the day, or even saying students’ names. Creating an environment of care means going back to the basics and not skipping the human connection of just asking one another how we’re doing. This may seem like an obvious point to make, but the basis of unconditional positive regard is the phrase “I care about you.” To care about someone else means that we see the sum of all of their strengths and challenges and choose to care for them.\u003c/p>\n\u003cp>Our schools need to be places where we care for our students, not just care about them. Education philosopher Nel Noddings calls this an “ethic of care,” in which learning how to be cared for and learning how to care for others are central tasks of education. Caring for students means being in relationship with them, whereas caring about students allows us to keep our distance. If we commit to an ethic of care, building relationships and caring for our students aren’t strategies in the name of increasing academic achievement but the actual goal itself.\u003c/p>\n\u003cp>One of the foundations of caring is seeing and truly getting to know our students. Too often our approaches to relationship building in school can feel transactional. I remember that, as a new teacher, my strategy for relationship building was to give students a long survey to complete, telling me about their interests, learning styles, and favorite colors. These types of “getting to know you” surveys are only surface level and don’t do much to create a caring relationship. Now I try to get to know students the same way I would get to know a new friend: spending time together, asking questions about their lives and what they feel passionate about, and talking about what matters to us both. Real relationship building isn’t flashy and can’t be condensed to “fifteen tricks and tips.” Sometimes building relationships means sitting together in silence and simply getting used to being around one another. Often, relationship building happens in the small moments, not during the canned activities: I get to know my students through quick check-ins before class, through reading their papers and witnessing how their minds work, through noticing the ways they communicate with their peers. Relationship building is slow and deliberate and can’t be rushed.\u003c/p>\n\u003cfigure id=\"attachment_57652\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57652\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126.jpg\" alt=\"\" width=\"200\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126.jpg 851w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-800x851.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-160x170.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/Venet_Alex-Shevrin-c-Sarah-L-Crowley-e1621927740126-768x817.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Alex Shevrin Venet \u003ccite>(Sarah L. Crowley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Alex Shevrin Venet is the author \"\u003ca href=\"https://wwnorton.com/books/9780393714739?promo=VENET21\">Equity-Centered Trauma-Informed Education.\u003c/a>\" She is an educator, professional development facilitator and writer. She teaches in-service teachers at Antioch University and Castleton University, and undergraduate students at the Community College of Vermont. She is a former teacher/leader at an alternative therapeutic school. \u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_21036","mindshift_20794","mindshift_20701","mindshift_21213","mindshift_20999"],"featImg":"mindshift_57761","label":"mindshift"},"mindshift_55767":{"type":"posts","id":"mindshift_55767","meta":{"index":"posts_1591205157","site":"mindshift","id":"55767","score":null,"sort":[1587454630000]},"guestAuthors":[],"slug":"how-closed-schools-are-creating-more-trauma-for-students","title":"How Closed Schools Are Creating More Trauma For Students","publishDate":1587454630,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.\u003c/p>\n\u003cp>\"I want to hug them all, but I really wanted to hug that one,\" Sabens remembers.\u003c/p>\n\u003cp>Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.\u003c/p>\n\u003cp>\"Zoom is just not gonna ever bridge that gap,\" she says. \"That one was pretty rough.\"\u003c/p>\n\u003cp>The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why students need counselors now more than ever\u003c/strong>\u003c/p>\n\u003cp>Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.\u003c/p>\n\u003cp>Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families \"really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them.\"\u003c/p>\n\u003cp>For so many children, Kirk says, \"school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students.\"\u003c/p>\n\u003cp>Counselors say part of the trauma comes from students being isolated from each other.\u003c/p>\n\u003cp>\"In a middle school, that social piece is so important,\" says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, \"but that face-to-face and being with their friends... they're missing that.\"\u003c/p>\n\u003cp>Students are also experiencing a kind of grief \"over what they've lost,\" Sabens says, especially seniors. \"Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'\"\u003c/p>\n\u003cp>Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know \"that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it\u003cem> is\u003c/em> tragic.\"\u003c/p>\n\u003cp>Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means \"trauma-informed care is going to really, really explode in ideally healthy, meaningful ways.\"\u003c/p>\n\u003cp>That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, \"making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long.\"\u003c/p>\n\u003cp>\u003cstrong>Broken connections\u003c/strong>\u003c/p>\n\u003cp>Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.\u003c/p>\n\u003cp>\"I think about my eighth graders,\" says Laura Ross in Lawrenceville. \"My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings.\"\u003c/p>\n\u003cp>But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to \u003cem>find\u003c/em> her students.\u003c/p>\n\u003cp>\"Email, email, email, email — lots of emails,\" she says, calling it her \"primary mode of communication with the students.\"\u003c/p>\n\u003cp>Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is \"exactly what keeps me up at night.\"\u003c/p>\n\u003cp>So far, Kirk has mostly been in contact with parents and caregivers. \"That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student].\" She worries that, if a child is not OK at home and needs help, she won't know.\u003c/p>\n\u003cp>Kirk's focus on these calls has also shifted away from academics toward \"the basic needs of our kids... making sure they have enough food. We're making sure they're safe.\"\u003c/p>\n\u003cp>Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: \"Our main priority right now is just to check the welfare of each student.\"\u003c/p>\n\u003cp>Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. \"I feel for the students whose parents don't know English or don't really know how to help their students.\"\u003c/p>\n\u003cp>\u003cstrong>\"It's no longer private\"\u003c/strong>\u003c/p>\n\u003cp>NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.\u003c/p>\n\u003cp>At school, \"we have some sort of office space... where students can feel like they're having a private conversation with counselors,\" says Coleman in Chicago. \"Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're \u003cem>triggered\u003c/em> or they don't feel comfortable sharing ... because it's no longer private.\"\u003c/p>\n\u003cp>Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but \"at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation.\" And that might keep students from really opening up about things like basic stress or even abuse.\u003c/p>\n\u003cp>The same holds true for many elementary school counselors.\u003c/p>\n\u003cp>\"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group,\" says Marie Weller, an elementary school counselor in Delaware, Ohio. \"So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how \u003cem>can\u003c/em> I check in?\"\u003c/p>\n\u003cp>\u003cstrong>Getting creative\u003c/strong>\u003c/p>\n\u003cp>In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.\u003c/p>\n\u003cp>Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. \"They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves.\"\u003c/p>\n\u003cp>Ross says they even meet at the same time each week, just on Zoom.\u003c/p>\n\u003cp>On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. \"Huh,\" she thought. \"Maybe I'll be able to use these.\"\u003c/p>\n\u003cp>Weller and her fellow elementary school counselors say one important part of their job is making sure \u003cem>all\u003c/em> students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?\u003c/p>\n\u003cp>Weller improvised.\u003c/p>\n\u003cp>She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.\u003c/p>\n\u003cp>Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song \"What's Cooking In The Kitchen\" as her opening theme. The \u003ca href=\"https://www.youtube.com/channel/UCBw4sDEb3GAcXIxdrr4GzeA\">resulting videos\u003c/a> are brief, rich and charming, with lines like, \"Your brain's amygdala acts like a guard dog.\"\u003c/p>\n\u003cp>And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a \u003ca href=\"https://youtu.be/d-gTApwQ1gs?t=594\">camera-blocking cameo\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Closed+Schools+Are+Creating+More+Trauma+For+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"School counselors say the coronavirus pandemic has so destabilized kids' lives that the result is genuinely traumatic. And closed schools make it harder for counselors to help. ","status":"publish","parent":0,"modified":1587454820,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":1722},"headData":{"title":"How Closed Schools Are Creating More Trauma For Students | KQED","description":"School counselors say the coronavirus pandemic has so destabilized kids' lives that the result is genuinely traumatic. And closed schools make it harder for counselors to help. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Closed Schools Are Creating More Trauma For Students","datePublished":"2020-04-21T07:37:10.000Z","dateModified":"2020-04-21T07:40:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55767 https://ww2.kqed.org/mindshift/?p=55767","disqusUrl":"https://ww2.kqed.org/mindshift/2020/04/21/how-closed-schools-are-creating-more-trauma-for-students/","disqusTitle":"How Closed Schools Are Creating More Trauma For Students","nprByline":"Cory Turner","nprImageAgency":"Janice Chang for NPR","nprStoryId":"828026185","nprApiLink":"http://api.npr.org/query?id=828026185&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/04/20/828026185/school-counselors-have-a-message-for-kids-it-s-ok-to-not-be-ok?ft=nprml&f=828026185","nprRetrievedStory":"1","nprPubDate":"Mon, 20 Apr 2020 12:58:00 -0400","nprStoryDate":"Mon, 20 Apr 2020 07:00:29 -0400","nprLastModifiedDate":"Mon, 20 Apr 2020 12:58:34 -0400","path":"/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.\u003c/p>\n\u003cp>\"I want to hug them all, but I really wanted to hug that one,\" Sabens remembers.\u003c/p>\n\u003cp>Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.\u003c/p>\n\u003cp>\"Zoom is just not gonna ever bridge that gap,\" she says. \"That one was pretty rough.\"\u003c/p>\n\u003cp>The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.\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>\u003cstrong>Why students need counselors now more than ever\u003c/strong>\u003c/p>\n\u003cp>Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.\u003c/p>\n\u003cp>Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families \"really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them.\"\u003c/p>\n\u003cp>For so many children, Kirk says, \"school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students.\"\u003c/p>\n\u003cp>Counselors say part of the trauma comes from students being isolated from each other.\u003c/p>\n\u003cp>\"In a middle school, that social piece is so important,\" says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, \"but that face-to-face and being with their friends... they're missing that.\"\u003c/p>\n\u003cp>Students are also experiencing a kind of grief \"over what they've lost,\" Sabens says, especially seniors. \"Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'\"\u003c/p>\n\u003cp>Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know \"that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it\u003cem> is\u003c/em> tragic.\"\u003c/p>\n\u003cp>Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means \"trauma-informed care is going to really, really explode in ideally healthy, meaningful ways.\"\u003c/p>\n\u003cp>That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, \"making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long.\"\u003c/p>\n\u003cp>\u003cstrong>Broken connections\u003c/strong>\u003c/p>\n\u003cp>Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.\u003c/p>\n\u003cp>\"I think about my eighth graders,\" says Laura Ross in Lawrenceville. \"My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings.\"\u003c/p>\n\u003cp>But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to \u003cem>find\u003c/em> her students.\u003c/p>\n\u003cp>\"Email, email, email, email — lots of emails,\" she says, calling it her \"primary mode of communication with the students.\"\u003c/p>\n\u003cp>Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is \"exactly what keeps me up at night.\"\u003c/p>\n\u003cp>So far, Kirk has mostly been in contact with parents and caregivers. \"That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student].\" She worries that, if a child is not OK at home and needs help, she won't know.\u003c/p>\n\u003cp>Kirk's focus on these calls has also shifted away from academics toward \"the basic needs of our kids... making sure they have enough food. We're making sure they're safe.\"\u003c/p>\n\u003cp>Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: \"Our main priority right now is just to check the welfare of each student.\"\u003c/p>\n\u003cp>Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. \"I feel for the students whose parents don't know English or don't really know how to help their students.\"\u003c/p>\n\u003cp>\u003cstrong>\"It's no longer private\"\u003c/strong>\u003c/p>\n\u003cp>NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.\u003c/p>\n\u003cp>At school, \"we have some sort of office space... where students can feel like they're having a private conversation with counselors,\" says Coleman in Chicago. \"Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're \u003cem>triggered\u003c/em> or they don't feel comfortable sharing ... because it's no longer private.\"\u003c/p>\n\u003cp>Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but \"at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation.\" And that might keep students from really opening up about things like basic stress or even abuse.\u003c/p>\n\u003cp>The same holds true for many elementary school counselors.\u003c/p>\n\u003cp>\"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group,\" says Marie Weller, an elementary school counselor in Delaware, Ohio. \"So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how \u003cem>can\u003c/em> I check in?\"\u003c/p>\n\u003cp>\u003cstrong>Getting creative\u003c/strong>\u003c/p>\n\u003cp>In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.\u003c/p>\n\u003cp>Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. \"They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves.\"\u003c/p>\n\u003cp>Ross says they even meet at the same time each week, just on Zoom.\u003c/p>\n\u003cp>On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. \"Huh,\" she thought. \"Maybe I'll be able to use these.\"\u003c/p>\n\u003cp>Weller and her fellow elementary school counselors say one important part of their job is making sure \u003cem>all\u003c/em> students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?\u003c/p>\n\u003cp>Weller improvised.\u003c/p>\n\u003cp>She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.\u003c/p>\n\u003cp>Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song \"What's Cooking In The Kitchen\" as her opening theme. The \u003ca href=\"https://www.youtube.com/channel/UCBw4sDEb3GAcXIxdrr4GzeA\">resulting videos\u003c/a> are brief, rich and charming, with lines like, \"Your brain's amygdala acts like a guard dog.\"\u003c/p>\n\u003cp>And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a \u003ca href=\"https://youtu.be/d-gTApwQ1gs?t=594\">camera-blocking cameo\u003c/a>.\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>In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Closed+Schools+Are+Creating+More+Trauma+For+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students","authors":["byline_mindshift_55767"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21337","mindshift_21105","mindshift_20999"],"featImg":"mindshift_55768","label":"mindshift"},"mindshift_55679":{"type":"posts","id":"mindshift_55679","meta":{"index":"posts_1591205157","site":"mindshift","id":"55679","score":null,"sort":[1586166505000]},"guestAuthors":[],"slug":"four-core-priorities-for-trauma-informed-distance-learning","title":"Four Core Priorities for Trauma-Informed Distance Learning","publishDate":1586166505,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning. ","status":"publish","parent":0,"modified":1586532643,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1034},"headData":{"title":"Four Core Priorities for Trauma-Informed Distance Learning | KQED","description":"Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Core Priorities for Trauma-Informed Distance Learning","datePublished":"2020-04-06T09:48:25.000Z","dateModified":"2020-04-10T15:30:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55679 https://ww2.kqed.org/mindshift/?p=55679","disqusUrl":"https://ww2.kqed.org/mindshift/2020/04/06/four-core-priorities-for-trauma-informed-distance-learning/","disqusTitle":"Four Core Priorities for Trauma-Informed Distance Learning","path":"/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\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\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_21105","mindshift_20999"],"featImg":"mindshift_55683","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.","airtime":"SAT 6pm-8pm, SUN 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.livefromhere.org/","meta":{"site":"arts","source":"american public media"},"link":"/radio/program/live-from-here-highlights","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1167173941","tuneIn":"https://tunein.com/radio/Live-from-Here-Highlights-p921744/","rss":"https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"}},"marketplace":{"id":"marketplace","title":"Marketplace","info":"Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.","airtime":"SUN 3pm-4pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg","officialWebsiteLink":"https://www.npr.org/sections/money/","meta":{"site":"news","source":"npr"},"link":"/radio/program/planet-money","subscribe":{"npr":"https://rpb3r.app.goo.gl/M4f5","apple":"https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2","tuneIn":"https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/","rss":"https://feeds.npr.org/510289/podcast.xml"}},"politicalbreakdown":{"id":"politicalbreakdown","title":"Political Breakdown","tagline":"Politics from a personal perspective","info":"Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.","airtime":"THU 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Political Breakdown","officialWebsiteLink":"/podcasts/politicalbreakdown","meta":{"site":"radio","source":"kqed","order":"11"},"link":"/podcasts/politicalbreakdown","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5Nzk2MzI2MTEx","npr":"https://www.npr.org/podcasts/572155894/political-breakdown","stitcher":"https://www.stitcher.com/podcast/kqed/political-breakdown","spotify":"https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN","rss":"https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"}},"pri-the-world":{"id":"pri-the-world","title":"PRI's The World: Latest Edition","info":"Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.","airtime":"MON-FRI 2pm-3pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/the-world","meta":{"site":"news","source":"PRI"},"link":"/radio/program/pri-the-world","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/","rss":"http://feeds.feedburner.com/pri/theworld"}},"radiolab":{"id":"radiolab","title":"Radiolab","info":"A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.","airtime":"SUN 12am-1am, SAT 2pm-3pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/radiolab/","meta":{"site":"science","source":"WNYC"},"link":"/radio/program/radiolab","subscribe":{"apple":"https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2","tuneIn":"https://tunein.com/radio/RadioLab-p68032/","rss":"https://feeds.wnyc.org/radiolab"}},"reveal":{"id":"reveal","title":"Reveal","info":"Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. The warmest, wittiest cocktail party - it's spirited and civil, brainy and boisterous, peppered with musical interludes. Fast paced and playful, it's the most fun you can have with language without getting your mouth washed out with soap. Our motto: It's not important to know the answers, it's important to like the answers!","airtime":"SUN 4pm-5pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Says-You-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.saysyouradio.com/","meta":{"site":"comedy","source":"Pipit and Finch"},"link":"/radio/program/says-you","subscribe":{"apple":"https://itunes.apple.com/us/podcast/says-you!/id1050199826","tuneIn":"https://tunein.com/radio/Says-You-p480/","rss":"https://saysyou.libsyn.com/rss"}},"science-friday":{"id":"science-friday","title":"Science Friday","info":"Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.","airtime":"FRI 11am-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/science-friday","meta":{"site":"news","source":"npr"},"link":"/radio/program/science-friday","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Science-Friday-p394/","rss":"http://feeds.wnyc.org/science-friday"}},"science-podcast":{"id":"science-podcast","title":"KQED Science News","tagline":"From the lab, to your ears","info":"KQED Science explores science and environment news, trends, and events from the Bay Area and beyond.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Science-News-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"https://ww2.kqed.org/science/category/science-podcast/","meta":{"site":"science","source":"kqed","order":"17"},"link":"/science/category/science-podcast","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqed-science-news/id214663465","google":"https://podcasts.google.com/feed/aHR0cDovL2Jsb2dzLmtxZWQub3JnL3NjaWVuY2UvZmVlZC8","stitcher":"https://www.stitcher.com/podcast/kqed-science-news","rss":"https://ww2.kqed.org/science/category/science-podcast/feed/podcast"}},"selected-shorts":{"id":"selected-shorts","title":"Selected Shorts","info":"Spellbinding short stories by established and emerging writers take on a new life when they are performed by stars of the stage and screen.","airtime":"SAT 8pm-9pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Selected-Shorts-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pri.org/programs/selected-shorts","meta":{"site":"arts","source":"pri"},"link":"/radio/program/selected-shorts","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=253191824&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Selected-Shorts-p31792/","rss":"https://feeds.megaphone.fm/selectedshorts"}},"snap-judgment":{"id":"snap-judgment","title":"Snap Judgment","info":"Snap Judgment (Storytelling, with a BEAT) mixes real stories with killer beats to produce cinematic, dramatic, kick-ass radio. Snap’s raw, musical brand of storytelling dares listeners to see the world through the eyes of another. WNYC studios is the producer of leading podcasts including Radiolab, Freakonomics Radio, Note To Self, Here’s The Thing With Alec Baldwin, and more.","airtime":"SAT 1pm-2pm, 9pm-10pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/snapJudgement.jpg","officialWebsiteLink":"https://snapjudgment.org","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/snap-judgment","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=283657561&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Snap-Judgment-p243817/","rss":"https://feeds.feedburner.com/snapjudgment-wnyc"}},"soldout":{"id":"soldout","title":"SOLD OUT: Rethinking Housing in America","tagline":"A new future for housing","info":"Sold Out: Rethinking Housing in America","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Sold Out: Rethinking Housing in America","officialWebsiteLink":"/podcasts/soldout","meta":{"site":"news","source":"kqed","order":3},"link":"/podcasts/soldout","subscribe":{"npr":"https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing","apple":"https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937","rss":"https://feeds.megaphone.fm/soldout","spotify":"https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X","stitcher":"https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america","tunein":"https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vc29sZG91dA"}},"ted-radio-hour":{"id":"ted-radio-hour","title":"TED Radio Hour","info":"The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.","airtime":"SUN 3pm-4pm, SAT 10pm-11pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg","officialWebsiteLink":"https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22","meta":{"site":"news","source":"npr"},"link":"/radio/program/ted-radio-hour","subscribe":{"npr":"https://rpb3r.app.goo.gl/8vsS","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/TED-Radio-Hour-p418021/","rss":"https://feeds.npr.org/510298/podcast.xml"}},"tech-nation":{"id":"tech-nation","title":"Tech Nation Radio Podcast","info":"Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.","airtime":"FRI 10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://technation.podomatic.com/","meta":{"site":"science","source":"Tech Nation Media"},"link":"/radio/program/tech-nation","subscribe":{"rss":"https://technation.podomatic.com/rss2.xml"}},"thebay":{"id":"thebay","title":"The Bay","tagline":"Local news to keep you rooted","info":"Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED The Bay","officialWebsiteLink":"/podcasts/thebay","meta":{"site":"radio","source":"kqed","order":"6"},"link":"/podcasts/thebay","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-bay/id1350043452","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM4MjU5Nzg2MzI3","npr":"https://www.npr.org/podcasts/586725995/the-bay","stitcher":"https://www.stitcher.com/podcast/kqed/the-bay","spotify":"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ","rss":"https://feeds.megaphone.fm/KQINC8259786327"}},"californiareport":{"id":"californiareport","title":"The California Report","tagline":"California, day by day","info":"KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The California Report","officialWebsiteLink":"/californiareport","meta":{"site":"news","source":"kqed","order":"9"},"link":"/californiareport","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz","npr":"https://www.npr.org/podcasts/432285393/the-california-report","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838","rss":"https://ww2.kqed.org/news/tag/tcram/feed/podcast"}},"californiareportmagazine":{"id":"californiareportmagazine","title":"The California Report Magazine","tagline":"Your state, your stories","info":"Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.","airtime":"FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/californiareportmagazine","meta":{"site":"news","source":"kqed","order":"10"},"link":"/californiareportmagazine","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz","npr":"https://www.npr.org/podcasts/564733126/the-california-report-magazine","stitcher":"https://www.stitcher.com/podcast/kqed/the-california-report-magazine","rss":"https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"}},"theleap":{"id":"theleap","title":"The Leap","tagline":"What if you closed your eyes, and jumped?","info":"Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Leap","officialWebsiteLink":"/podcasts/theleap","meta":{"site":"news","source":"kqed","order":"14"},"link":"/podcasts/theleap","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/the-leap/id1046668171","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM0NTcwODQ2MjY2","npr":"https://www.npr.org/podcasts/447248267/the-leap","stitcher":"https://www.stitcher.com/podcast/kqed/the-leap","spotify":"https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U","rss":"https://ww2.kqed.org/news/programs/the-leap/feed/podcast"}},"masters-of-scale":{"id":"masters-of-scale","title":"Masters of Scale","info":"Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.","airtime":"Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://mastersofscale.com/","meta":{"site":"radio","source":"WaitWhat"},"link":"/radio/program/masters-of-scale","subscribe":{"apple":"http://mastersofscale.app.link/","rss":"https://rss.art19.com/masters-of-scale"}},"the-moth-radio-hour":{"id":"the-moth-radio-hour","title":"The Moth Radio Hour","info":"Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.","airtime":"SAT 8pm-9pm and SUN 11am-12pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg","officialWebsiteLink":"https://themoth.org/","meta":{"site":"arts","source":"prx"},"link":"/radio/program/the-moth-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2","tuneIn":"https://tunein.com/radio/The-Moth-p273888/","rss":"http://feeds.themoth.org/themothpodcast"}},"the-new-yorker-radio-hour":{"id":"the-new-yorker-radio-hour","title":"The New Yorker Radio Hour","info":"The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.","airtime":"SAT 10am-11am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/tnyradiohour","meta":{"site":"arts","source":"WNYC"},"link":"/radio/program/the-new-yorker-radio-hour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/id1050430296","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/","rss":"https://feeds.feedburner.com/newyorkerradiohour"}},"the-takeaway":{"id":"the-takeaway","title":"The Takeaway","info":"The Takeaway is produced in partnership with its national audience. It delivers perspective and analysis to help us better understand the day’s news. Be a part of the American conversation on-air and online.","airtime":"MON-THU 12pm-1pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Takeaway-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.wnycstudios.org/shows/takeaway","meta":{"site":"news","source":"WNYC"},"link":"/radio/program/the-takeaway","subscribe":{"apple":"https://itunes.apple.com/us/podcast/the-takeaway/id363143310?mt=2","tuneIn":"http://tunein.com/radio/The-Takeaway-p150731/","rss":"https://feeds.feedburner.com/takeawaypodcast"}},"this-american-life":{"id":"this-american-life","title":"This American Life","info":"This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.","airtime":"SAT 12pm-1pm, 7pm-8pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png","officialWebsiteLink":"https://www.thisamericanlife.org/","meta":{"site":"news","source":"wbez"},"link":"/radio/program/this-american-life","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory","rss":"https://www.thisamericanlife.org/podcast/rss.xml"}},"truthbetold":{"id":"truthbetold","title":"Truth Be Told","tagline":"Advice by and for people of color","info":"We’re the friend you call after a long day, the one who gets it. Through wisdom from some of the greatest thinkers of our time, host Tonya Mosley explores what it means to grow and thrive as a Black person in America, while discovering new ways of being that serve as a portal to more love, more healing, and more joy.","airtime":"","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Truth-Be-Told-Podcast-Tile-360x360-1.jpg","imageAlt":"KQED Truth Be Told with Tonya Mosley","officialWebsiteLink":"https://www.kqed.ord/podcasts/truthbetold","meta":{"site":"news","source":"npr","order":"12"},"link":"/podcasts/truthbetold","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/truth-be-told/id1462216572","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS90cnV0aC1iZS10b2xkLXBvZGNhc3QvZmVlZA","npr":"https://www.npr.org/podcasts/719210818/truth-be-told","stitcher":"https://www.stitcher.com/s?fid=398170&refid=stpr","spotify":"https://open.spotify.com/show/587DhwTBxke6uvfwDfaV5N"}},"wait-wait-dont-tell-me":{"id":"wait-wait-dont-tell-me","title":"Wait Wait... Don't Tell Me!","info":"Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.","airtime":"SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/wait-wait-dont-tell-me/","meta":{"site":"news","source":"npr"},"link":"/radio/program/wait-wait-dont-tell-me","subscribe":{"npr":"https://rpb3r.app.goo.gl/Xogv","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/","rss":"https://feeds.npr.org/344098539/podcast.xml"}},"washington-week":{"id":"washington-week","title":"Washington Week","info":"For 50 years, Washington Week has been the most intelligent and up to date conversation about the most important news stories of the week. Washington Week is the longest-running news and public affairs program on PBS and features journalists -- not pundits -- lending insight and perspective to the week's important news stories.","airtime":"SAT 1:30am-2am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/washington-week.jpg","officialWebsiteLink":"http://www.pbs.org/weta/washingtonweek/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/washington-week","subscribe":{"apple":"https://itunes.apple.com/us/podcast/washington-week-audio-pbs/id83324702?mt=2","tuneIn":"https://tunein.com/podcasts/Current-Affairs/Washington-Week-p693/","rss":"http://feeds.pbs.org/pbs/weta/washingtonweek-audio"}},"weekend-edition-saturday":{"id":"weekend-edition-saturday","title":"Weekend Edition Saturday","info":"Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.","airtime":"SAT 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-saturday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-saturday"},"weekend-edition-sunday":{"id":"weekend-edition-sunday","title":"Weekend Edition Sunday","info":"Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.","airtime":"SUN 5am-10am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/weekend-edition-sunday/","meta":{"site":"news","source":"npr"},"link":"/radio/program/weekend-edition-sunday"},"world-affairs":{"id":"world-affairs","title":"World Affairs","info":"The world as we knew it is undergoing a rapid transformation…so what's next? Welcome to WorldAffairs, your guide to a changing world. We give you the context you need to navigate across borders and ideologies. Through sound-rich stories and in-depth interviews, we break down what it means to be a global citizen on a hot, crowded planet. Our hosts, Ray Suarez, Teresa Cotsirilos and Philip Yun help you make sense of an uncertain world, one story at a time.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/World-Affairs-Podcast-Tile-360x360-1.jpg ","officialWebsiteLink":"https://www.worldaffairs.org/","meta":{"site":"news","source":"World Affairs"},"link":"/radio/program/world-affairs","subscribe":{"apple":"https://itunes.apple.com/us/podcast/world-affairs/id101215657?mt=2","tuneIn":"https://tunein.com/radio/WorldAffairs-p1665/","rss":"https://worldaffairs.libsyn.com/rss"}},"on-shifting-ground":{"id":"on-shifting-ground","title":"On Shifting Ground with Ray Suarez","info":"Geopolitical turmoil. A warming planet. Authoritarians on the rise. We live in a chaotic world that’s rapidly shifting around us. “On Shifting Ground with Ray Suarez” explores international fault lines and how they impact us all. Each week, NPR veteran Ray Suarez hosts conversations with journalists, leaders and policy experts to help us read between the headlines – and give us hope for human resilience.","airtime":"MON 10pm, TUE 1am, SAT 3am","imageSrc":"https://ww2.kqed.org/app/uploads/2022/12/onshiftingground-600x600-1.png","officialWebsiteLink":"https://worldaffairs.org/radio-podcast/","meta":{"site":"news","source":"On Shifting Ground"},"link":"/radio/program/on-shifting-ground","subscribe":{"apple":"https://podcasts.apple.com/ie/podcast/on-shifting-ground/id101215657","rss":"https://feeds.libsyn.com/36668/rss"}},"hidden-brain":{"id":"hidden-brain","title":"Hidden Brain","info":"Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg","officialWebsiteLink":"https://www.npr.org/series/423302056/hidden-brain","airtime":"SUN 7pm-8pm","meta":{"site":"news","source":"NPR"},"link":"/radio/program/hidden-brain","subscribe":{"apple":"https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2","tuneIn":"https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/","rss":"https://feeds.npr.org/510308/podcast.xml"}},"city-arts":{"id":"city-arts","title":"City Arts & Lectures","info":"A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg","officialWebsiteLink":"https://www.cityarts.net/","airtime":"SUN 1pm-2pm, TUE 10pm, WED 1am","meta":{"site":"news","source":"City Arts & Lectures"},"link":"https://www.cityarts.net","subscribe":{"tuneIn":"https://tunein.com/radio/City-Arts-and-Lectures-p692/","rss":"https://www.cityarts.net/feed/"}},"white-lies":{"id":"white-lies","title":"White Lies","info":"In 1965, Rev. James Reeb was murdered in Selma, Alabama. Three men were tried and acquitted, but no one was ever held to account. Fifty years later, two journalists from Alabama return to the city where it happened, expose the lies that kept the murder from being solved and uncover a story about guilt and memory that says as much about America today as it does about the past.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/White-Lies-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/podcasts/510343/white-lies","meta":{"site":"news","source":"npr"},"link":"/radio/program/white-lies","subscribe":{"npr":"https://rpb3r.app.goo.gl/whitelies","apple":"https://podcasts.apple.com/podcast/id1462650519?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM0My9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/12yZ2j8vxqhc0QZyRES3ft?si=LfWYEK6URA63hueKVxRLAw","rss":"https://feeds.npr.org/510343/podcast.xml"}},"rightnowish":{"id":"rightnowish","title":"Rightnowish","tagline":"Art is where you find it","info":"Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg","imageAlt":"KQED Rightnowish with Pendarvis Harshaw","officialWebsiteLink":"/podcasts/rightnowish","meta":{"site":"arts","source":"kqed","order":"5"},"link":"/podcasts/rightnowish","subscribe":{"npr":"https://www.npr.org/podcasts/721590300/rightnowish","rss":"https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast","apple":"https://podcasts.apple.com/us/podcast/rightnowish/id1482187648","stitcher":"https://www.stitcher.com/podcast/kqed/rightnowish","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4","spotify":"https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"}},"jerrybrown":{"id":"jerrybrown","title":"The Political Mind of Jerry Brown","tagline":"Lessons from a lifetime in politics","info":"The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game and Brown has some lessons he'd like to share. ","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED The Political Mind of Jerry Brown","officialWebsiteLink":"/podcasts/jerrybrown","meta":{"site":"news","source":"kqed","order":"16"},"link":"/podcasts/jerrybrown","subscribe":{"npr":"https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown","apple":"https://itunes.apple.com/us/podcast/id1492194549","rss":"https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/","tuneIn":"http://tun.in/pjGcK","stitcher":"https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown","spotify":"https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9zZXJpZXMvamVycnlicm93bi9mZWVkL3BvZGNhc3Qv"}},"the-splendid-table":{"id":"the-splendid-table","title":"The Splendid Table","info":"\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.splendidtable.org/","airtime":"SUN 10-11 pm","meta":{"site":"radio","source":"npr"},"link":"/radio/program/the-splendid-table"}},"racesReducer":{"5921":{"id":"5921","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":158422,"precinctsReportPercentage":98.97,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Doris Matsui","candidateIncumbent":true,"candidateParty":"D","voteCount":89456,"isWinner":true},{"candidateName":"Tom Silva","candidateIncumbent":false,"candidateParty":"R","voteCount":48920,"isWinner":true},{"candidateName":"David Mandel","candidateIncumbent":false,"candidateParty":"D","voteCount":20046,"isWinner":false}],"winnerDateTime":"2024-03-09T01:00:38.194Z"},"5922":{"id":"5922","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Rudy Recile","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"John Garamendi","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5924":{"id":"5924","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":185034,"precinctsReportPercentage":99.07,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Mark DeSaulnier","candidateIncumbent":true,"candidateParty":"D","voteCount":121265,"isWinner":true},{"candidateName":"Katherine Piccinini","candidateIncumbent":false,"candidateParty":"R","voteCount":34883,"isWinner":true},{"candidateName":"Nolan Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":19459,"isWinner":false},{"candidateName":"Joe Sweeney","candidateIncumbent":false,"candidateParty":"NPP","voteCount":7606,"isWinner":false},{"candidateName":"Mohamed Elsherbini","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1821,"isWinner":false}],"winnerDateTime":"2024-03-09T01:02:32.415Z"},"5926":{"id":"5926","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":153801,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Lateefah Simon","candidateIncumbent":false,"candidateParty":"D","voteCount":85905,"isWinner":true},{"candidateName":"Jennifer Tran","candidateIncumbent":false,"candidateParty":"D","voteCount":22964,"isWinner":true},{"candidateName":"Tony Daysog","candidateIncumbent":false,"candidateParty":"D","voteCount":17197,"isWinner":false},{"candidateName":"Stephen Slauson","candidateIncumbent":false,"candidateParty":"R","voteCount":9699,"isWinner":false},{"candidateName":"Glenn Kaplan","candidateIncumbent":false,"candidateParty":"D","voteCount":6785,"isWinner":false},{"candidateName":"Eric Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":4243,"isWinner":false},{"candidateName":"Abdur Sikder","candidateIncumbent":false,"candidateParty":"D","voteCount":2847,"isWinner":false},{"candidateName":"Ned Nuerge","candidateIncumbent":false,"candidateParty":"R","voteCount":2532,"isWinner":false},{"candidateName":"Andre Todd","candidateIncumbent":false,"candidateParty":"D","voteCount":1629,"isWinner":false}],"winnerDateTime":"2024-03-16T00:22:36.062Z"},"5928":{"id":"5928","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":125831,"precinctsReportPercentage":99.14,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Eric Swalwell","candidateIncumbent":true,"candidateParty":"D","voteCount":83989,"isWinner":true},{"candidateName":"Vin Kruttiventi","candidateIncumbent":false,"candidateParty":"R","voteCount":22106,"isWinner":true},{"candidateName":"Alison Hayden","candidateIncumbent":false,"candidateParty":"R","voteCount":11928,"isWinner":false},{"candidateName":"Luis Reynoso","candidateIncumbent":false,"candidateParty":"R","voteCount":7808,"isWinner":false}],"winnerDateTime":"2024-03-12T00:51:36.366Z"},"5930":{"id":"5930","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":182135,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"April 3, 2024","timeUpdated":"3:04 PM","source":"AP","candidates":[{"candidateName":"Sam Liccardo","candidateIncumbent":false,"candidateParty":"D","voteCount":38489,"isWinner":true},{"candidateName":"Evan Low","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Joe Simitian","candidateIncumbent":false,"candidateParty":"D","voteCount":30249,"isWinner":false},{"candidateName":"Peter Ohtaki","candidateIncumbent":false,"candidateParty":"R","voteCount":23275,"isWinner":false},{"candidateName":"Peter Dixon","candidateIncumbent":false,"candidateParty":"D","voteCount":14673,"isWinner":false},{"candidateName":"Rishi Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":12377,"isWinner":false},{"candidateName":"Karl Ryan","candidateIncumbent":false,"candidateParty":"R","voteCount":11557,"isWinner":false},{"candidateName":"Julie Lythcott-Haims","candidateIncumbent":false,"candidateParty":"D","voteCount":11383,"isWinner":false},{"candidateName":"Ahmed Mostafa","candidateIncumbent":false,"candidateParty":"D","voteCount":5811,"isWinner":false},{"candidateName":"Greg Tanaka","candidateIncumbent":false,"candidateParty":"D","voteCount":2421,"isWinner":false},{"candidateName":"Joby Bernstein","candidateIncumbent":false,"candidateParty":"D","voteCount":1651,"isWinner":false}],"winnerDateTime":"2024-03-12T00:32:05.002Z"},"5931":{"id":"5931","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":117534,"precinctsReportPercentage":98.92,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ro Khanna","candidateIncumbent":true,"candidateParty":"D","voteCount":73941,"isWinner":true},{"candidateName":"Anita Chen","candidateIncumbent":false,"candidateParty":"R","voteCount":31539,"isWinner":true},{"candidateName":"Ritesh Tandon","candidateIncumbent":false,"candidateParty":"D","voteCount":5728,"isWinner":false},{"candidateName":"Mario Ramirez","candidateIncumbent":false,"candidateParty":"D","voteCount":4491,"isWinner":false},{"candidateName":"Joe Dehn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":1835,"isWinner":false}],"winnerDateTime":"2024-03-08T01:50:53.956Z"},"5932":{"id":"5932","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":96302,"precinctsReportPercentage":98.93,"eevp":98.83,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Zoe Lofgren","candidateIncumbent":true,"candidateParty":"D","voteCount":49323,"isWinner":true},{"candidateName":"Peter Hernandez","candidateIncumbent":false,"candidateParty":"R","voteCount":31622,"isWinner":true},{"candidateName":"Charlene Nijmeh","candidateIncumbent":false,"candidateParty":"D","voteCount":10614,"isWinner":false},{"candidateName":"Lawrence Milan","candidateIncumbent":false,"candidateParty":"D","voteCount":2712,"isWinner":false},{"candidateName":"Luele Kifle","candidateIncumbent":false,"candidateParty":"D","voteCount":2031,"isWinner":false}],"winnerDateTime":"2024-03-12T00:26:02.706Z"},"5963":{"id":"5963","type":"apRace","location":"State of California","raceName":"State House, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":139085,"precinctsReportPercentage":98.62,"eevp":98.6,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Michael Greer","candidateIncumbent":false,"candidateParty":"R","voteCount":38079,"isWinner":true},{"candidateName":"Chris Rogers","candidateIncumbent":false,"candidateParty":"D","voteCount":27126,"isWinner":true},{"candidateName":"Rusty Hicks","candidateIncumbent":false,"candidateParty":"D","voteCount":25615,"isWinner":false},{"candidateName":"Ariel Kelley","candidateIncumbent":false,"candidateParty":"D","voteCount":19483,"isWinner":false},{"candidateName":"Frankie Myers","candidateIncumbent":false,"candidateParty":"D","voteCount":17694,"isWinner":false},{"candidateName":"Ted Williams","candidateIncumbent":false,"candidateParty":"D","voteCount":9550,"isWinner":false},{"candidateName":"Cynthia Click","candidateIncumbent":false,"candidateParty":"D","voteCount":1538,"isWinner":false}],"winnerDateTime":"2024-03-22T21:38:36.711Z"},"5972":{"id":"5972","type":"apRace","location":"State of California","raceName":"State House, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":99775,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Lori Wilson","candidateIncumbent":true,"candidateParty":"D","voteCount":50085,"isWinner":true},{"candidateName":"Dave Ennis","candidateIncumbent":false,"candidateParty":"R","voteCount":26074,"isWinner":true},{"candidateName":"Wanda Wallis","candidateIncumbent":false,"candidateParty":"R","voteCount":14638,"isWinner":false},{"candidateName":"Jeffrey Flack","candidateIncumbent":false,"candidateParty":"D","voteCount":8978,"isWinner":false}],"winnerDateTime":"2024-03-08T02:01:24.524Z"},"5973":{"id":"5973","type":"apRace","location":"State of California","raceName":"State House, District 12","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":143532,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Damon Connolly","candidateIncumbent":true,"candidateParty":"D","voteCount":111275,"isWinner":true},{"candidateName":"Andy Podshadley","candidateIncumbent":false,"candidateParty":"R","voteCount":17240,"isWinner":true},{"candidateName":"Eryn Cervantes","candidateIncumbent":false,"candidateParty":"R","voteCount":15017,"isWinner":false}],"winnerDateTime":"2024-03-21T00:25:32.262Z"},"5975":{"id":"5975","type":"apRace","location":"State of California","raceName":"State House, District 14","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":106997,"precinctsReportPercentage":99.06,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Buffy Wicks","candidateIncumbent":true,"candidateParty":"D","voteCount":78678,"isWinner":true},{"candidateName":"Margot Smith","candidateIncumbent":false,"candidateParty":"D","voteCount":18251,"isWinner":true},{"candidateName":"Utkarsh Jain","candidateIncumbent":false,"candidateParty":"R","voteCount":10068,"isWinner":false}],"winnerDateTime":"2024-03-15T01:30:34.539Z"},"5976":{"id":"5976","type":"apRace","location":"State of California","raceName":"State House, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":97144,"precinctsReportPercentage":98.98,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Sonia Ledo","candidateIncumbent":false,"candidateParty":"R","voteCount":30946,"isWinner":true},{"candidateName":"Anamarie Farias","candidateIncumbent":false,"candidateParty":"D","voteCount":29512,"isWinner":true},{"candidateName":"Monica Wilson","candidateIncumbent":false,"candidateParty":"D","voteCount":24775,"isWinner":false},{"candidateName":"Karen Mitchoff","candidateIncumbent":false,"candidateParty":"D","voteCount":11911,"isWinner":false}],"winnerDateTime":"2024-03-14T00:19:38.858Z"},"5977":{"id":"5977","type":"apRace","location":"State of California","raceName":"State House, District 16","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Joseph Rubay","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Rebecca Bauer-Kahan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5978":{"id":"5978","type":"apRace","location":"State of California","raceName":"State House, District 17","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":111003,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Matt Haney","candidateIncumbent":true,"candidateParty":"D","voteCount":90915,"isWinner":true},{"candidateName":"Manuel Noris-Barrera","candidateIncumbent":false,"candidateParty":"R","voteCount":13843,"isWinner":true},{"candidateName":"Otto Duke","candidateIncumbent":false,"candidateParty":"D","voteCount":6245,"isWinner":false}],"winnerDateTime":"2024-03-12T00:36:19.697Z"},"5979":{"id":"5979","type":"apRace","location":"State of California","raceName":"State House, District 18","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":86008,"precinctsReportPercentage":99.1,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:41 PM","source":"AP","candidates":[{"candidateName":"Mia Bonta","candidateIncumbent":true,"candidateParty":"D","voteCount":73040,"isWinner":true},{"candidateName":"Andre Sandford","candidateIncumbent":false,"candidateParty":"AIP","voteCount":4575,"isWinner":false},{"candidateName":"Mindy Pechenuk","candidateIncumbent":false,"candidateParty":"R","voteCount":4389,"isWinner":false},{"candidateName":"Cheyenne Kenney","candidateIncumbent":false,"candidateParty":"R","voteCount":4004,"isWinner":false}],"winnerDateTime":"2024-03-06T08:03:23.729Z"},"5980":{"id":"5980","type":"apRace","location":"State of California","raceName":"State House, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":113959,"precinctsReportPercentage":98.8,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Catherine Stefani","candidateIncumbent":false,"candidateParty":"D","voteCount":64960,"isWinner":true},{"candidateName":"David Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":33035,"isWinner":true},{"candidateName":"Nadia Flamenco","candidateIncumbent":false,"candidateParty":"R","voteCount":8335,"isWinner":false},{"candidateName":"Arjun Sodhani","candidateIncumbent":false,"candidateParty":"R","voteCount":7629,"isWinner":false}],"winnerDateTime":"2024-03-11T23:50:23.109Z"},"5981":{"id":"5981","type":"apRace","location":"State of California","raceName":"State House, District 20","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Liz Ortega","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5982":{"id":"5982","type":"apRace","location":"State of California","raceName":"State House, District 21","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mark Gilham","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Diane Papan","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"5984":{"id":"5984","type":"apRace","location":"State of California","raceName":"State House, District 23","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":116963,"precinctsReportPercentage":98.91,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Marc Berman","candidateIncumbent":true,"candidateParty":"D","voteCount":67106,"isWinner":true},{"candidateName":"Lydia Kou","candidateIncumbent":false,"candidateParty":"D","voteCount":23699,"isWinner":true},{"candidateName":"Gus Mattammal","candidateIncumbent":false,"candidateParty":"R","voteCount":13277,"isWinner":false},{"candidateName":"Allan Marson","candidateIncumbent":false,"candidateParty":"R","voteCount":12881,"isWinner":false}],"winnerDateTime":"2024-03-12T01:13:06.280Z"},"5987":{"id":"5987","type":"apRace","location":"State of California","raceName":"State House, District 26","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":72753,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Patrick Ahrens","candidateIncumbent":false,"candidateParty":"D","voteCount":25036,"isWinner":true},{"candidateName":"Tara Sreekrishnan","candidateIncumbent":false,"candidateParty":"D","voteCount":19600,"isWinner":true},{"candidateName":"Sophie Song","candidateIncumbent":false,"candidateParty":"R","voteCount":15954,"isWinner":false},{"candidateName":"Omar Din","candidateIncumbent":false,"candidateParty":"D","voteCount":8772,"isWinner":false},{"candidateName":"Bob Goodwyn","candidateIncumbent":false,"candidateParty":"Lib","voteCount":2170,"isWinner":false},{"candidateName":"Ashish Garg","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1221,"isWinner":false}],"winnerDateTime":"2024-03-13T21:06:29.070Z"},"5989":{"id":"5989","type":"apRace","location":"State of California","raceName":"State House, District 28","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Gail Pellerin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Liz Lawler","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6010":{"id":"6010","type":"apRace","location":"State of California","raceName":"State House, District 49","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:36 PM","source":"AP","candidates":[{"candidateName":"Mike Fong","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Long Liu","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6018":{"id":"6018","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":229348,"precinctsReportPercentage":99.05,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:38 PM","source":"AP","candidates":[{"candidateName":"Jared Huffman","candidateIncumbent":true,"candidateParty":"D","voteCount":169005,"isWinner":true},{"candidateName":"Chris Coulombe","candidateIncumbent":false,"candidateParty":"R","voteCount":37372,"isWinner":true},{"candidateName":"Tief Gibbs","candidateIncumbent":false,"candidateParty":"R","voteCount":18437,"isWinner":false},{"candidateName":"Jolian Kangas","candidateIncumbent":false,"candidateParty":"NPP","voteCount":3166,"isWinner":false},{"candidateName":"Jason Brisendine","candidateIncumbent":false,"candidateParty":"NPP","voteCount":1368,"isWinner":false}],"winnerDateTime":"2024-03-12T00:46:10.103Z"},"6020":{"id":"6020","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":187640,"precinctsReportPercentage":96.32,"eevp":96.36,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":true,"candidateParty":"D","voteCount":118147,"isWinner":true},{"candidateName":"John Munn","candidateIncumbent":false,"candidateParty":"R","voteCount":56232,"isWinner":true},{"candidateName":"Andrew Engdahl","candidateIncumbent":false,"candidateParty":"D","voteCount":11202,"isWinner":false},{"candidateName":"Niket Patwardhan","candidateIncumbent":false,"candidateParty":"NPP","voteCount":2059,"isWinner":false}],"winnerDateTime":"2024-03-07T00:30:57.980Z"},"6025":{"id":"6025","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":121271,"precinctsReportPercentage":99.17,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Josh Harder","candidateIncumbent":true,"candidateParty":"D","voteCount":60396,"isWinner":true},{"candidateName":"Kevin Lincoln","candidateIncumbent":false,"candidateParty":"R","voteCount":36346,"isWinner":true},{"candidateName":"John McBride","candidateIncumbent":false,"candidateParty":"R","voteCount":15525,"isWinner":false},{"candidateName":"Khalid Jafri","candidateIncumbent":false,"candidateParty":"R","voteCount":9004,"isWinner":false}],"winnerDateTime":"2024-03-12T00:49:44.113Z"},"6031":{"id":"6031","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Anna Kramer","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Kevin Mullin","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6035":{"id":"6035","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":203670,"precinctsReportPercentage":99.11,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Jimmy Panetta","candidateIncumbent":true,"candidateParty":"D","voteCount":132540,"isWinner":true},{"candidateName":"Jason Anderson","candidateIncumbent":false,"candidateParty":"R","voteCount":58120,"isWinner":true},{"candidateName":"Sean Dougherty","candidateIncumbent":false,"candidateParty":"Grn","voteCount":13010,"isWinner":false}],"winnerDateTime":"2024-03-07T00:23:46.779Z"},"6066":{"id":"6066","type":"apRace","location":"State of California","raceName":"State House, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jamie Gallagher","candidateIncumbent":true,"candidateParty":"R","voteCount":0,"isWinner":true},{"candidateName":"Aaron Draper","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6067":{"id":"6067","type":"apRace","location":"State of California","raceName":"State House, District 4","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Cecilia Aguiar-Curry","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6087":{"id":"6087","type":"apRace","location":"State of California","raceName":"State House, District 24","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":66643,"precinctsReportPercentage":99.19,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Alex Lee","candidateIncumbent":true,"candidateParty":"D","voteCount":45544,"isWinner":true},{"candidateName":"Bob Brunton","candidateIncumbent":false,"candidateParty":"R","voteCount":14951,"isWinner":true},{"candidateName":"Marti Souza","candidateIncumbent":false,"candidateParty":"R","voteCount":6148,"isWinner":false}],"winnerDateTime":"2024-03-14T23:23:49.770Z"},"6088":{"id":"6088","type":"apRace","location":"State of California","raceName":"State House, District 25","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":69560,"precinctsReportPercentage":99.31,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Ash Kalra","candidateIncumbent":true,"candidateParty":"D","voteCount":35821,"isWinner":true},{"candidateName":"Ted Stroll","candidateIncumbent":false,"candidateParty":"R","voteCount":18255,"isWinner":true},{"candidateName":"Lan Ngo","candidateIncumbent":false,"candidateParty":"D","voteCount":15484,"isWinner":false}],"winnerDateTime":"2024-03-14T02:40:57.200Z"},"6092":{"id":"6092","type":"apRace","location":"State of California","raceName":"State House, District 29","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Robert Rivas","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"J.W. Paine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6223":{"id":"6223","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 46","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:16 PM","source":"AP","candidates":[{"candidateName":"Lou Correa","candidateIncumbent":true,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"David Pan","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6530":{"id":"6530","type":"apRace","location":"State of California","raceName":"State Senate, District 3","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":222193,"precinctsReportPercentage":98.99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Thom Bogue","candidateIncumbent":false,"candidateParty":"R","voteCount":61776,"isWinner":true},{"candidateName":"Christopher Cabaldon","candidateIncumbent":false,"candidateParty":"D","voteCount":59041,"isWinner":true},{"candidateName":"Rozzana Verder-Aliga","candidateIncumbent":false,"candidateParty":"D","voteCount":45546,"isWinner":false},{"candidateName":"Jackie Elward","candidateIncumbent":false,"candidateParty":"D","voteCount":41127,"isWinner":false},{"candidateName":"Jimih Jones","candidateIncumbent":false,"candidateParty":"R","voteCount":14703,"isWinner":false}],"winnerDateTime":"2024-03-15T01:24:31.539Z"},"6531":{"id":"6531","type":"apRace","location":"State of California","raceName":"State Senate, District 5","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":171623,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"5:10 PM","source":"AP","candidates":[{"candidateName":"Jim Shoemaker","candidateIncumbent":false,"candidateParty":"R","voteCount":74935,"isWinner":true},{"candidateName":"Jerry McNerney","candidateIncumbent":false,"candidateParty":"D","voteCount":57040,"isWinner":true},{"candidateName":"Carlos Villapudua","candidateIncumbent":false,"candidateParty":"D","voteCount":39648,"isWinner":false}],"winnerDateTime":"2024-03-13T20:07:46.382Z"},"6532":{"id":"6532","type":"apRace","location":"State of California","raceName":"State Senate, District 7","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":192446,"precinctsReportPercentage":98.72,"eevp":98.78,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:48 PM","source":"AP","candidates":[{"candidateName":"Jesse Arreguín","candidateIncumbent":false,"candidateParty":"D","voteCount":61837,"isWinner":true},{"candidateName":"Jovanka Beckles","candidateIncumbent":false,"candidateParty":"D","voteCount":34025,"isWinner":true},{"candidateName":"Dan Kalb","candidateIncumbent":false,"candidateParty":"D","voteCount":28842,"isWinner":false},{"candidateName":"Kathryn Lybarger","candidateIncumbent":false,"candidateParty":"D","voteCount":28041,"isWinner":false},{"candidateName":"Sandre Swanson","candidateIncumbent":false,"candidateParty":"D","voteCount":22862,"isWinner":false},{"candidateName":"Jeanne Solnordal","candidateIncumbent":false,"candidateParty":"R","voteCount":16839,"isWinner":false}],"winnerDateTime":"2024-03-16T00:58:11.533Z"},"6533":{"id":"6533","type":"apRace","location":"State of California","raceName":"State Senate, District 9","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Tim Grayson","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Marisol Rubio","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6534":{"id":"6534","type":"apRace","location":"State of California","raceName":"State Senate, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":228260,"precinctsReportPercentage":99.09,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Scott Wiener","candidateIncumbent":true,"candidateParty":"D","voteCount":166592,"isWinner":true},{"candidateName":"Yvette Corkrean","candidateIncumbent":false,"candidateParty":"R","voteCount":34438,"isWinner":true},{"candidateName":"Cynthia Cravens","candidateIncumbent":false,"candidateParty":"D","voteCount":18513,"isWinner":false},{"candidateName":"Jing Xiong","candidateIncumbent":false,"candidateParty":"NPP","voteCount":8717,"isWinner":false}],"winnerDateTime":"2024-03-12T02:01:51.597Z"},"6535":{"id":"6535","type":"apRace","location":"State of California","raceName":"State Senate, District 13","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":227191,"precinctsReportPercentage":98.88,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Josh Becker","candidateIncumbent":true,"candidateParty":"D","voteCount":167127,"isWinner":true},{"candidateName":"Alexander Glew","candidateIncumbent":false,"candidateParty":"R","voteCount":42788,"isWinner":true},{"candidateName":"Christina Laskowski","candidateIncumbent":false,"candidateParty":"R","voteCount":17276,"isWinner":false}],"winnerDateTime":"2024-03-12T01:56:24.964Z"},"6536":{"id":"6536","type":"apRace","location":"State of California","raceName":"State Senate, District 15","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":180231,"precinctsReportPercentage":98.81,"eevp":98.95,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"4:20 PM","source":"AP","candidates":[{"candidateName":"Dave Cortese","candidateIncumbent":true,"candidateParty":"D","voteCount":124440,"isWinner":true},{"candidateName":"Robert Howell","candidateIncumbent":false,"candidateParty":"R","voteCount":34173,"isWinner":true},{"candidateName":"Tony Loaiza","candidateIncumbent":false,"candidateParty":"R","voteCount":21618,"isWinner":false}],"winnerDateTime":"2024-03-13T01:15:45.365Z"},"6548":{"id":"6548","type":"apRace","location":"State of California","raceName":"State Senate, District 39","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":0,"uncontested":true,"precinctsReportPercentage":0,"eevp":0,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 20, 2024","timeUpdated":"4:55 PM","source":"AP","candidates":[{"candidateName":"Akilah Weber","candidateIncumbent":false,"candidateParty":"D","voteCount":0,"isWinner":true},{"candidateName":"Bob Divine","candidateIncumbent":false,"candidateParty":"R","voteCount":0,"isWinner":true}],"winnerDateTime":"2024-03-06T04:00:30.000Z"},"6611":{"id":"6611","type":"apRace","location":"State of California","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":188732,"precinctsReportPercentage":98.89,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 22, 2024","timeUpdated":"8:25 AM","source":"AP","candidates":[{"candidateName":"Nancy Pelosi","candidateIncumbent":true,"candidateParty":"D","voteCount":138285,"isWinner":true},{"candidateName":"Bruce Lou","candidateIncumbent":false,"candidateParty":"R","voteCount":16285,"isWinner":true},{"candidateName":"Marjorie Mikels","candidateIncumbent":false,"candidateParty":"D","voteCount":9363,"isWinner":false},{"candidateName":"Bianca Von Krieg","candidateIncumbent":false,"candidateParty":"D","voteCount":7634,"isWinner":false},{"candidateName":"Jason Zeng","candidateIncumbent":false,"candidateParty":"R","voteCount":6607,"isWinner":false},{"candidateName":"Jason Boyce","candidateIncumbent":false,"candidateParty":"D","voteCount":4325,"isWinner":false},{"candidateName":"Larry Nichelson","candidateIncumbent":false,"candidateParty":"R","voteCount":3482,"isWinner":false},{"candidateName":"Eve Del Castello","candidateIncumbent":false,"candidateParty":"R","voteCount":2751,"isWinner":false}],"winnerDateTime":"2024-03-12T00:31:55.445Z"},"8589":{"id":"8589","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7276537,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2299507,"isWinner":true},{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2292414,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1115606,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":714408,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":240723,"isWinner":false},{"candidateName":"James Bradley","candidateIncumbent":false,"candidateParty":"R","voteCount":98180,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":61755,"isWinner":false},{"candidateName":"Sharleta Bassett","candidateIncumbent":false,"candidateParty":"R","voteCount":54422,"isWinner":false},{"candidateName":"Sarah Liew","candidateIncumbent":false,"candidateParty":"R","voteCount":38483,"isWinner":false},{"candidateName":"Laura Garza ","candidateIncumbent":false,"candidateParty":"NPP","voteCount":34320,"isWinner":false},{"candidateName":"Jonathan Reiss","candidateIncumbent":false,"candidateParty":"R","voteCount":34283,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":34056,"isWinner":false},{"candidateName":"Gail Lightfoot","candidateIncumbent":false,"candidateParty":"Lib","voteCount":33046,"isWinner":false},{"candidateName":"Denice Gary-Pandol","candidateIncumbent":false,"candidateParty":"R","voteCount":25494,"isWinner":false},{"candidateName":"James Macauley","candidateIncumbent":false,"candidateParty":"R","voteCount":23168,"isWinner":false},{"candidateName":"Harmesh Kumar","candidateIncumbent":false,"candidateParty":"D","voteCount":21522,"isWinner":false},{"candidateName":"David Peterson","candidateIncumbent":false,"candidateParty":"D","voteCount":21076,"isWinner":false},{"candidateName":"Douglas Pierce","candidateIncumbent":false,"candidateParty":"D","voteCount":19371,"isWinner":false},{"candidateName":"Major Singh","candidateIncumbent":false,"candidateParty":"NPP","voteCount":16965,"isWinner":false},{"candidateName":"John Rose","candidateIncumbent":false,"candidateParty":"D","voteCount":14577,"isWinner":false},{"candidateName":"Perry Pound","candidateIncumbent":false,"candidateParty":"D","voteCount":14134,"isWinner":false},{"candidateName":"Raji Rab","candidateIncumbent":false,"candidateParty":"D","voteCount":13558,"isWinner":false},{"candidateName":"Mark Ruzon","candidateIncumbent":false,"candidateParty":"NPP","voteCount":13429,"isWinner":false},{"candidateName":"Forrest Jones","candidateIncumbent":false,"candidateParty":"AIP","voteCount":13027,"isWinner":false},{"candidateName":"Stefan Simchowitz","candidateIncumbent":false,"candidateParty":"R","voteCount":12717,"isWinner":false},{"candidateName":"Martin Veprauskas","candidateIncumbent":false,"candidateParty":"R","voteCount":9714,"isWinner":false},{"candidateName":"Don Grundmann","candidateIncumbent":false,"candidateParty":"NPP","voteCount":6582,"isWinner":false}],"winnerDateTime":"2024-03-06T05:01:46.589Z"},"8686":{"id":"8686","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":3589127,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:48 AM","source":"AP","candidates":[{"candidateName":"Joe Biden","candidateIncumbent":true,"candidateParty":"D","voteCount":3200188,"isWinner":true},{"candidateName":"Marianne Williamson","candidateIncumbent":false,"candidateParty":"D","voteCount":145690,"isWinner":false},{"candidateName":"Dean Phillips","candidateIncumbent":false,"candidateParty":"D","voteCount":99981,"isWinner":false},{"candidateName":"Armando Perez-Serrato","candidateIncumbent":false,"candidateParty":"D","voteCount":42925,"isWinner":false},{"candidateName":"Gabriel Cornejo","candidateIncumbent":false,"candidateParty":"D","voteCount":41261,"isWinner":false},{"candidateName":"President Boddie","candidateIncumbent":false,"candidateParty":"D","voteCount":25373,"isWinner":false},{"candidateName":"Stephen Lyons","candidateIncumbent":false,"candidateParty":"D","voteCount":21008,"isWinner":false},{"candidateName":"Eban Cambridge","candidateIncumbent":false,"candidateParty":"D","voteCount":12701,"isWinner":false}],"winnerDateTime":"2024-03-06T04:12:27.559Z"},"8688":{"id":"8688","type":"apRace","location":"State of California","raceName":"President,","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":2466569,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Donald Trump","candidateIncumbent":false,"candidateParty":"R","voteCount":1953947,"isWinner":true},{"candidateName":"Nikki Haley","candidateIncumbent":false,"candidateParty":"R","voteCount":430792,"isWinner":false},{"candidateName":"Ron DeSantis","candidateIncumbent":false,"candidateParty":"R","voteCount":35581,"isWinner":false},{"candidateName":"Chris Christie","candidateIncumbent":false,"candidateParty":"R","voteCount":20164,"isWinner":false},{"candidateName":"Vivek Ramaswamy","candidateIncumbent":false,"candidateParty":"R","voteCount":11069,"isWinner":false},{"candidateName":"Rachel Swift","candidateIncumbent":false,"candidateParty":"R","voteCount":4231,"isWinner":false},{"candidateName":"David Stuckenberg","candidateIncumbent":false,"candidateParty":"R","voteCount":3895,"isWinner":false},{"candidateName":"Ryan Binkley","candidateIncumbent":false,"candidateParty":"R","voteCount":3563,"isWinner":false},{"candidateName":"Asa Hutchinson","candidateIncumbent":false,"candidateParty":"R","voteCount":3327,"isWinner":false}],"winnerDateTime":"2024-03-06T04:13:19.766Z"},"81993":{"id":"81993","type":"apRace","location":"State of California","raceName":"U.S. Senate, Class I Unexpired Term","raceDescription":"Top candidate wins seat.","raceType":"top2","totalVotes":7358837,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Steve Garvey","candidateIncumbent":false,"candidateParty":"R","voteCount":2444940,"isWinner":true},{"candidateName":"Adam Schiff","candidateIncumbent":false,"candidateParty":"D","voteCount":2155146,"isWinner":true},{"candidateName":"Katie Porter","candidateIncumbent":false,"candidateParty":"D","voteCount":1269194,"isWinner":false},{"candidateName":"Barbara Lee","candidateIncumbent":false,"candidateParty":"D","voteCount":863278,"isWinner":false},{"candidateName":"Eric Early","candidateIncumbent":false,"candidateParty":"R","voteCount":448788,"isWinner":false},{"candidateName":"Christina Pascucci","candidateIncumbent":false,"candidateParty":"D","voteCount":109421,"isWinner":false},{"candidateName":"Sepi Gilani","candidateIncumbent":false,"candidateParty":"D","voteCount":68070,"isWinner":false}],"winnerDateTime":"2024-03-06T04:31:08.186Z"},"82014":{"id":"82014","type":"apRace","location":"State of California","raceName":"Proposition, 1 - Behavioral Health Services Program","raceDescription":"Top candidate wins seat.","raceType":"top1","totalVotes":7221972,"precinctsReportPercentage":99,"eevp":99,"tabulationStatus":"Tabulation Paused","dateUpdated":"March 25, 2024","timeUpdated":"5:47 AM","source":"AP","candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":null,"voteCount":3624998,"isWinner":true},{"candidateName":"No","candidateIncumbent":false,"candidateParty":null,"voteCount":3596974,"isWinner":false}],"winnerDateTime":"2024-03-21T00:11:06.265Z"},"timeLoaded":"April 23, 2024 4:17 AM","nationalRacesLoaded":true,"localRacesLoaded":true,"overrides":[{"id":"5921","raceName":"U.S. House of Representatives, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5922","raceName":"U.S. House of Representatives, District 8","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5924","raceName":"U.S. House of Representatives, District 10","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5926","raceName":"U.S. House of Representatives, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/congress-12th-district"},{"id":"5928","raceName":"U.S. House of Representatives, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5930","raceName":"U.S. House of Representatives, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/congress-16th-district"},{"id":"5931","raceName":"U.S. House of Representatives, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5932","raceName":"U.S. House of Representatives, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5963","raceName":"State Assembly, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5972","raceName":"State Assembly, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5973","raceName":"State Assembly, District 12","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5975","raceName":"State Assembly, District 14","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5976","raceName":"State Assembly, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/state-assembly"},{"id":"5977","raceName":"State Assembly, District 16","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5978","raceName":"State Assembly, District 17","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5979","raceName":"State Assembly, District 18","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5980","raceName":"State Assembly, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5981","raceName":"State Assembly, District 20","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5982","raceName":"State Assembly, District 21","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"5984","raceName":"State Assembly, District 23","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-assembly-23rd-district"},{"id":"5987","raceName":"State Assembly, District 26","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/state-assembly-26th-district"},{"id":"5989","raceName":"State Assembly, District 28","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6010","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6018","raceName":"U.S. House of Representatives, District 2","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6020","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6025","raceName":"U.S. House of Representatives, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6031","raceName":"U.S. House of Representatives, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6035","raceName":"U.S. House of Representatives, District 19","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6067","raceName":"State Assembly, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6087","raceName":"State Assembly, District 24","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6088","raceName":"State Assembly, District 25","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6092","raceName":"State Assembly, District 29","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6223","raceName":"U.S. House of Representatives, District 4","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6530","raceName":"State Senate, District 3","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-3rd-district"},{"id":"6531","raceName":"State Senate, District 5","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6532","raceName":"State Senate, District 7","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/state-senate-7th-district"},{"id":"6533","raceName":"State Senate, District 9","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6534","raceName":"State Senate, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6535","raceName":"State Senate, District 13","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6536","raceName":"State Senate, District 15","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"6611","raceName":"U.S. House of Representatives, District 11","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":""},{"id":"8589","raceName":"U.S. Senate (Full Term)","raceDescription":"Top two candidates advance to general election.","raceReadTheStory":"https://www.kqed.org/elections/results/california/senator"},{"id":"8686","raceName":"California Democratic Presidential Primary","raceDescription":"Candidates are competing for 496 delegates.","raceReadTheStory":"https://www.kqed.org/elections/results/president/democrat"},{"id":"8688","raceName":"California Republican Presidential Primary","raceDescription":"Candidates are competing for 169 delegates.","raceReadTheStory":"https://kqed.org/elections/results/president/republican"},{"id":"81993","raceName":"U.S. Senate (Partial/Unexpired Term)","raceDescription":"Top two candidates advance to general election."},{"id":"82014","raceName":"Proposition 1","raceDescription":"Bond and mental health reforms. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/california/proposition-1"}],"AlamedaJudge5":{"id":"AlamedaJudge5","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":200601,"candidates":[{"candidateName":"Terry Wiley","candidateIncumbent":true,"candidateParty":"","voteCount":200601}]},"AlamedaJudge12":{"id":"AlamedaJudge12","type":"localRace","location":"Alameda","raceName":"Superior Court Judge, Office 12","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":240853,"candidates":[{"candidateName":"Mark Fickes","candidateIncumbent":false,"candidateParty":"","voteCount":133009},{"candidateName":"Michael P. Johnson","candidateIncumbent":false,"candidateParty":"","voteCount":107844}]},"AlamedaBoard2":{"id":"AlamedaBoard2","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 2","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33580,"candidates":[{"candidateName":"John Lewis","candidateIncumbent":false,"candidateParty":"","voteCount":6943},{"candidateName":"Angela Normand","candidateIncumbent":true,"candidateParty":"","voteCount":26637}]},"AlamedaBoard5":{"id":"AlamedaBoard5","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 5","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":26072,"candidates":[{"candidateName":"Guadalupe \"Lupe\" Angulo","candidateIncumbent":false,"candidateParty":"","voteCount":7521},{"candidateName":"Janevette Cole","candidateIncumbent":true,"candidateParty":"","voteCount":13338},{"candidateName":"Joe Orlando Ramos","candidateIncumbent":false,"candidateParty":"","voteCount":5213}]},"AlamedaBoard6":{"id":"AlamedaBoard6","type":"localRace","location":"Alameda","raceName":"Board of Education, Trustee Area 6","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":30864,"candidates":[{"candidateName":"John Guerrero","candidateIncumbent":false,"candidateParty":"","voteCount":9989},{"candidateName":"Eileen McDonald","candidateIncumbent":true,"candidateParty":"","voteCount":20875}]},"AlamedaSup1":{"id":"AlamedaSup1","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":41038,"candidates":[{"candidateName":"David Haubert","candidateIncumbent":true,"candidateParty":"","voteCount":41038}]},"AlamedaSup2":{"id":"AlamedaSup2","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":31034,"candidates":[{"candidateName":"Elisa Márquez","candidateIncumbent":true,"candidateParty":"","voteCount":31034}]},"AlamedaSup4":{"id":"AlamedaSup4","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-4th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":57007,"candidates":[{"candidateName":"Jennifer Esteen","candidateIncumbent":false,"candidateParty":"","voteCount":22400},{"candidateName":"Nate Miley","candidateIncumbent":true,"candidateParty":"","voteCount":34607}]},"AlamedaSup5":{"id":"AlamedaSup5","type":"localRace","location":"Alameda","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/supervisor-5th-district","raceType":"top2","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":81059,"candidates":[{"candidateName":"Ben Bartlett","candidateIncumbent":false,"candidateParty":"","voteCount":13518},{"candidateName":"Nikki Fortunato Bas","candidateIncumbent":false,"candidateParty":"","voteCount":27597},{"candidateName":"John J. Bauters","candidateIncumbent":false,"candidateParty":"","voteCount":16783},{"candidateName":"Ken Berrick","candidateIncumbent":false,"candidateParty":"","voteCount":7520},{"candidateName":"Omar Farmer","candidateIncumbent":false,"candidateParty":"","voteCount":1240},{"candidateName":"Gregory Hodge","candidateIncumbent":false,"candidateParty":"","voteCount":3419},{"candidateName":"Chris Moore","candidateIncumbent":false,"candidateParty":"","voteCount":7428},{"candidateName":"Gerald Pechenuk","candidateIncumbent":false,"candidateParty":"","voteCount":305},{"candidateName":"Lorrel Plimier","candidateIncumbent":false,"candidateParty":"","voteCount":3249}]},"AlamedaBoard7":{"id":"AlamedaBoard7","type":"localRace","location":"Alameda","raceName":"Flood Control & Water Conservation District Director, Zone 7, Full Term","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":134340,"candidates":[{"candidateName":"Alan Burnham","candidateIncumbent":false,"candidateParty":"","voteCount":15723},{"candidateName":"Sandy Figuers","candidateIncumbent":false,"candidateParty":"","voteCount":22454},{"candidateName":"Laurene K. Green","candidateIncumbent":false,"candidateParty":"","voteCount":30343},{"candidateName":"Kathy Narum","candidateIncumbent":true,"candidateParty":"","voteCount":23833},{"candidateName":"Seema Badar","candidateIncumbent":false,"candidateParty":"","voteCount":7468},{"candidateName":"Catherine Brown","candidateIncumbent":false,"candidateParty":"","voteCount":34519}]},"AlamedaAuditor":{"id":"AlamedaAuditor","type":"localRace","location":"Alameda","raceName":"Oakland Auditor","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":59227,"candidates":[{"candidateName":"Michael Houston","candidateIncumbent":true,"candidateParty":"","voteCount":59227}]},"AlamedaMeasureA":{"id":"AlamedaMeasureA","type":"localRace","location":"Alameda","raceName":"Measure A","raceDescription":"Alameda County. Civil service. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282335,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":167903},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":114432}]},"AlamedaMeasureB":{"id":"AlamedaMeasureB","type":"localRace","location":"Alameda","raceName":"Measure B","raceDescription":"Alameda County. Recall rules. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/alameda/measure-b","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":282683,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182200},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":100483}]},"AlamedaMeasureD":{"id":"AlamedaMeasureD","type":"localRace","location":"Alameda","raceName":"Measure D","raceDescription":"Oakland. Appropriations limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":79797,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":59852},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":19945}]},"AlamedaMeasureE":{"id":"AlamedaMeasureE","type":"localRace","location":"Alameda","raceName":"Measure E","raceDescription":"Alameda Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":22692,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":17280},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5412}]},"AlamedaMeasureF":{"id":"AlamedaMeasureF","type":"localRace","location":"Alameda","raceName":"Measure F","raceDescription":"Piedmont. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":4855,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3673},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1182}]},"AlamedaMeasureG":{"id":"AlamedaMeasureG","type":"localRace","location":"Alameda","raceName":"Measure G","raceDescription":"Albany Unified School District. Parcel tax. Passes with 2/3 vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":5898,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4651},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1247}]},"AlamedaMeasureH":{"id":"AlamedaMeasureH","type":"localRace","location":"Alameda","raceName":"Measure H","raceDescription":"Berkeley Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":33331,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":29418},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3913}]},"AlamedaMeasureI":{"id":"AlamedaMeasureI","type":"localRace","location":"Alameda","raceName":"Measure I","raceDescription":"Hayward Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":21929,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":14151},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7778}]},"AlamedaMeasureJ":{"id":"AlamedaMeasureJ","type":"localRace","location":"Alameda","raceName":"Measure J","raceDescription":"San Leandro Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:02 PM","dateUpdated":"April 1, 2024","totalVotes":12338,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7784},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4554}]},"CCD2":{"id":"CCD2","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":45776,"candidates":[{"candidateName":"Candace Andersen","candidateIncumbent":true,"candidateParty":"","voteCount":45776}]},"CCD3":{"id":"CCD3","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":25120,"candidates":[{"candidateName":"Diane Burgis","candidateIncumbent":true,"candidateParty":"","voteCount":25120}]},"CCD5":{"id":"CCD5","type":"localRace","location":"Contra Costa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/contracosta/supervisor-5th-district","raceType":"top2","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":37045,"candidates":[{"candidateName":"Mike Barbanica","candidateIncumbent":false,"candidateParty":"","voteCount":14338},{"candidateName":"Jelani Killings","candidateIncumbent":false,"candidateParty":"","voteCount":5683},{"candidateName":"Shanelle Scales-Preston","candidateIncumbent":false,"candidateParty":"","voteCount":12993},{"candidateName":"Iztaccuauhtli Hector Gonzalez","candidateIncumbent":false,"candidateParty":"","voteCount":4031}]},"CCMeasureA":{"id":"CCMeasureA","type":"localRace","location":"Contra Costa","raceName":"Measure A","raceDescription":"Martinez. Appoint City Clerk. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":11513,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7554},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3959}]},"CCMeasureB":{"id":"CCMeasureB","type":"localRace","location":"Contra Costa","raceName":"Measure B","raceDescription":"Antioch Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":17971,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10397},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":7574}]},"CCMeasureC":{"id":"CCMeasureC","type":"localRace","location":"Contra Costa","raceName":"Measure C","raceDescription":"Martinez Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":9230,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6917},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2313}]},"CCMeasureD":{"id":"CCMeasureD","type":"localRace","location":"Contra Costa","raceName":"Measure D","raceDescription":"Moraga School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:45 PM","dateUpdated":"March 28, 2024","totalVotes":6007,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":4052},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":1955}]},"MarinD2":{"id":"MarinD2","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/supervisor-2nd-district","raceType":"top2","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":18466,"candidates":[{"candidateName":"Brian Colbert","candidateIncumbent":false,"candidateParty":"","voteCount":7971},{"candidateName":"Heather McPhail Sridharan","candidateIncumbent":false,"candidateParty":"","voteCount":4851},{"candidateName":"Ryan O'Neil","candidateIncumbent":false,"candidateParty":"","voteCount":2647},{"candidateName":"Gabe Paulson","candidateIncumbent":false,"candidateParty":"","voteCount":2997}]},"MarinD3":{"id":"MarinD3","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":13274,"candidates":[{"candidateName":"Stephanie Moulton-Peters","candidateIncumbent":true,"candidateParty":"","voteCount":13274}]},"MarinD4":{"id":"MarinD4","type":"localRace","location":"Marin","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":12986,"candidates":[{"candidateName":"Dennis Rodoni","candidateIncumbent":true,"candidateParty":"","voteCount":10086},{"candidateName":"Francis Drouillard","candidateIncumbent":false,"candidateParty":"","voteCount":2900}]},"MarinLarkspurCC":{"id":"MarinLarkspurCC","type":"localRace","location":"Marin","raceName":"Larkspur City Council (Short Term)","raceDescription":"Top candidate wins seat.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4176,"candidates":[{"candidateName":"Stephanie Andre","candidateIncumbent":false,"candidateParty":"","voteCount":2514},{"candidateName":"Claire Paquette","candidateIncumbent":false,"candidateParty":"","voteCount":1008},{"candidateName":"Lana Scott","candidateIncumbent":false,"candidateParty":"","voteCount":654}]},"MarinRossCouncil":{"id":"MarinRossCouncil","type":"localRace","location":"Marin","raceName":"Ross Town Council","raceDescription":"Top three candidates win seat.","raceReadTheStory":"","raceType":"top3","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1740,"candidates":[{"candidateName":"Charles William \"Bill\" Kircher, Jr.","candidateIncumbent":false,"candidateParty":"","voteCount":536},{"candidateName":"Mathew Salter","candidateIncumbent":false,"candidateParty":"","voteCount":502},{"candidateName":"Shadi Aboukhater","candidateIncumbent":false,"candidateParty":"","voteCount":187},{"candidateName":"Teri Dowling","candidateIncumbent":false,"candidateParty":"","voteCount":515}]},"MarinMeasureA":{"id":"MarinMeasureA","type":"localRace","location":"Marin","raceName":"Measure A","raceDescription":"Tamalpais Union High School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":45345,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":24376},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":20969}]},"MarinMeasureB":{"id":"MarinMeasureB","type":"localRace","location":"Marin","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":132,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":62},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":70}]},"MarinMeasureC":{"id":"MarinMeasureC","type":"localRace","location":"Marin","raceName":"Measure C","raceDescription":"Belvedere. Appropriation limit. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":870,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":679},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureD":{"id":"MarinMeasureD","type":"localRace","location":"Marin","raceName":"Measure D","raceDescription":"Larkspur. Rent stabilization. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-d","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":4955,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":2573},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2382}]},"MarinMeasureE":{"id":"MarinMeasureE","type":"localRace","location":"Marin","raceName":"Measure E","raceDescription":"Ross. Special tax. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/marin/measure-e","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":874,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":683},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":191}]},"MarinMeasureF":{"id":"MarinMeasureF","type":"localRace","location":"Marin","raceName":"Measure F","raceDescription":"San Anselmo. Flood Control and Water Conservation District. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":5193,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":3083},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2110}]},"MarinMeasureG":{"id":"MarinMeasureG","type":"localRace","location":"Marin","raceName":"Measure G","raceDescription":"Bel Marin Keys Community Services District. Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":830,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":661},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":169}]},"MarinMeasureH":{"id":"MarinMeasureH","type":"localRace","location":"Marin","raceName":"Measure H","raceDescription":"Marinwood Community Services District. Appropriations limit, fire protection. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1738,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1369},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":369}]},"MarinMeasureI":{"id":"MarinMeasureI","type":"localRace","location":"Marin","raceName":"Measure I","raceDescription":"Marinwood Community Services District. Appropriations limit, parks. Passes with a majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:54 PM","dateUpdated":"March 27, 2024","totalVotes":1735,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1336},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":399}]},"NapaD2":{"id":"NapaD2","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":8351,"candidates":[{"candidateName":"Liz Alessio","candidateIncumbent":false,"candidateParty":"","voteCount":6340},{"candidateName":"Doris Gentry","candidateIncumbent":false,"candidateParty":"","voteCount":2011}]},"NapaD4":{"id":"NapaD4","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-4th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":7306,"candidates":[{"candidateName":"Amber Manfree","candidateIncumbent":false,"candidateParty":"","voteCount":3913},{"candidateName":"Pete Mott","candidateIncumbent":false,"candidateParty":"","voteCount":3393}]},"NapaD5":{"id":"NapaD5","type":"localRace","location":"Napa","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/napa/supervisor-5th-district","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":5356,"candidates":[{"candidateName":"Mariam Aboudamous","candidateIncumbent":false,"candidateParty":"","voteCount":2379},{"candidateName":"Belia Ramos","candidateIncumbent":true,"candidateParty":"","voteCount":2977}]},"NapaMeasureD":{"id":"NapaMeasureD","type":"localRace","location":"Napa","raceName":"Measure D","raceDescription":"Howell Mountain Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":741,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":367},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":374}]},"NapaMeasureU":{"id":"NapaMeasureU","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Lake Berryessa Resort Improvement District. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":86,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":63},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":23}]},"NapaMeasureU1":{"id":"NapaMeasureU1","type":"localRace","location":"Napa","raceName":"Measure U","raceDescription":"Yountville. Appropriations limit. Passes with majority vote. ","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"April 3, 2024","totalVotes":925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":793},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":132}]},"SFJudge1":{"id":"SFJudge1","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-1","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202960,"candidates":[{"candidateName":"Michael Begert","candidateIncumbent":true,"candidateParty":"","voteCount":124943},{"candidateName":"Chip Zecher","candidateIncumbent":false,"candidateParty":"","voteCount":78017}]},"SFJudge13":{"id":"SFJudge13","type":"localRace","location":"San Francisco","raceName":"Superior Court Judge, Seat 13","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/superior-court-seat-13","raceType":"top1","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":202386,"candidates":[{"candidateName":"Jean Myungjin Roland","candidateIncumbent":false,"candidateParty":"","voteCount":90012},{"candidateName":"Patrick S. Thompson","candidateIncumbent":true,"candidateParty":"","voteCount":112374}]},"SFPropA":{"id":"SFPropA","type":"localRace","location":"San Francisco","raceName":"Proposition A","raceDescription":"Housing bond. Passes with 2/3 vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-a","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":225187,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":158497},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":66690}]},"SFPropB":{"id":"SFPropB","type":"localRace","location":"San Francisco","raceName":"Proposition B","raceDescription":"Police staffing. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222954,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":61580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":161374}]},"SFPropC":{"id":"SFPropC","type":"localRace","location":"San Francisco","raceName":"Proposition C","raceDescription":"Transfer tax exemption. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":220349,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":116311},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":104038}]},"SFPropD":{"id":"SFPropD","type":"localRace","location":"San Francisco","raceName":"Proposition D","raceDescription":"Ethics laws. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222615,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":198584},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":24031}]},"SFPropE":{"id":"SFPropE","type":"localRace","location":"San Francisco","raceName":"Proposition E","raceDescription":"Police policies. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-e","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222817,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":120529},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":102288}]},"SFPropF":{"id":"SFPropF","type":"localRace","location":"San Francisco","raceName":"Proposition F","raceDescription":"Drug screening. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sanfrancisco/proposition-f","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":224004,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":130214},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":93790}]},"SFPropG":{"id":"SFPropG","type":"localRace","location":"San Francisco","raceName":"Proposition G","raceDescription":"Eighth-grade algebra. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:50 PM","dateUpdated":"March 21, 2024","totalVotes":222704,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":182066},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":40638}]},"SMJudge4":{"id":"SMJudge4","type":"localRace","location":"San Mateo","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":108919,"candidates":[{"candidateName":"Sarah Burdick","candidateIncumbent":false,"candidateParty":"","voteCount":108919}]},"SMD1":{"id":"SMD1","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-1st-district","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":29650,"candidates":[{"candidateName":"Jackie Speier","candidateIncumbent":false,"candidateParty":"","voteCount":20353},{"candidateName":"Ann Schneider","candidateIncumbent":false,"candidateParty":"","voteCount":9297}]},"SMD4":{"id":"SMD4","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sanmateo/supervisor-4th-district","raceType":"top2","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":22725,"candidates":[{"candidateName":"Antonio Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":5730},{"candidateName":"Lisa Gauthier","candidateIncumbent":false,"candidateParty":"","voteCount":10358},{"candidateName":"Celeste Brevard","candidateIncumbent":false,"candidateParty":"","voteCount":1268},{"candidateName":"Paul Bocanegra","candidateIncumbent":false,"candidateParty":"","voteCount":1909},{"candidateName":"Maggie Cornejo","candidateIncumbent":false,"candidateParty":"","voteCount":3460}]},"SMD5":{"id":"SMD5","type":"localRace","location":"San Mateo","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":19937,"candidates":[{"candidateName":"David Canepa","candidateIncumbent":true,"candidateParty":"","voteCount":19937}]},"SMMeasureB":{"id":"SMMeasureB","type":"localRace","location":"San Mateo","raceName":"Measure B","raceDescription":"County Service Area #1 (Highlands). Special tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1549,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1360},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":189}]},"SMMeasureC":{"id":"SMMeasureC","type":"localRace","location":"San Mateo","raceName":"Measure C","raceDescription":"Jefferson Elementary School District. Parcel tax. Passes with 2/3 vote","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":12234,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8543},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3691}]},"SMMeasureE":{"id":"SMMeasureE","type":"localRace","location":"San Mateo","raceName":"Measure E","raceDescription":"Woodside Elementary School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":1392,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":910},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":482}]},"SMMeasureG":{"id":"SMMeasureG","type":"localRace","location":"San Mateo","raceName":"Measure G","raceDescription":"Pacifica School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":11548,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7067},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4481}]},"SMMeasureH":{"id":"SMMeasureH","type":"localRace","location":"San Mateo","raceName":"Measure H","raceDescription":"San Carlos School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:56 PM","dateUpdated":"April 4, 2024","totalVotes":9938,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6283},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3655}]},"SCJudge5":{"id":"SCJudge5","type":"localRace","location":"Santa Clara","raceName":"Superior Court Judge, Office 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":301953,"candidates":[{"candidateName":"Jay Boyarsky","candidateIncumbent":false,"candidateParty":"","voteCount":142549},{"candidateName":"Nicole M. Ford","candidateIncumbent":false,"candidateParty":"","voteCount":52147},{"candidateName":"Johnene Linda Stebbins","candidateIncumbent":false,"candidateParty":"","voteCount":107257}]},"SCD2":{"id":"SCD2","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-2nd-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":44059,"candidates":[{"candidateName":"Corina Herrera-Loera","candidateIncumbent":false,"candidateParty":"","voteCount":10519},{"candidateName":"Jennifer Margaret Celaya","candidateIncumbent":false,"candidateParty":"","voteCount":2394},{"candidateName":"Madison Nguyen","candidateIncumbent":false,"candidateParty":"","voteCount":12794},{"candidateName":"Betty Duong","candidateIncumbent":false,"candidateParty":"","voteCount":14031},{"candidateName":"Nelson McElmurry","candidateIncumbent":false,"candidateParty":"","voteCount":4321}]},"SCD3":{"id":"SCD3","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":42549,"candidates":[{"candidateName":"Otto Lee","candidateIncumbent":true,"candidateParty":"","voteCount":42549}]},"SCD5":{"id":"SCD5","type":"localRace","location":"Santa Clara","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/santaclara/supervisor-5th-district","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":88712,"candidates":[{"candidateName":"Margaret Abe-Koga","candidateIncumbent":false,"candidateParty":"","voteCount":37172},{"candidateName":"Sally J. Lieber","candidateIncumbent":false,"candidateParty":"","voteCount":21962},{"candidateName":"Barry Chang","candidateIncumbent":false,"candidateParty":"","voteCount":6164},{"candidateName":"Peter C. Fung","candidateIncumbent":false,"candidateParty":"","voteCount":17892},{"candidateName":"Sandy Sans","candidateIncumbent":false,"candidateParty":"","voteCount":5522}]},"SCSJMayor":{"id":"SCSJMayor","type":"localRace","location":"Santa Clara","raceName":"San José Mayor","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":167064,"candidates":[{"candidateName":"Matt Mahan","candidateIncumbent":true,"candidateParty":"","voteCount":144701},{"candidateName":"Tyrone Wade","candidateIncumbent":false,"candidateParty":"","voteCount":22363}]},"SCSJD2":{"id":"SCSJD2","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14131,"candidates":[{"candidateName":"Joe Lopez","candidateIncumbent":false,"candidateParty":"","voteCount":4950},{"candidateName":"Pamela Campos","candidateIncumbent":false,"candidateParty":"","voteCount":3436},{"candidateName":"Vanessa Sandoval","candidateIncumbent":false,"candidateParty":"","voteCount":2719},{"candidateName":"Babu Prasad","candidateIncumbent":false,"candidateParty":"","voteCount":3026}]},"SCSJD4":{"id":"SCSJD4","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14322,"candidates":[{"candidateName":"Kansen Chu","candidateIncumbent":false,"candidateParty":"","voteCount":5931},{"candidateName":"David Cohen","candidateIncumbent":true,"candidateParty":"","voteCount":8391}]},"SCSJD6":{"id":"SCSJD6","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":25108,"candidates":[{"candidateName":"David Cohen","candidateIncumbent":false,"candidateParty":"","voteCount":9875},{"candidateName":"Alex Shoor","candidateIncumbent":false,"candidateParty":"","voteCount":3850},{"candidateName":"Angelo \"A.J.\" Pasciuti","candidateIncumbent":false,"candidateParty":"","voteCount":2688},{"candidateName":"Michael Mulcahy","candidateIncumbent":false,"candidateParty":"","voteCount":8695}]},"SCSJD8":{"id":"SCSJD8","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 8","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":21462,"candidates":[{"candidateName":"Tam Truong","candidateIncumbent":false,"candidateParty":"","voteCount":6982},{"candidateName":"Domingo Candelas","candidateIncumbent":true,"candidateParty":"","voteCount":8466},{"candidateName":"Sukhdev Singh Bainiwal","candidateIncumbent":false,"candidateParty":"","voteCount":5513},{"candidateName":"Surinder Kaur Dhaliwal","candidateIncumbent":false,"candidateParty":"","voteCount":501}]},"SCSJD10":{"id":"SCSJD10","type":"localRace","location":"Santa Clara","raceName":"San José City Council, District 10","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top2","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":22799,"candidates":[{"candidateName":"George Casey","candidateIncumbent":false,"candidateParty":"","voteCount":8805},{"candidateName":"Arjun Batra","candidateIncumbent":true,"candidateParty":"","voteCount":8354},{"candidateName":"Lenka Wright","candidateIncumbent":false,"candidateParty":"","voteCount":5640}]},"SCMeasureA":{"id":"SCMeasureA","type":"localRace","location":"Santa Clara","raceName":"Measure A","raceDescription":"Santa Clara. Appointed city clerk. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20315,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6580},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":13735}]},"SCMeasureB":{"id":"SCMeasureB","type":"localRace","location":"Santa Clara","raceName":"Measure B","raceDescription":"Santa Clara. Appointed police chief. Passes with majority vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":20567,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5680},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":14887}]},"SCMeasureC":{"id":"SCMeasureC","type":"localRace","location":"Santa Clara","raceName":"Measure C","raceDescription":"Sunnyvale School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:05 PM","dateUpdated":"April 4, 2024","totalVotes":14656,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10261},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":4395}]},"SolanoD15":{"id":"SolanoD15","type":"localRace","location":"Solano","raceName":"Superior Court Judge, Department 15","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":81709,"candidates":[{"candidateName":"Mike Thompson","candidateIncumbent":false,"candidateParty":"","voteCount":36844},{"candidateName":"Bryan J. Kim","candidateIncumbent":false,"candidateParty":"","voteCount":44865}]},"SolanoD1":{"id":"SolanoD1","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/supervisor-1st-district","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":13786,"candidates":[{"candidateName":"Michael Wilson","candidateIncumbent":false,"candidateParty":"","voteCount":6401},{"candidateName":"Cassandra James","candidateIncumbent":false,"candidateParty":"","voteCount":7385}]},"SolanoD2":{"id":"SolanoD2","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 2","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":19903,"candidates":[{"candidateName":"Monica Brown","candidateIncumbent":true,"candidateParty":"","voteCount":10951},{"candidateName":"Nora Dizon","candidateIncumbent":false,"candidateParty":"","voteCount":3135},{"candidateName":"Rochelle Sherlock","candidateIncumbent":false,"candidateParty":"","voteCount":5817}]},"SolanoD5":{"id":"SolanoD5","type":"localRace","location":"Solano","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":17888,"candidates":[{"candidateName":"Mitch Mashburn","candidateIncumbent":true,"candidateParty":"","voteCount":11210},{"candidateName":"Chadwick J. Ledoux","candidateIncumbent":false,"candidateParty":"","voteCount":6678}]},"SolanoEducation":{"id":"SolanoEducation","type":"localRace","location":"Solano","raceName":"Sacramento County Board of Education","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":3650,"candidates":[{"candidateName":"Heather Davis","candidateIncumbent":true,"candidateParty":"","voteCount":2960},{"candidateName":"Shazleen Khan","candidateIncumbent":false,"candidateParty":"","voteCount":690}]},"SolanoMeasureA":{"id":"SolanoMeasureA","type":"localRace","location":"Solano","raceName":"Measure A","raceDescription":"Benicia. Hotel tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-a","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10136,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7869},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2267}]},"SolanoMeasureB":{"id":"SolanoMeasureB","type":"localRace","location":"Solano","raceName":"Measure B","raceDescription":"Benicia. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/solano/measure-b","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10164,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7335},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":2829}]},"SolanoMeasureC":{"id":"SolanoMeasureC","type":"localRace","location":"Solano","raceName":"Measure C","raceDescription":"Benicia Unified School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":10112,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":6316},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3796}]},"SolanoMeasureN":{"id":"SolanoMeasureN","type":"localRace","location":"Solano","raceName":"Measure N","raceDescription":"Davis Joint Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"7:08 PM","dateUpdated":"March 28, 2024","totalVotes":15,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":5},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":10}]},"SonomaJudge3":{"id":"SonomaJudge3","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":115405,"candidates":[{"candidateName":"Kristine M. Burk","candidateIncumbent":false,"candidateParty":"","voteCount":79498},{"candidateName":"Beki Berrey","candidateIncumbent":false,"candidateParty":"","voteCount":35907}]},"SonomaJudge4":{"id":"SonomaJudge4","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 4","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":86789,"candidates":[{"candidateName":"Paul J. Lozada","candidateIncumbent":false,"candidateParty":"","voteCount":86789}]},"SonomaJudge6":{"id":"SonomaJudge6","type":"localRace","location":"Sonoma","raceName":"Superior Court Judge, Office 6","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":117990,"candidates":[{"candidateName":"Omar Figueroa","candidateIncumbent":false,"candidateParty":"","voteCount":42236},{"candidateName":"Kenneth English","candidateIncumbent":false,"candidateParty":"","voteCount":75754}]},"SonomaD1":{"id":"SonomaD1","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 1","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":30348,"candidates":[{"candidateName":"Rebecca Hermosillo","candidateIncumbent":false,"candidateParty":"","voteCount":23958},{"candidateName":"Jonathan Mathieu","candidateIncumbent":false,"candidateParty":"","voteCount":6390}]},"SonomaD3":{"id":"SonomaD3","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 3","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/supervisor-3rd-district","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":16312,"candidates":[{"candidateName":"Chris Coursey","candidateIncumbent":true,"candidateParty":"","voteCount":11346},{"candidateName":"Omar Medina","candidateIncumbent":false,"candidateParty":"","voteCount":4966}]},"SonomaD5":{"id":"SonomaD5","type":"localRace","location":"Sonoma","raceName":"Board of Supervisors, District 5","raceDescription":"Candidate with majority vote wins seat. If no candidate reaches majority, top two candidates advance to runoff in general election.","raceReadTheStory":"","raceType":"top1","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":23356,"candidates":[{"candidateName":"Lynda Hopkins","candidateIncumbent":true,"candidateParty":"","voteCount":23356}]},"SonomaMeasureA":{"id":"SonomaMeasureA","type":"localRace","location":"Sonoma","raceName":"Measure A","raceDescription":"Cotati-Rohnert Park Unified School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":13756,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":10320},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3436}]},"SonomaMeasureB":{"id":"SonomaMeasureB","type":"localRace","location":"Sonoma","raceName":"Measure B","raceDescription":"Petaluma Joint Union High School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":24877,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":15795},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":9082}]},"SonomaMeasureC":{"id":"SonomaMeasureC","type":"localRace","location":"Sonoma","raceName":"Measure C","raceDescription":"Fort Ross School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":286,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":159},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":127}]},"SonomaMeasureD":{"id":"SonomaMeasureD","type":"localRace","location":"Sonoma","raceName":"Measure D","raceDescription":"Harmony Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":1925,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":1089},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":836}]},"SonomaMeasureE":{"id":"SonomaMeasureE","type":"localRace","location":"Sonoma","raceName":"Measure E","raceDescription":"Petaluma City (Elementary) School District. Parcel tax. Passes with 2/3 vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":11133,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":7622},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":3511}]},"SonomaMeasureG":{"id":"SonomaMeasureG","type":"localRace","location":"Sonoma","raceName":"Measure G","raceDescription":"Rincon Valley Union School District. School bond. Passes with 55% vote.","raceReadTheStory":"","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":14577,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":8668},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":5909}]},"SonomaMeasureH":{"id":"SonomaMeasureH","type":"localRace","location":"Sonoma","raceName":"Measure H","raceDescription":"Sonoma County. Sales tax. Passes with majority vote.","raceReadTheStory":"https://www.kqed.org/elections/results/sonoma/measure-h","raceType":"yesNo","timeUpdated":"6:51 PM","dateUpdated":"March 29, 2024","totalVotes":145261,"candidates":[{"candidateName":"Yes","candidateIncumbent":false,"candidateParty":"","voteCount":89646},{"candidateName":"No","candidateIncumbent":false,"candidateParty":"","voteCount":55615}]}},"radioSchedulesReducer":{},"listsReducer":{"posts/mindshift?tag=trauma-informed-teaching":{"isFetching":false,"latestQuery":{"from":0,"postsToRender":9},"tag":null,"vitalsOnly":true,"totalRequested":9,"isLoading":false,"isLoadingMore":true,"total":30,"items":["mindshift_62965","mindshift_61353","mindshift_59008","mindshift_58572","mindshift_58274","mindshift_57982","mindshift_57646","mindshift_55767","mindshift_55679"]}},"recallGuideReducer":{"intros":{},"policy":{},"candidates":{}},"savedPostsReducer":{},"pfsSessionReducer":{},"siteSettingsReducer":{},"subscriptionsReducer":{},"termsReducer":{"about":{"name":"About","type":"terms","id":"about","slug":"about","link":"/about","taxonomy":"site"},"arts":{"name":"Arts & Culture","grouping":["arts","pop","trulyca"],"description":"KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.","type":"terms","id":"arts","slug":"arts","link":"/arts","taxonomy":"site"},"artschool":{"name":"Art School","parent":"arts","type":"terms","id":"artschool","slug":"artschool","link":"/artschool","taxonomy":"site"},"bayareabites":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"bayareabites","slug":"bayareabites","link":"/food","taxonomy":"site"},"bayareahiphop":{"name":"Bay Area Hiphop","type":"terms","id":"bayareahiphop","slug":"bayareahiphop","link":"/bayareahiphop","taxonomy":"site"},"campaign21":{"name":"Campaign 21","type":"terms","id":"campaign21","slug":"campaign21","link":"/campaign21","taxonomy":"site"},"checkplease":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"parent":"food","type":"terms","id":"checkplease","slug":"checkplease","link":"/food","taxonomy":"site"},"education":{"name":"Education","grouping":["education"],"type":"terms","id":"education","slug":"education","link":"/education","taxonomy":"site"},"elections":{"name":"Elections","type":"terms","id":"elections","slug":"elections","link":"/elections","taxonomy":"site"},"events":{"name":"Events","type":"terms","id":"events","slug":"events","link":"/events","taxonomy":"site"},"event":{"name":"Event","alias":"events","type":"terms","id":"event","slug":"event","link":"/event","taxonomy":"site"},"filmschoolshorts":{"name":"Film School Shorts","type":"terms","id":"filmschoolshorts","slug":"filmschoolshorts","link":"/filmschoolshorts","taxonomy":"site"},"food":{"name":"KQED food","grouping":["food","bayareabites","checkplease"],"type":"terms","id":"food","slug":"food","link":"/food","taxonomy":"site"},"forum":{"name":"Forum","relatedContentQuery":"posts/forum?","parent":"news","type":"terms","id":"forum","slug":"forum","link":"/forum","taxonomy":"site"},"futureofyou":{"name":"Future of You","grouping":["science","futureofyou"],"parent":"science","type":"terms","id":"futureofyou","slug":"futureofyou","link":"/futureofyou","taxonomy":"site"},"jpepinheart":{"name":"KQED food","relatedContentQuery":"trending/food,bayareabites,checkplease","parent":"food","type":"terms","id":"jpepinheart","slug":"jpepinheart","link":"/food","taxonomy":"site"},"liveblog":{"name":"Live Blog","type":"terms","id":"liveblog","slug":"liveblog","link":"/liveblog","taxonomy":"site"},"livetv":{"name":"Live TV","parent":"tv","type":"terms","id":"livetv","slug":"livetv","link":"/livetv","taxonomy":"site"},"lowdown":{"name":"The Lowdown","relatedContentQuery":"posts/lowdown?","parent":"news","type":"terms","id":"lowdown","slug":"lowdown","link":"/lowdown","taxonomy":"site"},"mindshift":{"name":"Mindshift","parent":"news","description":"MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.","type":"terms","id":"mindshift","slug":"mindshift","link":"/mindshift","taxonomy":"site"},"news":{"name":"News","grouping":["news","forum"],"type":"terms","id":"news","slug":"news","link":"/news","taxonomy":"site"},"perspectives":{"name":"Perspectives","parent":"radio","type":"terms","id":"perspectives","slug":"perspectives","link":"/perspectives","taxonomy":"site"},"podcasts":{"name":"Podcasts","type":"terms","id":"podcasts","slug":"podcasts","link":"/podcasts","taxonomy":"site"},"pop":{"name":"Pop","parent":"arts","type":"terms","id":"pop","slug":"pop","link":"/pop","taxonomy":"site"},"pressroom":{"name":"Pressroom","type":"terms","id":"pressroom","slug":"pressroom","link":"/pressroom","taxonomy":"site"},"quest":{"name":"Quest","parent":"science","type":"terms","id":"quest","slug":"quest","link":"/quest","taxonomy":"site"},"radio":{"name":"Radio","grouping":["forum","perspectives"],"description":"Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.","type":"terms","id":"radio","slug":"radio","link":"/radio","taxonomy":"site"},"root":{"name":"KQED","image":"https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png","imageWidth":1200,"imageHeight":630,"headData":{"title":"KQED | News, Radio, Podcasts, TV | Public Media for Northern California","description":"KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."},"type":"terms","id":"root","slug":"root","link":"/root","taxonomy":"site"},"science":{"name":"Science","grouping":["science","futureofyou"],"description":"KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.","type":"terms","id":"science","slug":"science","link":"/science","taxonomy":"site"},"stateofhealth":{"name":"State of Health","parent":"science","type":"terms","id":"stateofhealth","slug":"stateofhealth","link":"/stateofhealth","taxonomy":"site"},"support":{"name":"Support","type":"terms","id":"support","slug":"support","link":"/support","taxonomy":"site"},"thedolist":{"name":"The Do List","parent":"arts","type":"terms","id":"thedolist","slug":"thedolist","link":"/thedolist","taxonomy":"site"},"trulyca":{"name":"Truly CA","grouping":["arts","pop","trulyca"],"parent":"arts","type":"terms","id":"trulyca","slug":"trulyca","link":"/trulyca","taxonomy":"site"},"tv":{"name":"TV","type":"terms","id":"tv","slug":"tv","link":"/tv","taxonomy":"site"},"voterguide":{"name":"Voter Guide","parent":"elections","alias":"elections","type":"terms","id":"voterguide","slug":"voterguide","link":"/voterguide","taxonomy":"site"},"mindshift_20999":{"type":"terms","id":"mindshift_20999","meta":{"index":"terms_1591234321","site":"mindshift","id":"20999","found":true},"relationships":{},"included":{},"name":"trauma-informed teaching","slug":"trauma-informed-teaching","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"trauma-informed teaching Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null,"imageData":{"ogImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","width":1200,"height":630},"twImageSize":{"file":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"},"twitterCard":"summary_large_image"}},"ttid":20271,"isLoading":false,"link":"/mindshift/tag/trauma-informed-teaching"},"mindshift_21345":{"type":"terms","id":"mindshift_21345","meta":{"index":"terms_1591234321","site":"mindshift","id":"21345","found":true},"relationships":{},"included":{},"name":"COVID-19","slug":"covid-19","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"COVID-19 Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20617,"isLoading":false,"link":"/mindshift/category/covid-19"},"mindshift_194":{"type":"terms","id":"mindshift_194","meta":{"index":"terms_1591234321","site":"mindshift","id":"194","found":true},"relationships":{},"included":{},"name":"Culture","slug":"culture","taxonomy":"category","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","featImg":null,"headData":{"title":"Culture Archives | KQED Mindshift","description":"How trends in technology – social networks, Internet privacy, cyberbullying – influence education.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":194,"isLoading":false,"link":"/mindshift/category/culture"},"mindshift_21358":{"type":"terms","id":"mindshift_21358","meta":{"index":"terms_1591234321","site":"mindshift","id":"21358","found":true},"relationships":{},"included":{},"name":"Distance Learning","slug":"distance-learning","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Distance Learning - Education News and Updates | KQED","description":"Learn about the benefits and challenges of online learning and the future of distance education through our archive, \"Distance Learning\".","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20630,"isLoading":false,"link":"/mindshift/category/distance-learning"},"mindshift_21280":{"type":"terms","id":"mindshift_21280","meta":{"index":"terms_1591234321","site":"mindshift","id":"21280","found":true},"relationships":{},"included":{},"name":"Mental Health","slug":"mental-health","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Mental Health Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20552,"isLoading":false,"link":"/mindshift/category/mental-health"},"mindshift_21579":{"type":"terms","id":"mindshift_21579","meta":{"index":"terms_1591234321","site":"mindshift","id":"21579","found":true},"relationships":{},"included":{},"name":"Schoolwide Solutions","slug":"schoolwide-solutions","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Schoolwide Solutions Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20851,"isLoading":false,"link":"/mindshift/category/schoolwide-solutions"},"mindshift_21448":{"type":"terms","id":"mindshift_21448","meta":{"index":"terms_1591234321","site":"mindshift","id":"21448","found":true},"relationships":{},"included":{},"name":"community trauma","slug":"community-trauma","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"community trauma Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20720,"isLoading":false,"link":"/mindshift/tag/community-trauma"},"mindshift_21105":{"type":"terms","id":"mindshift_21105","meta":{"index":"terms_1591234321","site":"mindshift","id":"21105","found":true},"relationships":{},"included":{},"name":"trauma","slug":"trauma","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"trauma Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20377,"isLoading":false,"link":"/mindshift/tag/trauma"},"mindshift_21385":{"type":"terms","id":"mindshift_21385","meta":{"index":"terms_1591234321","site":"mindshift","id":"21385","found":true},"relationships":{},"included":{},"name":"Parenting","slug":"parenting","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"Parenting Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20657,"isLoading":false,"link":"/mindshift/category/parenting"},"mindshift_21466":{"type":"terms","id":"mindshift_21466","meta":{"index":"terms_1591234321","site":"mindshift","id":"21466","found":true},"relationships":{},"included":{},"name":"gun violence","slug":"gun-violence","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"gun violence Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20738,"isLoading":false,"link":"/mindshift/tag/gun-violence"},"mindshift_20865":{"type":"terms","id":"mindshift_20865","meta":{"index":"terms_1591234321","site":"mindshift","id":"20865","found":true},"relationships":{},"included":{},"name":"mental health","slug":"mental-health","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"mental health Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20143,"isLoading":false,"link":"/mindshift/tag/mental-health"},"mindshift_72":{"type":"terms","id":"mindshift_72","meta":{"index":"terms_1591234321","site":"mindshift","id":"72","found":true},"relationships":{},"included":{},"name":"Safety","slug":"safety","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"Safety Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":72,"isLoading":false,"link":"/mindshift/tag/safety"},"mindshift_21467":{"type":"terms","id":"mindshift_21467","meta":{"index":"terms_1591234321","site":"mindshift","id":"21467","found":true},"relationships":{},"included":{},"name":"school shootings","slug":"school-shootings","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"school shootings Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20739,"isLoading":false,"link":"/mindshift/tag/school-shootings"},"mindshift_193":{"type":"terms","id":"mindshift_193","meta":{"index":"terms_1591234321","site":"mindshift","id":"193","found":true},"relationships":{},"included":{},"name":"Teaching Strategies","slug":"teaching-strategies","taxonomy":"category","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","featImg":null,"headData":{"title":"Teaching Strategies Archives | KQED Mindshift","description":"Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":193,"isLoading":false,"link":"/mindshift/category/teaching-strategies"},"mindshift_21143":{"type":"terms","id":"mindshift_21143","meta":{"index":"terms_1591234321","site":"mindshift","id":"21143","found":true},"relationships":{},"included":{},"name":"adverse childhood experiences","slug":"adverse-childhood-experiences","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"adverse childhood experiences Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20415,"isLoading":false,"link":"/mindshift/tag/adverse-childhood-experiences"},"mindshift_21229":{"type":"terms","id":"mindshift_21229","meta":{"index":"terms_1591234321","site":"mindshift","id":"21229","found":true},"relationships":{},"included":{},"name":"adverse community experiences","slug":"adverse-community-experiences","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"adverse community experiences Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20501,"isLoading":false,"link":"/mindshift/tag/adverse-community-experiences"},"mindshift_20984":{"type":"terms","id":"mindshift_20984","meta":{"index":"terms_1591234321","site":"mindshift","id":"20984","found":true},"relationships":{},"included":{},"name":"agency","slug":"agency","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"agency Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20256,"isLoading":false,"link":"/mindshift/tag/agency"},"mindshift_21015":{"type":"terms","id":"mindshift_21015","meta":{"index":"terms_1591234321","site":"mindshift","id":"21015","found":true},"relationships":{},"included":{},"name":"identity","slug":"identity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"identity Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20287,"isLoading":false,"link":"/mindshift/tag/identity"},"mindshift_21213":{"type":"terms","id":"mindshift_21213","meta":{"index":"terms_1591234321","site":"mindshift","id":"21213","found":true},"relationships":{},"included":{},"name":"relationships","slug":"relationships","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"relationships Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20485,"isLoading":false,"link":"/mindshift/tag/relationships"},"mindshift_21906":{"type":"terms","id":"mindshift_21906","meta":{"index":"terms_1591234321","site":"mindshift","id":"21906","found":true},"relationships":{},"included":{},"name":"Republish","slug":"republish","taxonomy":"tag","description":"MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. Some articles are specifically indicated for republishing under a \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons\u003c/a> CC BY-NC-ND 4.0 license, thanks to support from the William and Flora Hewlett Foundation. If an article is available to republish, the Creative Commons information will be clearly noted at the bottom.","featImg":null,"headData":{"title":"Republish Archives - KQED Mindshift","description":"MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. Some articles are specifically indicated for republishing under a Creative Commons CC BY-NC-ND 4.0 license, thanks to support from the William and Flora Hewlett Foundation. If an article is available to republish, the Creative Commons information will be clearly noted at the bottom.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":21178,"isLoading":false,"link":"/mindshift/tag/republish"},"mindshift_20793":{"type":"terms","id":"mindshift_20793","meta":{"index":"terms_1591234321","site":"mindshift","id":"20793","found":true},"relationships":{},"included":{},"name":"restorative justice","slug":"restorative-justice","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"restorative justice Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20070,"isLoading":false,"link":"/mindshift/tag/restorative-justice"},"mindshift_486":{"type":"terms","id":"mindshift_486","meta":{"index":"terms_1591234321","site":"mindshift","id":"486","found":true},"relationships":{},"included":{},"name":"school culture","slug":"school-culture","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"school culture Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":489,"isLoading":false,"link":"/mindshift/tag/school-culture"},"mindshift_944":{"type":"terms","id":"mindshift_944","meta":{"index":"terms_1591234321","site":"mindshift","id":"944","found":true},"relationships":{},"included":{},"name":"SEL","slug":"sel","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"SEL Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":949,"isLoading":false,"link":"/mindshift/tag/sel"},"mindshift_943":{"type":"terms","id":"mindshift_943","meta":{"index":"terms_1591234321","site":"mindshift","id":"943","found":true},"relationships":{},"included":{},"name":"social emotional learning","slug":"social-emotional-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"social emotional learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":948,"isLoading":false,"link":"/mindshift/tag/social-emotional-learning"},"mindshift_20925":{"type":"terms","id":"mindshift_20925","meta":{"index":"terms_1591234321","site":"mindshift","id":"20925","found":true},"relationships":{},"included":{},"name":"stress","slug":"stress","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"stress Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20197,"isLoading":false,"link":"/mindshift/tag/stress"},"mindshift_21395":{"type":"terms","id":"mindshift_21395","meta":{"index":"terms_1591234321","site":"mindshift","id":"21395","found":true},"relationships":{},"included":{},"name":"student agency","slug":"student-agency","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student agency Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20667,"isLoading":false,"link":"/mindshift/tag/student-agency"},"mindshift_21344":{"type":"terms","id":"mindshift_21344","meta":{"index":"terms_1591234321","site":"mindshift","id":"21344","found":true},"relationships":{},"included":{},"name":"coronavirus","slug":"coronavirus","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"coronavirus Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20616,"isLoading":false,"link":"/mindshift/tag/coronavirus"},"mindshift_21343":{"type":"terms","id":"mindshift_21343","meta":{"index":"terms_1591234321","site":"mindshift","id":"21343","found":true},"relationships":{},"included":{},"name":"COVID-19","slug":"covid-19","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"COVID-19 Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20615,"isLoading":false,"link":"/mindshift/tag/covid-19"},"mindshift_21274":{"type":"terms","id":"mindshift_21274","meta":{"index":"terms_1591234321","site":"mindshift","id":"21274","found":true},"relationships":{},"included":{},"name":"secondary traumatic stress","slug":"secondary-traumatic-stress","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"secondary traumatic stress Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20546,"isLoading":false,"link":"/mindshift/tag/secondary-traumatic-stress"},"mindshift_20729":{"type":"terms","id":"mindshift_20729","meta":{"index":"terms_1591234321","site":"mindshift","id":"20729","found":true},"relationships":{},"included":{},"name":"BACK TO SCHOOL","slug":"back-to-school","taxonomy":"category","description":null,"featImg":null,"headData":{"title":"BACK TO SCHOOL Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20006,"isLoading":false,"link":"/mindshift/category/back-to-school"},"mindshift_20589":{"type":"terms","id":"mindshift_20589","meta":{"index":"terms_1591234321","site":"mindshift","id":"20589","found":true},"relationships":{},"included":{},"name":"anxiety","slug":"anxiety","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"anxiety Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19866,"isLoading":false,"link":"/mindshift/tag/anxiety"},"mindshift_20738":{"type":"terms","id":"mindshift_20738","meta":{"index":"terms_1591234321","site":"mindshift","id":"20738","found":true},"relationships":{},"included":{},"name":"back-to-school","slug":"back-to-school-2","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"back-to-school Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20015,"isLoading":false,"link":"/mindshift/tag/back-to-school-2"},"mindshift_21322":{"type":"terms","id":"mindshift_21322","meta":{"index":"terms_1591234321","site":"mindshift","id":"21322","found":true},"relationships":{},"included":{},"name":"antiracist","slug":"antiracist","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"antiracist Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20594,"isLoading":false,"link":"/mindshift/tag/antiracist"},"mindshift_20794":{"type":"terms","id":"mindshift_20794","meta":{"index":"terms_1591234321","site":"mindshift","id":"20794","found":true},"relationships":{},"included":{},"name":"discipline","slug":"discipline","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"discipline Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20071,"isLoading":false,"link":"/mindshift/tag/discipline"},"mindshift_20701":{"type":"terms","id":"mindshift_20701","meta":{"index":"terms_1591234321","site":"mindshift","id":"20701","found":true},"relationships":{},"included":{},"name":"equity","slug":"equity","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"equity Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19978,"isLoading":false,"link":"/mindshift/tag/equity"},"mindshift_21036":{"type":"terms","id":"mindshift_21036","meta":{"index":"terms_1591234321","site":"mindshift","id":"21036","found":true},"relationships":{},"included":{},"name":"communication","slug":"communication","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"communication Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20308,"isLoading":false,"link":"/mindshift/tag/communication"},"mindshift_20784":{"type":"terms","id":"mindshift_20784","meta":{"index":"terms_1591234321","site":"mindshift","id":"20784","found":true},"relationships":{},"included":{},"name":"featured","slug":"featured","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"featured Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20061,"isLoading":false,"link":"/mindshift/tag/featured"},"mindshift_1040":{"type":"terms","id":"mindshift_1040","meta":{"index":"terms_1591234321","site":"mindshift","id":"1040","found":true},"relationships":{},"included":{},"name":"full-image","slug":"full-image","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"full-image Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":1045,"isLoading":false,"link":"/mindshift/tag/full-image"},"mindshift_21337":{"type":"terms","id":"mindshift_21337","meta":{"index":"terms_1591234321","site":"mindshift","id":"21337","found":true},"relationships":{},"included":{},"name":"school counselors","slug":"school-counselors","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"school counselors Archives | KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20609,"isLoading":false,"link":"/mindshift/tag/school-counselors"},"mindshift_358":{"type":"terms","id":"mindshift_358","meta":{"index":"terms_1591234321","site":"mindshift","id":"358","found":true},"relationships":{},"included":{},"name":"distance learning","slug":"distance-learning","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"distance learning Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":359,"isLoading":false,"link":"/mindshift/tag/distance-learning"}},"userAgentReducer":{"userAgent":"Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/trauma-informed-teaching","previousPathname":"/"}}