To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker
When Adults Learn about Trauma-Informed Practices, Students Can Recover
Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?
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Sponsored
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Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically. The lessons are delivered through an app.","status":"publish","parent":0,"modified":1706559297,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1814},"headData":{"title":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker | KQED","description":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"An elementary school in Florida credits daily mindfulness lessons with helping students cope with stress — and turning the school around academically.","schema":{"@context":"http://schema.org","@type":"Article","headline":"To help students deal with trauma, this school holds mindfulness lessons over the loudspeaker","datePublished":"2024-01-26T20:13:06.000Z","dateModified":"2024-01-29T20:14:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Pien Huang","nprImageAgency":"Octavio Jones for NPR","nprStoryId":"1227056527","nprApiLink":"http://api.npr.org/query?id=1227056527&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2024/01/26/1227056527/to-help-these-school-kids-deal-with-trauma-mindfulness-lessons-over-the-loudspea?ft=nprml&f=1227056527","nprRetrievedStory":"1","nprPubDate":"Fri, 26 Jan 2024 06:00:00 -0500","nprStoryDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprLastModifiedDate":"Fri, 26 Jan 2024 06:00:44 -0500","nprAudio":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","nprAudioM3u":"http://api.npr.org/m3u/11227066154-adb0eb.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","audioUrl":"https://play.podtrac.com/npr-1176326550/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240122_me_a_visit_to_one_florida_school_where_mindfulness_is_helping_youngsters_succeed.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=394&story=1227056527&ft=nprml&f=1227056527","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\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>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\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>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker","authors":["byline_mindshift_63039"],"categories":["mindshift_21280"],"tags":["mindshift_841","mindshift_943","mindshift_21105"],"featImg":"mindshift_63040","label":"mindshift"},"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_61719":{"type":"posts","id":"mindshift_61719","meta":{"index":"posts_1591205157","site":"mindshift","id":"61719","score":null,"sort":[1685395126000]},"guestAuthors":[],"slug":"chicago-schools-tapped-hundreds-of-academic-interventionists-to-catch-students-up-after-covid-is-it-working","title":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?","publishDate":1685395126,"format":"standard","headTitle":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"canonical noopener\">educational change\u003c/a> in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.","status":"publish","parent":0,"modified":1685395224,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":73,"wordCount":2511},"headData":{"title":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working? | KQED","description":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?","datePublished":"2023-05-29T21:18:46.000Z","dateModified":"2023-05-29T21:20:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Mila Koumpilova, \u003ca href=\"https://chicago.chalkbeat.org/\" target=\"_blank\">Chalkbeat Chicago\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61719/chicago-schools-tapped-hundreds-of-academic-interventionists-to-catch-students-up-after-covid-is-it-working","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\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>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\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 \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"canonical noopener\">educational change\u003c/a> in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61719/chicago-schools-tapped-hundreds-of-academic-interventionists-to-catch-students-up-after-covid-is-it-working","authors":["byline_mindshift_61719"],"categories":["mindshift_21345"],"tags":["mindshift_21569","mindshift_21344","mindshift_21343","mindshift_20868","mindshift_21539","mindshift_21605","mindshift_21105","mindshift_21413"],"featImg":"mindshift_61721","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_61082":{"type":"posts","id":"mindshift_61082","meta":{"index":"posts_1591205157","site":"mindshift","id":"61082","score":null,"sort":[1676912433000]},"guestAuthors":[],"slug":"how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life","title":"How grown-ups can help kids transition to 'post-pandemic' school life","publishDate":1676912433,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School counselor Meredith Draughn starts every day by greeting the students who fill her campus hallways, cup of coffee in hand. There are about 350 of them, and she knows all their names.\u003c/p>\n\u003cp>\"Kids want to feel known and want to feel loved. And greeting them by name is one way we can do that...\u003ca href=\"https://www.panoramaed.com/blog/student-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> shows that that helps us build a positive culture and a welcoming culture.\"\u003c/p>\n\u003cp>Draughn works at B. Everett Jordan Elementary School in the rural town of Graham, N.C., and she was recently named 2023's School Counselor of the Year by the American School Counselor Association (ASCA). The selection committee praised Draughn's data-driven approach and passion for her students.\u003c/p>\n\u003cp>The award comes at a pivotal time for Draughn: in the middle of the most \"normal\" school year since the pandemic began. Masking is \u003ca href=\"https://about.burbio.com/school-mask-policy-tracker\" target=\"_blank\" rel=\"noopener\">optional in most schools\u003c/a>; quarantine regulations have been loosened; and in May, the Biden administration plans to \u003ca href=\"https://www.npr.org/2023/01/30/1152702709/covid-emergency-declarations-end-white-house\" target=\"_blank\" rel=\"noopener\">declare an end\u003c/a> to the COVID-19 public health emergency.\u003c/p>\n\u003cp>But children are still reeling from what they experienced during the pandemic. Many students have struggled with mental health, academics and a general lack of connection to their classroom. All things Draughn has seen in her school, too. But she says there is an upside to all those challenges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think a lot of people focus on trauma changing the brain...but what they miss is that\u003ca href=\"https://urldefense.com/v3/__https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00085/full__;!!Iwwt!XObgxpw0S5sOzGGGs5wkqiSEwWsiUu_-7PdESFAefr1O4Q6ruw0KpnK-XVt1kKJRWHyDHwO7bH_FCCMbOg%24\" target=\"_blank\" rel=\"noopener\"> healing changes it \u003c/a>as well.\"\u003c/p>\n\u003cp>Draughn has this advice for how educators and families can support their students as they navigate the transition to \"post-pandemic\" life:\u003c/p>\n\u003ch3>Establish regular routines and a sense of control\u003c/h3>\n\u003cp>The pandemic disrupted everybody's daily routines, and that lack of structure was especially difficult for children. Draughn says rebuilding routine takes time and consistency.\u003c/p>\n\u003cp>One way she likes to build consistent habits for students is by setting goals, big or small, like being respectful or following directions. She begins the day with a \"check-in,\" where students share what they'd like to accomplish, and ends it with a \"check-out\" to see if they met their goals.\u003c/p>\n\u003cp>\"Those successes in small ways can lead to big impacts,\" she explains. \"You're creating a habit, ultimately.\"\u003c/p>\n\u003cp>And habits can help give students a sense of control. Pandemic or not, Draughn says, a lack of control is something young people often struggle with,, and it can lead to some \u003cem>big \u003c/em>feelings, even outbursts.\u003c/p>\n\u003cp>\"So it's just reteaching what we can do when we don't have control over something and how we regain control and regulation over our own feelings and emotions.\"\u003c/p>\n\u003cp>She uses exercises like the \u003ca href=\"https://www.youtube.com/watch?v=hirlvRC3Dxc\" target=\"_blank\" rel=\"noopener\">circles of control\u003c/a>, which asks students to distinguish between things that are outside their control, and things they have the power to change. If the source of frustration is outside a child's control, she redirects their focus to something else that \u003cem>is \u003c/em>in their control to help them feel empowered.\u003c/p>\n\u003cp>Draughn says reestablishing structure, and giving students a sense of control, can lead to better self-regulation and a host of other benefits, including the motivation to show up to school.\u003c/p>\n\u003cp>Like a number of districts across the country, Draughn says hers is continuing to combat elevated levels of \u003ca href=\"https://www.npr.org/sections/ed/2015/12/07/456208805/how-a-schools-attendance-number-hides-big-problems\" target=\"_blank\" rel=\"noopener\">chronic absenteeism\u003c/a>, which is when students miss 10% or more of the school year. She says reintroducing school as a part of the daily routine can help students feel more connected to the classroom. That, in turn, gives children a sense of belonging that can improve attendance and set them up for success in later grades.\u003c/p>\n\u003cp>\"Successful habits build a successful life,\" Draughn says.\u003c/p>\n\u003ch3>Every behavior communicates a need\u003c/h3>\n\u003cp>Children express themselves through behavior—that's nothing new. But Draughn says if educators or parents are dealing with particularly challenging behaviors, it's essential to pay attention to the story those actions might be telling.\u003c/p>\n\u003cp>\"All behaviors, at least in children, are communication.\"\u003c/p>\n\u003cp>Draughn points to an example of a child caught stealing food from another student. Rather than place blame, Draughn looks to what that behavior might tell her about the child's life outside of school.\u003c/p>\n\u003cp>\"What is that behavior indicating? Sometimes that is an indication that basic needs are not being met. That is our first question. Not, 'Why did you steal?' \"\u003c/p>\n\u003cp>Children often behave in attention-seeking ways, and that's also true when they're acting out. One way to encourage \u003cem>positive\u003c/em> behaviors is to consistently celebrate things like following directions or standing patiently in line.\u003c/p>\n\u003cp>\"If [attention] is really what they're craving, then they're probably going to do it again,\" Draughn says.\u003c/p>\n\u003cp>Recognizing and meeting a child's unique sensory needs is another way to reward them. Maybe they can't focus when a classmate taps a pencil against a desk, or when they're wearing an uncomfortable piece of clothing. Draughn once had a student who regularly acted out in P.E. – it turned out the seam at the toe-line of his socks was an uncomfortable sensory experience for him.\u003c/p>\n\u003cp>\"Your brain is gaining information from [all five] senses,\" she says. \"And when you're in sensory overload, your brain cannot gain new information.\"\u003c/p>\n\u003cp>To identify sensory-avoidant or sensory-seeking behavior, Draughn simply asks students about their preferences.\u003c/p>\n\u003cp>\"So you either tone down or give them that sensory input [they're looking for].\"\u003c/p>\n\u003cp>How did she help that P.E. student? \"We finally settled on Toms and a very sheer sock that he could take off right after P.E.\"\u003c/p>\n\u003ch3>Tools for helping kids cope with anxiety\u003c/h3>\n\u003cp>In October, a coalition of organizations, including the American Academy of Pediatrics and the Children's Hospital Association, \u003ca href=\"https://downloads.aap.org/DOFA/NED%20Anniversary%20Sign-on%20Letter%20to%20President%20Biden%20Final%2010-13-22.pdf\">called on\u003c/a> President Biden to declare \"a federal National Emergency in children's mental health.\" Their letter cites a \"troubling\" growth in the number of young children diagnosed with anxiety and other disorders.\u003c/p>\n\u003cp>Draughn says she's also seen a higher number of anxiety-related referrals since the pandemic began. But she thinks that's in part due to a heightened sense of awareness around mental health in her community. \"Students have always been anxious, now they just have a word to name it.\"\u003c/p>\n\u003cp>She says helping children understand what anxiety is, and how their body responds to it, is a good first step to addressing it. She tells them about physical symptoms like sweating, fidgeting and nervousness. Another tell-tale sign is a stomach-ache.\u003c/p>\n\u003cp>\"Anxiety is a natural body response to tell us something's wrong. ... When we recognize it early on, we can put strategies in place to deal with it.\"\u003c/p>\n\u003cp>When she's intervening with an anxious child, Draughn uses kid-friendly words to describe what they're experiencing, like \"extra energy.\" Then, she finds ways for her students to expend or redirect that energy, like through exercise or simply allowing them to fidget.\u003c/p>\n\u003cp>If children feel too anxious or uncomfortable to get up and move, she suggests slowing things down with breathing exercises. You can ask a child to breathe in as though they're smelling a flower, and breathe out as though they're blowing out a candle. Draughn also likes to use a method called \"\u003ca href=\"https://www.youtube.com/watch?v=CoGTlBkP3IU\" target=\"_blank\" rel=\"noopener\">4 x 4 breathing.\u003c/a>\" She asks students to envision a square and breathe along each of its lines: \"You're going to breathe for 4 seconds, hold for 4 seconds, breathe out through your mouth for 4 seconds, hold for four seconds. And you do that four times.\"\u003c/p>\n\u003cp>Another strategy for when life feels overwhelming to children is to make it feel more bite-sized. \"When we look at it as a whole day, or hour or a whole class, it can get really daunting,\" Draughn says. So instead, she asks students to choose an activity or task that feels achievable within a few minutes, like journaling.\u003c/p>\n\u003cp>And when all else fails, distractions, like playing games or drawing, can be a simple but powerful tool to redirect anxiety—for both kids and adults.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+grown-ups+can+help+kids+transition+to+%27post-pandemic%27+school+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"2023's School Counselor of the Year Meredith Draughn shares some advice as kids navigate the most \"normal\" school year since COVID-19 hit the U.S. ","status":"publish","parent":0,"modified":1676994688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1359},"headData":{"title":"How grown-ups can help kids transition to 'post-pandemic' school life | KQED","description":"2023's School Counselor of the Year Meredith Draughn shares some advice as kids navigate the most "normal" school year since COVID-19 hit the U.S.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How grown-ups can help kids transition to 'post-pandemic' school life","datePublished":"2023-02-20T17:00:33.000Z","dateModified":"2023-02-21T15:51:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jonaki Mehta","nprImageAgency":"Kimberly Lyddane ","nprStoryId":"1155399753","nprApiLink":"http://api.npr.org/query?id=1155399753&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/02/20/1155399753/school-counselor-child-anxiety-mental-health?ft=nprml&f=1155399753","nprRetrievedStory":"1","nprPubDate":"Mon, 20 Feb 2023 17:57:00 -0500","nprStoryDate":"Mon, 20 Feb 2023 05:01:06 -0500","nprLastModifiedDate":"Mon, 20 Feb 2023 05:01:06 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230220_atc_how_grown-ups_can_help_kids_transition_to_post-pandemic_school_life.mp3?orgId=1&topicId=1013&d=265&p=2&story=1155399753&ft=nprml&f=1155399753","nprAudioM3u":"http://api.npr.org/m3u/11158401874-aac1bf.m3u?orgId=1&topicId=1013&d=265&p=2&story=1155399753&ft=nprml&f=1155399753","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230220_atc_how_grown-ups_can_help_kids_transition_to_post-pandemic_school_life.mp3?orgId=1&topicId=1013&d=265&p=2&story=1155399753&ft=nprml&f=1155399753","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School counselor Meredith Draughn starts every day by greeting the students who fill her campus hallways, cup of coffee in hand. There are about 350 of them, and she knows all their names.\u003c/p>\n\u003cp>\"Kids want to feel known and want to feel loved. And greeting them by name is one way we can do that...\u003ca href=\"https://www.panoramaed.com/blog/student-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> shows that that helps us build a positive culture and a welcoming culture.\"\u003c/p>\n\u003cp>Draughn works at B. Everett Jordan Elementary School in the rural town of Graham, N.C., and she was recently named 2023's School Counselor of the Year by the American School Counselor Association (ASCA). The selection committee praised Draughn's data-driven approach and passion for her students.\u003c/p>\n\u003cp>The award comes at a pivotal time for Draughn: in the middle of the most \"normal\" school year since the pandemic began. Masking is \u003ca href=\"https://about.burbio.com/school-mask-policy-tracker\" target=\"_blank\" rel=\"noopener\">optional in most schools\u003c/a>; quarantine regulations have been loosened; and in May, the Biden administration plans to \u003ca href=\"https://www.npr.org/2023/01/30/1152702709/covid-emergency-declarations-end-white-house\" target=\"_blank\" rel=\"noopener\">declare an end\u003c/a> to the COVID-19 public health emergency.\u003c/p>\n\u003cp>But children are still reeling from what they experienced during the pandemic. Many students have struggled with mental health, academics and a general lack of connection to their classroom. All things Draughn has seen in her school, too. But she says there is an upside to all those challenges.\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>\"I think a lot of people focus on trauma changing the brain...but what they miss is that\u003ca href=\"https://urldefense.com/v3/__https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00085/full__;!!Iwwt!XObgxpw0S5sOzGGGs5wkqiSEwWsiUu_-7PdESFAefr1O4Q6ruw0KpnK-XVt1kKJRWHyDHwO7bH_FCCMbOg%24\" target=\"_blank\" rel=\"noopener\"> healing changes it \u003c/a>as well.\"\u003c/p>\n\u003cp>Draughn has this advice for how educators and families can support their students as they navigate the transition to \"post-pandemic\" life:\u003c/p>\n\u003ch3>Establish regular routines and a sense of control\u003c/h3>\n\u003cp>The pandemic disrupted everybody's daily routines, and that lack of structure was especially difficult for children. Draughn says rebuilding routine takes time and consistency.\u003c/p>\n\u003cp>One way she likes to build consistent habits for students is by setting goals, big or small, like being respectful or following directions. She begins the day with a \"check-in,\" where students share what they'd like to accomplish, and ends it with a \"check-out\" to see if they met their goals.\u003c/p>\n\u003cp>\"Those successes in small ways can lead to big impacts,\" she explains. \"You're creating a habit, ultimately.\"\u003c/p>\n\u003cp>And habits can help give students a sense of control. Pandemic or not, Draughn says, a lack of control is something young people often struggle with,, and it can lead to some \u003cem>big \u003c/em>feelings, even outbursts.\u003c/p>\n\u003cp>\"So it's just reteaching what we can do when we don't have control over something and how we regain control and regulation over our own feelings and emotions.\"\u003c/p>\n\u003cp>She uses exercises like the \u003ca href=\"https://www.youtube.com/watch?v=hirlvRC3Dxc\" target=\"_blank\" rel=\"noopener\">circles of control\u003c/a>, which asks students to distinguish between things that are outside their control, and things they have the power to change. If the source of frustration is outside a child's control, she redirects their focus to something else that \u003cem>is \u003c/em>in their control to help them feel empowered.\u003c/p>\n\u003cp>Draughn says reestablishing structure, and giving students a sense of control, can lead to better self-regulation and a host of other benefits, including the motivation to show up to school.\u003c/p>\n\u003cp>Like a number of districts across the country, Draughn says hers is continuing to combat elevated levels of \u003ca href=\"https://www.npr.org/sections/ed/2015/12/07/456208805/how-a-schools-attendance-number-hides-big-problems\" target=\"_blank\" rel=\"noopener\">chronic absenteeism\u003c/a>, which is when students miss 10% or more of the school year. She says reintroducing school as a part of the daily routine can help students feel more connected to the classroom. That, in turn, gives children a sense of belonging that can improve attendance and set them up for success in later grades.\u003c/p>\n\u003cp>\"Successful habits build a successful life,\" Draughn says.\u003c/p>\n\u003ch3>Every behavior communicates a need\u003c/h3>\n\u003cp>Children express themselves through behavior—that's nothing new. But Draughn says if educators or parents are dealing with particularly challenging behaviors, it's essential to pay attention to the story those actions might be telling.\u003c/p>\n\u003cp>\"All behaviors, at least in children, are communication.\"\u003c/p>\n\u003cp>Draughn points to an example of a child caught stealing food from another student. Rather than place blame, Draughn looks to what that behavior might tell her about the child's life outside of school.\u003c/p>\n\u003cp>\"What is that behavior indicating? Sometimes that is an indication that basic needs are not being met. That is our first question. Not, 'Why did you steal?' \"\u003c/p>\n\u003cp>Children often behave in attention-seeking ways, and that's also true when they're acting out. One way to encourage \u003cem>positive\u003c/em> behaviors is to consistently celebrate things like following directions or standing patiently in line.\u003c/p>\n\u003cp>\"If [attention] is really what they're craving, then they're probably going to do it again,\" Draughn says.\u003c/p>\n\u003cp>Recognizing and meeting a child's unique sensory needs is another way to reward them. Maybe they can't focus when a classmate taps a pencil against a desk, or when they're wearing an uncomfortable piece of clothing. Draughn once had a student who regularly acted out in P.E. – it turned out the seam at the toe-line of his socks was an uncomfortable sensory experience for him.\u003c/p>\n\u003cp>\"Your brain is gaining information from [all five] senses,\" she says. \"And when you're in sensory overload, your brain cannot gain new information.\"\u003c/p>\n\u003cp>To identify sensory-avoidant or sensory-seeking behavior, Draughn simply asks students about their preferences.\u003c/p>\n\u003cp>\"So you either tone down or give them that sensory input [they're looking for].\"\u003c/p>\n\u003cp>How did she help that P.E. student? \"We finally settled on Toms and a very sheer sock that he could take off right after P.E.\"\u003c/p>\n\u003ch3>Tools for helping kids cope with anxiety\u003c/h3>\n\u003cp>In October, a coalition of organizations, including the American Academy of Pediatrics and the Children's Hospital Association, \u003ca href=\"https://downloads.aap.org/DOFA/NED%20Anniversary%20Sign-on%20Letter%20to%20President%20Biden%20Final%2010-13-22.pdf\">called on\u003c/a> President Biden to declare \"a federal National Emergency in children's mental health.\" Their letter cites a \"troubling\" growth in the number of young children diagnosed with anxiety and other disorders.\u003c/p>\n\u003cp>Draughn says she's also seen a higher number of anxiety-related referrals since the pandemic began. But she thinks that's in part due to a heightened sense of awareness around mental health in her community. \"Students have always been anxious, now they just have a word to name it.\"\u003c/p>\n\u003cp>She says helping children understand what anxiety is, and how their body responds to it, is a good first step to addressing it. She tells them about physical symptoms like sweating, fidgeting and nervousness. Another tell-tale sign is a stomach-ache.\u003c/p>\n\u003cp>\"Anxiety is a natural body response to tell us something's wrong. ... When we recognize it early on, we can put strategies in place to deal with it.\"\u003c/p>\n\u003cp>When she's intervening with an anxious child, Draughn uses kid-friendly words to describe what they're experiencing, like \"extra energy.\" Then, she finds ways for her students to expend or redirect that energy, like through exercise or simply allowing them to fidget.\u003c/p>\n\u003cp>If children feel too anxious or uncomfortable to get up and move, she suggests slowing things down with breathing exercises. You can ask a child to breathe in as though they're smelling a flower, and breathe out as though they're blowing out a candle. Draughn also likes to use a method called \"\u003ca href=\"https://www.youtube.com/watch?v=CoGTlBkP3IU\" target=\"_blank\" rel=\"noopener\">4 x 4 breathing.\u003c/a>\" She asks students to envision a square and breathe along each of its lines: \"You're going to breathe for 4 seconds, hold for 4 seconds, breathe out through your mouth for 4 seconds, hold for four seconds. And you do that four times.\"\u003c/p>\n\u003cp>Another strategy for when life feels overwhelming to children is to make it feel more bite-sized. \"When we look at it as a whole day, or hour or a whole class, it can get really daunting,\" Draughn says. So instead, she asks students to choose an activity or task that feels achievable within a few minutes, like journaling.\u003c/p>\n\u003cp>And when all else fails, distractions, like playing games or drawing, can be a simple but powerful tool to redirect anxiety—for both kids and adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+grown-ups+can+help+kids+transition+to+%27post-pandemic%27+school+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life","authors":["byline_mindshift_61082"],"categories":["mindshift_20729","mindshift_21345","mindshift_21280"],"tags":["mindshift_21560","mindshift_21343","mindshift_21558","mindshift_21559","mindshift_21337","mindshift_21105"],"featImg":"mindshift_61083","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_58481":{"type":"posts","id":"mindshift_58481","meta":{"index":"posts_1591205157","site":"mindshift","id":"58481","score":null,"sort":[1631253157000]},"guestAuthors":[],"slug":"how-to-talk-about-9-11-with-a-new-generation-of-kids","title":"How To Talk About 9/11 With A New Generation Of Kids","publishDate":1631253157,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.","status":"publish","parent":0,"modified":1631254710,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1185},"headData":{"title":"How To Talk About 9/11 With A New Generation Of Kids - MindShift","description":"Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Talk About 9/11 With A New Generation Of Kids","datePublished":"2021-09-10T05:52:37.000Z","dateModified":"2021-09-10T06:18:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58481 https://ww2.kqed.org/mindshift/?p=58481","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/09/how-to-talk-about-9-11-with-a-new-generation-of-kids/","disqusTitle":"How To Talk About 9/11 With A New Generation Of Kids","nprImageCredit":"Spencer Platt","nprByline":"Cory Turner and Sarah McCammon","nprImageAgency":"Getty Images","nprStoryId":"1035454983","nprApiLink":"http://api.npr.org/query?id=1035454983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/09/09/1035454983/how-to-talk-about-9-11-with-a-new-generation-of-kids?ft=nprml&f=1035454983","nprRetrievedStory":"1","nprPubDate":"Thu, 09 Sep 2021 18:26:00 -0400","nprStoryDate":"Thu, 09 Sep 2021 16:39:00 -0400","nprLastModifiedDate":"Thu, 09 Sep 2021 18:26:00 -0400","path":"/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\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>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids","authors":["byline_mindshift_58481"],"categories":["mindshift_193"],"tags":["mindshift_20615","mindshift_21105"],"featImg":"mindshift_58482","label":"mindshift"},"mindshift_58404":{"type":"posts","id":"mindshift_58404","meta":{"index":"posts_1591205157","site":"mindshift","id":"58404","score":null,"sort":[1630360439000]},"guestAuthors":[],"slug":"how-to-improve-mental-health-at-school","title":"How to Improve Mental Health at School","publishDate":1630360439,"format":"audio","headTitle":"How to Improve Mental Health at School | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n","blocks":[],"excerpt":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","status":"publish","parent":0,"modified":1700528725,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1682},"headData":{"title":"How to Improve Mental Health at School | KQED","description":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Improve Mental Health at School","datePublished":"2021-08-30T21:53:59.000Z","dateModified":"2023-11-21T01:05:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2327673806.mp3?updated=1630357558","path":"/mindshift/58404/how-to-improve-mental-health-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\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>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58404/how-to-improve-mental-health-at-school","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20589","mindshift_377","mindshift_20865","mindshift_231","mindshift_486","mindshift_21420","mindshift_21105"],"featImg":"mindshift_58412","label":"mindshift_21847"},"mindshift_58368":{"type":"posts","id":"mindshift_58368","meta":{"index":"posts_1591205157","site":"mindshift","id":"58368","score":null,"sort":[1629707943000]},"guestAuthors":[],"slug":"build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","title":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","publishDate":1629707943,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1418193939379675136\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","status":"publish","parent":0,"modified":1629707943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2341},"headData":{"title":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic - MindShift","description":"The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","datePublished":"2021-08-23T08:39:03.000Z","dateModified":"2021-08-23T08:39:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58368 https://ww2.kqed.org/mindshift/?p=58368","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/23/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic/","disqusTitle":"Build With Care: Recruiting Student and Teacher Voices to Rethink Schools Because of the Pandemic","path":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\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\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1418193939379675136"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \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\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58368/build-with-care-recruiting-student-and-teacher-voices-to-rethink-schools-because-of-the-pandemic","authors":["11107"],"categories":["mindshift_20729"],"tags":["mindshift_21344","mindshift_21343","mindshift_819","mindshift_20865","mindshift_556","mindshift_20852","mindshift_21105"],"featImg":"mindshift_58369","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. 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