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Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","status":"publish","parent":0,"modified":1706900711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1247},"headData":{"title":"Overscheduling kids’ lives causes depression and anxiety, study finds | KQED","description":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Economists calculated the costs and benefits of homework and extracurriculars. They found troubling mental health costs."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Psychologists have long warned that children’s lives are overscheduled, which undermines their ability to develop non-academic skills that they’ll need in adulthood, from coping with setbacks to building strong relationships. Now a trio of economists say they’ve been able to calculate some of these psychological costs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775723001504?via%3Dihub\">\u003cspan style=\"font-weight: 400\">data analysis published in the February 2024 issue of the Economics of Education Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, three economists from the University of Georgia and the Federal Reserve Board found that students are assigned so much homework and signed up for so many extracurricular activities that the “last hour” was no longer helping to build their academic skills. Instead, the activities were actually harming their mental well-being, making students more anxious, depressed or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not saying that all these activities are bad, but that the total is bad,” said Carolina Caetano, one of the study’s authors and an assistant professor of economics at the University of Georgia. Homework and scheduled activities, she said, were eating away at time for sleep and socializing, which are also important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The downsides of homework and scheduled activities were most pronounced during the high school years, when students are feeling pressure to earn high grades and load up on extracurriculars for their college applications, the researchers found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the researchers weren’t able to put a precise number on how many hours is too much, and Caetano explained to me that the number might not be the same for everyone.\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\">Parents who worry that their children might be overscheduled should ask themselves whether they feel their days are so busy that their children don’t even have time for spontaneous play dates, Caetano said. “If you feel stretched, you’re probably on the too-much side of this,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caetano and her research team analyzed the time diaries of 4,300 children and teens, from kindergarten through 12th grade. The diaries had been collected over the years, dating back to 1997, as part of the \u003c/span>\u003ca href=\"https://psidonline.isr.umich.edu/\">\u003cspan style=\"font-weight: 400\">Panel Study of Income Dynamics (PSID)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a large nationally representative household survey overseen by the University of Michigan. Children, parents and survey workers kept track of a random weekday and a random weekend day for each child, allowing the researchers to see how children spent every minute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers described a wide assortment of activities intended to improve children’s skills as “enrichment.” Homework was the largest component, adding up to two thirds of the total enrichment hours. The remainder of the enrichment time was occupied by reading (14% of the enrichment time), followed by before- and after-school programs (7%). In the diaries, relatively little time was spent being read to by parents, tutoring and other academic lessons, and on non-academic lessons, such as piano, soccer lessons or driver’s ed. On average, children spent 45 minutes a day on all of them, ranging from zero to four hours a day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers then compared time spent on these enrichment activities with academic test scores along with non-cognitive psychological measures, which were based on parent surveys of their children’s behaviors, such as being withdrawn, anxious or angry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, there seemed to be a strong association between time spent on enrichment and academic skills and positive behaviors. That is, students who were more scheduled also had higher test scores and better behaviors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But scheduled students also tend to be wealthier. Their families have the resources for tutors, after-school activities, or nannies who enforce homework time. It’s hard to tell how much the activities were responsible for boosting students’ skills or whether these highly resourced children would have done just as well on the tests and non-cognitive measures without the activities. After adjusting for family income and other demographic characteristics, some of these benefits melted away. Still, some association between scheduled activities and academic skills remained. In other words, even between two children with the same demographics and family income, the one that was more scheduled and spent more time on homework scored higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, these scheduled children of the same income and demographics still differ from each other in important ways. Some are more motivated or conscientious. Some have photographic memories or are hard working. Some have a gift for math or music. The children who choose to do more homework and participate in after-school activities are exactly the ones who are more likely to score higher anyway. It’s a thorny knot to disentangle how much the homework and scheduled activities are driving the improvement in skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this study, the researchers used a new statistical technique for large datasets to disentangle it. And once they adjusted for the effects of the students’ unobservable or inner differences, all the academic benefits melted away, and well-being turned negative. That is, the final or marginal hour of homework and activities didn’t raise a student’s test scores at all and lowered a child’s non-cognitive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also noticed a dilemma in the data. The psychological downsides of overscheduling hit before students’ cognitive skills were maximized. There’s a point where a child could still boost his academic skills by doing another hour of homework or tutoring, for example, but it would come at the expense of mental well-being. With more time spent on these activities, the academic returns eventually fall to zero, but by that time, there’s been a considerable hit to well-being.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot more research is needed to understand if some activities are harming students more than others. One question Caetano has concerns timing. She wonders what would happen if little kids were less scheduled in elementary school. Would they then have more resilience to deal with the time pressures in high school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The statistical techniques in this study are new and researchers debate about how and when to use them. Josh Goodman, an education economist at Boston University who was not involved in the study, commented that the causal claims between overscheduling and academic skills and mental well-being aren’t “perfect,” but called them “good enough.” He said on X (formerly Twitter) that “the paper raises some very uncomfortable questions (including about my own parenting decisions!)” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, parents aren’t entirely to blame. Schools assign the homework and their children’s grades will suffer if it isn’t done. College admissions departments value applicants with high grades and activities. Caetano sympathizes with parents who find it hard to individually push back against the current system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s similarly difficult for one school to unilaterally change homework policies when colleges could penalize their students. Indeed, schools that have tried reducing the pressure have sometimes felt the wrath of parents who are worried that less homework will cause their children to fall behind the competition. Ultimately, Caetano says that education policymakers on the state or federal level need to set policies to ratchet down the pressure for all.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">extracurricular activities\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63052/overscheduling-kids-lives-causes-depression-and-anxiety-study-finds","authors":["byline_mindshift_63052"],"categories":["mindshift_21504","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_20589","mindshift_21612","mindshift_21070","mindshift_21100","mindshift_563","mindshift_20865","mindshift_20870","mindshift_290"],"featImg":"mindshift_63054","label":"mindshift"},"mindshift_62628":{"type":"posts","id":"mindshift_62628","meta":{"index":"posts_1591205157","site":"mindshift","id":"62628","score":null,"sort":[1697632218000]},"guestAuthors":[],"slug":"how-parents-can-recognize-and-help-a-child-with-anxiety","title":"How parents can recognize and help a child with anxiety","publishDate":1697632218,"format":"standard","headTitle":"How parents can recognize and help a child with anxiety | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","status":"publish","parent":0,"modified":1697632517,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1798},"headData":{"title":"How parents can recognize and help a child with anxiety | KQED","description":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"How do you know if your child has anxiety? How do you know whether to seek help? Child psychologist answers parent questions about anxiety disorders."},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-to-help-your-anxious-child\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety disorders are the most common mental health concern in children. The rates of children with anxiety have been growing dramatically. In 2021, a meta-analysis (translation: a study that combines data from all previous studies) found that \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796\">\u003cspan style=\"font-weight: 400\">20.5% of children worldwide have symptoms of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This post will help parents address many of your common questions on anxiety, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How do you know if your child has anxiety?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are the common anxiety disorders in children?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is your child’s anxiety your “fault” as a parent?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What can you do to help your child?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When and how should you seek professional help for your child?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>\u003cb>How do you know if your child has anxiety?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is very normal for children to have fears that seem irrational or out of proportion to the danger actually posed, such as being afraid of the dark or worried about their parents leaving. However, most children seem to outgrow these fears with age and/or the fears do not interfere with the child’s ability to make friends, go to school, sleep or engage in other activities that are important to the child and the family. Parents should be concerned if the fear or anxiety does not seem typical for their age or if it starts to interfere with important activities for your child, such as sleep, school or important family activities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with anxiety may show some of the following symptoms:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Complaining of stomach or head problems\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty falling or staying asleep\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Difficulty concentrating\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Seeming overly tired or on edge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Excessive worrying\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Avoiding certain things or activities\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Irritability or being more prone to anger\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important to note that anxiety can look different in children than in adults. For children, it is common that anxiety involves physical complaints (stomachache, headache or being tired or unable to sleep) or looks more like irritability and anger than nervousness. Young children also may not be able to describe their anxious thoughts or even accept that their thoughts are irrational or unreasonable. Older children may know their thoughts are unreasonable but not be able to control them or still feel anxious.\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\">Anxiety in children can include any of the following diagnoses:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized anxiety disorder\u003c/b>\u003cspan style=\"font-weight: 400\">: Children with generalized anxiety disorder show a general pattern of anxiety that is not specific to a particular object or event. They worry constantly about a variety of topics and show physical signs of anxiety, such as stomaches or a racing heart). Their anxiety is so distressing that it interferes with school and other activities.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Separation anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Most children don’t like being separated from their primary caregivers but children with separation anxiety disorder show an extreme response to separation that is more intense or lasts longer than other children their age. They may refuse separation or worry that something may happen to the caregiver while they are away.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social anxiety disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Children with social anxiety disorder are very afraid of social situations. Older children may be very worried about being judged or viewed negatively by others. This could result in school avoidance or avoiding other types of social situations.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Panic disorder:\u003c/b>\u003cspan style=\"font-weight: 400\"> Panic disorder is diagnosed when children have regular, unpredictable panic attacks and have a persistent worry about having another one. A panic attack may involve a sudden feeling of heart pounding, trouble breathing, dizziness or feeling shaky and sweaty.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Specific phobias:\u003c/b>\u003cspan style=\"font-weight: 400\"> A specific phobia is strong fear about a particular situation or object. These fears are so intense that they cause extreme distress and/or stop the child from going places or doing things they want to do. Common examples include going to the doctor or dentist, dogs, thunderstorms and vomit.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Selective mutism\u003c/b>\u003cspan style=\"font-weight: 400\">: Selective mutism occurs when children have trouble talking or refuse to talk in situations that are new or uncomfortable for them. They do not have trouble communicating with familiar people in familiar situations but they only have trouble talking in anxiety-provoking situations.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Is your child’s anxiety your “fault” as a parent?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">meta-analysis\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(translation: a study which combines data from all previous studies on the topic) found that only 4% of the variance in child anxiety is related to parenting. This means that most cases of childhood anxiety are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">caused or made worse by parenting. For most children, there is nothing you did or did not do to cause your child’s anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, just because parenting is unlikely to have caused anxiety, it does not mean that there is nothing you can do to help your child learn how to cope with anxiety or reduce their experience of anxiety.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can I do to help my child?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that parents may play a clear role in helping their child to cope with anxiety. In fact, a \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30851397/\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that training parents in effective ways to manage their child’s anxiety was just as effective in reducing anxiety symptoms as direct child therapy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can you do to help your anxious child, according to research?\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain what anxiety is and take away the shame:\u003c/b>\u003cspan style=\"font-weight: 400\"> Explain to your child that there is nothing wrong with them and that anxiety itself is not “bad”— anxiety is there to protect them. You can describe their brain as being more likely to have “false alarms” meaning their brain is telling them there is danger when really they are safe. Explain that this happens to everyone and maybe even give an example of when it happened to you as a child or an adult.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>When your child is anxious, avoid any “accommodating behaviors”:\u003c/b>\u003cspan style=\"font-weight: 400\"> Be careful not to provide too much reassurance or help the child to avoid what makes them anxious. These are called “accommodating behaviors” by psychologists. Many well-intentioned parents of anxious children get in the pattern of shielding their child or avoiding anything that might trigger anxiety. Yet, we know from\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932435/\"> \u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that avoiding anxiety-provoking events only makes anxiety worse and keeps the child reliant on their parents coping with the situation for them so they don’t learn skills for coping with their anxiety independently. It also reinforces that the situation is something they should be afraid of (since even their parents seem worried) and communicates to children that they are not capable of handling it on their own. Examples can include always speaking for a shy child, answering repetitive questions when a child is worried about something or avoiding events that might make your child anxious.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Validate and empathize with anxiety:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the same time, parents also do not want to ignore or invalidate their child’s anxiety. They should acknowledge that the child’s anxiety is “real” and is difficult for them, even if it seems irrational to the parent. For example: “I can tell that was really scary for you.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage children to face their fears:\u003c/b>\u003cspan style=\"font-weight: 400\"> After acknowledging and empathizing with their child’s anxiety, parents should then encourage them to gradually and gently face their fears. Parents should work with their children to take “baby steps” to facing their fears. For example: “This really makes you feel nervous but I know you can handle it.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise any “brave” behavior:\u003c/b>\u003cspan style=\"font-weight: 400\"> When children successfully face their fears or even when they take a “baby step” toward facing their fears, parents should give children a lot of praise and positive attention. When doing this, parents should acknowledge that the child was anxious and that it was very difficult but they did it anyway, rather than invalidating their experience with something like “See, that wasn’t so bad!”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child learn to tolerate uncertainty:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many children and adults with anxiety will try to avoid anxiety by reducing uncertainty in their environment. Help your child to face uncertainty and learn to tolerate uncertainty by gradually exposing them to more uncertainty in their environment. This could include not answering repetitive questions, packing them a slightly different snack every day, trying out new activities even if they are nervous, driving a different way to school or changing the order of a routine.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child’s independence and ability to make choices on their own\u003c/b>\u003cspan style=\"font-weight: 400\">: Allow your child the freedom to make mistakes, take risks and even make the “wrong” decision.\u003c/span>\u003ca href=\"https://weiszlab.fas.harvard.edu/files/jweisz/files/mcleod_wood_weisz_2007_clinc_psych_rev_anxiety.pdf\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parents who are overly controlling are more likely to have a child with anxiety. Although this parenting practice could reflect the parents’ anxiety themselves, it also makes sense that this behavior may hurt children’s confidence.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>When and how do I seek professional help?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents can certainly help their children to cope with anxiety, it is also important to seek professional help when needed for childhood anxiety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you know if you need to seek help? Parents should seek help for any of the following reasons:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Their child’s anxiety seems to be interfering with important functions such as sleep, eating, school or activities that they used to enjoy\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The strategies they are trying to manage their child’s anxiety don’t seem to be helping or are making the anxiety worse\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child has been exposed to a traumatic situation which is causing anxiety\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The child’s anxiety seems to be getting worse over time\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you do think your child needs professional help, ask your pediatrician or school counselor for a referral to a psychologist, doctor or other mental health professional. They may conduct an evaluation, which will likely involve some questionnaires and talking to you and your child about their symptoms. After the evaluation, you will be told whether your child meets criteria for an anxiety disorder and what your treatment options might be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Therapy and medication are very effective for treating childhood anxiety. In particular,\u003c/span>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJMoa0804633\"> \u003cspan style=\"font-weight: 400\">a type of therapy called Cognitive Behavioral Therapy (CBT) helps most children with anxiety show improvement in symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10567-019-00303-2\"> \u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that therapy with “in-session exposure” (translation: exposing children to what makes them anxious during the therapy session) may help to improve anxiety symptoms. Parents can ask providers whether they have been trained in CBT and use exposure in their sessions in order to determine if their approach is backed by research.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62628/how-parents-can-recognize-and-help-a-child-with-anxiety","authors":["byline_mindshift_62628"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20589","mindshift_21827","mindshift_20865","mindshift_20568","mindshift_21706","mindshift_21749","mindshift_381"],"featImg":"mindshift_62629","label":"mindshift"},"mindshift_62428":{"type":"posts","id":"mindshift_62428","meta":{"index":"posts_1591205157","site":"mindshift","id":"62428","score":null,"sort":[1695636049000]},"guestAuthors":[],"slug":"dealing-with-test-anxiety-practice-quizzes-can-actually-help","title":"Dealing with test anxiety? Practice quizzes can actually help","publishDate":1695636049,"format":"standard","headTitle":"Dealing with test anxiety? Practice quizzes can actually help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety.","status":"publish","parent":0,"modified":1695416349,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":895},"headData":{"title":"Dealing with test anxiety? Practice quizzes can actually help | KQED","description":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62428/dealing-with-test-anxiety-practice-quizzes-can-actually-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \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\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62428/dealing-with-test-anxiety-practice-quizzes-can-actually-help","authors":["byline_mindshift_62428"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_20556","mindshift_20726","mindshift_21152","mindshift_21541"],"featImg":"mindshift_62430","label":"mindshift"},"mindshift_61888":{"type":"posts","id":"mindshift_61888","meta":{"index":"posts_1591205157","site":"mindshift","id":"61888","score":null,"sort":[1687744821000]},"guestAuthors":[],"slug":"4-parenting-priorities-to-prevent-mental-health-summer-slide","title":"4 parenting priorities to prevent mental health 'summer slide'","publishDate":1687744821,"format":"standard","headTitle":"4 parenting priorities to prevent mental health ‘summer slide’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"While many kids look forward to summer break, it can also be a time when signs of anxiety and depression go unnoticed. Screen time limits and open communication can help.","status":"publish","parent":0,"modified":1687663688,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1327},"headData":{"title":"4 parenting priorities to prevent mental health 'summer slide' | KQED","description":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"While many kids look forward to summer break, it can also be a time when signs of emotional distress go unnoticed. Screen time limits and open communication can help."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With school on break, along with all the homework, tests and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">early start times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that come with it, parents often assume that young people’s stress and \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">anxiety\u003c/a> will take a pause as well. However, that’s not always the case, especially as the novelty of summer dwindles. \u003c/span>\u003cspan style=\"font-weight: 400\">Without the daily structure of school and extracurricular activities, kids may struggle with boredom or restlessness. “Summer for many of us can feel like this nebulous thing because it is just this endless free time. Additionally, the pressure to make the most of the summer break and fear of missing out on experiences can contribute to feelings of anxiety. That ambiguity spikes a lot of fear and concern,” said Miriam Stevenson, who is an executive director at \u003c/span>\u003ca href=\"https://www.caresolace.org/\">\u003cspan style=\"font-weight: 400\">Care Solace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a company that helps schools connect families with mental health services. \u003c/span>\u003cspan style=\"font-weight: 400\">Previously she worked as the director of student services for health and wellness in the Palo Alto Unified School District.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stevenson said that while Care Solace receives fewer summertime referrals, it’s not because there is less need. It’s because students aren’t at school with extra adult eyes and ears to check in on them. “There’s one less node in our safety net,” she said. When schools succeed at creating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61775/how-important-was-your-favorite-teacher-to-your-success-researchers-have-done-the-math\">\u003cspan style=\"font-weight: 400\">a sense of belonging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they can be a comforting routine for students or a safe place where they feel socially connected. Stevenson offered advice for \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">parents looking to support their kids’ mental health\u003c/a> over the summer and equip them with the tools to embrace joy, conquer challenges and flourish.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More free time doesn’t have to mean more screen time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With more free time on their hands, it’s easy for kids to get sucked into endless hours of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">screen usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially because kids are also using their devices to connect with friends that they’re no longer seeing at school everyday. An advisory from the U.S. Surgeon General \u003ca href=\"https://ojjdp.ojp.gov/news/juvjust/us-surgeon-general-issues-advisory-social-media-and-youth-mental-health\">recently warned\u003c/a> that “frequent social media use can contribute to poor mental health.” One study cited in the \u003ca href=\"https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf\">advisory \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">found that adolescents who spent over three hours per day on social media were twice as likely to have \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">negative mental health outcomes\u003c/a>, such as depression and anxiety symptoms. “Not all young people are good at setting their own boundaries and they might need you to be the bad guy,” said Stevenson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing parents can do to limit screen time is to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">lead by example with their own devices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They’re going to do what we do, not what we tell them to do,” added Stevenson. By modeling moderation and offering alternatives that get kids moving and exploring, parents can make a well-rounded summer seem more attainable. Summer is an opportunity to be present with one another as a family, said Stevenson. “Have technology-free times together or meals together — moments where there isn’t a screen that’s interfering with your ability to connect,” she suggested. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents can give their children a screen time budget. “They get to decide how they want to use the amount of screen time that they have,” said Stevenson. “That gives them some autonomy and choice.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The power of a summer schedule\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maintaining a routine during the summer can be a powerful tool for supporting children’s mental health, and parents can play a crucial role in establishing and reinforcing this structure. Stevenson encouraged parents to proactively determine a schedule with kids, including \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">\u003cspan style=\"font-weight: 400\">bedtimes and wake-up times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There’s great freedom in the summer to allow us to go to our natural circadian rhythms. And unfortunately, as lovely as that might be, it’s going to make waking up early harder when they come back [to school],” said Stevenson. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html\">\u003cspan style=\"font-weight: 400\">Consistent sleep patterns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can improve sleep health, which is closely \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400\">linked to children’s mental health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “If you don’t have morning routines or evening routines as a family, the summer is a good time to experiment,” Stevenson said. Creating a daily schedule that includes dedicated time for physical activity, reading, hobbies and socializing can provide a sense of stability and purpose.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just because school’s out doesn’t mean learning stops. In fact, it’s the best time to learn because you have the sole choice over what you get to be curious, pursue or inquire about,” she added. Outside of the hustle and bustle of the school year, parents can encourage kids to think about how they’re contributing to their community, which can look like setting the table each night, visiting older relatives or volunteering locally. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Open communication can help parents recognize warning signs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to identify signs that a kid is struggling with mental health, especially if they are older. Although resources with lists of warning signs exist, they can often read like teenagers being teenagers, Stevenson said. “They’re emotional. They’re volatile. They’re withdrawn. They like to sleep all day.” Instead of scrutinizing every potential symptom, Stevenson suggested parents keep an eye on significant changes in behavior, mood, eating and sleep habits. “Trust that you know your kid,” she said. “You know what their baseline is.” Additionally, parents can establish a daily check-in with their child, such as a text asking how they’re doing or a designated time in the evening to share highs and lows from the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents notice warning signs of poor mental health, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">\u003cspan style=\"font-weight: 400\">open and honest communication\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is vital. Engaging in supportive conversations with their child, expressing concern and actively listening without judgment can create a safe space for them to share their feelings. “Listen and stay in that moment and just let them express themselves. Show them that you can hold very difficult feelings,” said Stevenson. If parents feel out of their depth, they can seek professional help from a pediatrician, therapist or counselor. “Summer can present a lot of great opportunities for intensive mental health support or starting with a therapist,” she added.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowledge is power when it comes to school-year fear\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the summer, going back to school may be the farthest thing from kids’ minds. But as the school start date gets closer, parents might start to see anxiety levels rise, said Stevenson. “Anytime you’re going to have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">a transition or there’s an unknown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s going to be an increase in worry. And if you’re already predisposed or struggling with anxiety, it’s going to exacerbate the challenges that you’re facing,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can work with kids to find out as much information about the next school year as possible in order to dispel any fear of the future. This is especially helpful when kids are starting at a new school either because of a grade change or a recent move. Parents may encourage students to visit school and see where their classes will be or talk to their friends to see if they will be in the same classes. “As much information as they can have about what their day is going to look like and who they’re going to be with is really helpful,” said Stevenson. Additionally, parents can identify any orientation programs that the school may provide.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids’ mental health needs persist past the end of the school year and through the summer. Embracing this opportunity to reset and focus on mental well-being can set the stage for a fulfilling summer experience and confident start to the new school year.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide","authors":["11721"],"categories":["mindshift_21445","mindshift_20729","mindshift_21280","mindshift_21385","mindshift_20697"],"tags":["mindshift_21093","mindshift_20811","mindshift_20589","mindshift_21070","mindshift_21100","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20816","mindshift_634","mindshift_21083","mindshift_514","mindshift_21159","mindshift_1038"],"featImg":"mindshift_61890","label":"mindshift"},"mindshift_61186":{"type":"posts","id":"mindshift_61186","meta":{"index":"posts_1591205157","site":"mindshift","id":"61186","score":null,"sort":[1678273222000]},"guestAuthors":[],"slug":"what-parents-need-to-know-about-their-teens-mental-health","title":"What parents need to know about their teens’ mental health","publishDate":1678273222,"format":"standard","headTitle":"What parents need to know about their teens’ mental health | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when I was still coaching high school cross country, a teenage girl skipped up to me after practice with a warning: Don’t count on her to race all the time. If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"As teens face a worsening mental health crisis, psychologist Lisa Damour advises parents on how to help young people learn to express and regulate emotions.","status":"publish","parent":0,"modified":1682274038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1199},"headData":{"title":"What parents need to know about their teens’ mental health | KQED","description":"As teens face a worsening mental health crisis, psychologist Lisa Damour advises parents on how to help young people learn to express and regulate emotions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when I was still coaching high school cross country, a teenage girl skipped up to me after practice with a warning: Don’t count on her to race all the time. If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \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\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \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\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health","authors":["4613"],"categories":["mindshift_21445","mindshift_21345","mindshift_21280"],"tags":["mindshift_21093","mindshift_20589","mindshift_21070","mindshift_21157","mindshift_20865","mindshift_20696","mindshift_20884","mindshift_1038"],"featImg":"mindshift_61188","label":"mindshift"},"mindshift_60498":{"type":"posts","id":"mindshift_60498","meta":{"index":"posts_1591205157","site":"mindshift","id":"60498","score":null,"sort":[1677063618000]},"guestAuthors":[],"slug":"what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","title":"What parents should know about eco-anxiety and its impact on today’s teens","publishDate":1677063618,"format":"standard","headTitle":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents can’t fix their teens' eco-anxiety, but there are ways they can understand and help. Heather White’s book “One Green Thing” offers advice on how to listen and talk to young people about their climate anxiety. ","status":"publish","parent":0,"modified":1690807851,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1556},"headData":{"title":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","description":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21508","mindshift_21280","mindshift_21385"],"tags":["mindshift_21093","mindshift_20589","mindshift_21124","mindshift_21463","mindshift_21059","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20925","mindshift_21355","mindshift_1038"],"featImg":"mindshift_60500","label":"mindshift"},"mindshift_61031":{"type":"posts","id":"mindshift_61031","meta":{"index":"posts_1591205157","site":"mindshift","id":"61031","score":null,"sort":[1676388927000]},"guestAuthors":[],"slug":"teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says","publishDate":1676388927,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nearly one in three girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","status":"publish","parent":0,"modified":1676663168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":980},"headData":{"title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says | KQED","description":"Nearly 1 in 3 girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprImageCredit":"Radu Bighian","nprByline":"Rhitu Chatterjee","nprImageAgency":"EyeEm via Getty Images","nprStoryId":"1156663966","nprApiLink":"http://api.npr.org/query?id=1156663966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/02/13/1156663966/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says?ft=nprml&f=1156663966","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Feb 2023 19:43:00 -0500","nprStoryDate":"Mon, 13 Feb 2023 19:36:56 -0500","nprLastModifiedDate":"Mon, 13 Feb 2023 19:43:45 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","nprAudioM3u":"http://api.npr.org/m3u/11156690774-af7ff1.m3u?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","authors":["byline_mindshift_61031"],"categories":["mindshift_21445","mindshift_21280","mindshift_20874"],"tags":["mindshift_20589","mindshift_21556","mindshift_21070","mindshift_20825","mindshift_21339","mindshift_20865","mindshift_20884","mindshift_21159","mindshift_1038","mindshift_21557"],"featImg":"mindshift_61032","label":"mindshift"},"mindshift_60905":{"type":"posts","id":"mindshift_60905","meta":{"index":"posts_1591205157","site":"mindshift","id":"60905","score":null,"sort":[1675162821000]},"guestAuthors":[],"slug":"theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","title":"There’s no such thing as a bad test taker, but anxiety is real","publishDate":1675162821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers who want to reduce students’ test anxiety can design assessments and assignments that help them put their best foot forward. ","status":"publish","parent":0,"modified":1675200243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1192},"headData":{"title":"There’s no such thing as a bad test taker, but anxiety is real | KQED","description":"Anxiety before a big test is normal. Here are tips for teachers who want to reduce students' test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://twitter.com/latintechtools\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Maureen Lamb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher at Kingswood Oxford School in Connecticut, can see the telltale signs of test anxiety the moment her students enter the classroom. “They're flustered,” she said. “And there's a lot of negative self-talk as they walk in, like, ‘I don't know anything. I can't do this.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting nervous at exam time \u003c/span>\u003cspan style=\"font-weight: 400\">is normal\u003c/span>\u003cspan style=\"font-weight: 400\">. But test anxiety becomes a problem when students’ cognitive skills are “short-circuited by the worry,” said Dr. Ellen Utley, a psychiatrist and an advisor at \u003c/span>\u003ca href=\"https://jedfoundation.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Jed Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that focuses on suicide prevention and young people's emotional health. High anxiety can impair students’ performance by impacting the \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that enable them to focus attention and access memory, Utley explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support students who are prone to being overwhelmed by tests, Utley recommended that schools urge students to avoid all-nighters and marathon study sessions in favor of \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">healthy habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Schools can really message around good nutrition [and] good exercise as having a positive correlation with doing well academically,” she said. “So they're not just focusing on good grades or studying as the only way to do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to test preparation, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6524999/#:~:text=Changing%20study%20habits%2C%20active%20learning,schedule%20can%20reduce%20test%20anxiety.&text=Students%20who%20suffer%20from%20test,problems%20in%20preparing%20for%20exams\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">which can reduce students’ feeling of test anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have a role to play. “When students feel like they are prepared for an assessment, they are far more likely to do well and not have their stress reach that level where they won't perform as well as they had hoped,” said Lamb, the high school teacher. She offered advice on how to design assessments and assignments that reduce students’ unease and help them put their best foot forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of them won't ask for help in managing this type of stress. They'll just try to push forward,” Lamb said. “Giving students the tools they need for preparation is really one of the best things I can do.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Three Fs of Assessments\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to giving out assessments, Lamb makes sure to satisfy her three Fs: familiar, focused and flexible. This framework can support learners in preparing for tests and developing a better relationship to testing.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Familiar\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When an assessment is familiar, students are not blindsided by the test’s content or format. Homework assignments are a low stakes way to prepare students for test content. “It's just students getting that practice in to make sure they're familiarized with the materials,” said Lamb. She \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\">no longer grades homework\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">but she gives students what she calls “the playlist” every \u003c/span>\u003cspan style=\"font-weight: 400\">night. The playlist includes an ungraded set of optional assignments like \u003c/span>\u003ca href=\"https://quizlet.com/en-us/content/examiety-resource-guide\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Quizlet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online flashcards, a quiz, a review video or a game related to the material they are covering. “They can spend their time how they think it would be most effective,” Lamb said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the past two years, Lamb has given her students an optional practice test before every graded test. Although it has different questions from the graded test, students who take the practice version get an opportunity to hone the skills that will be assessed and get familiar with the test format. Lamb found that practice tests remove students' fear of the unknown and make it easier to study without feeling completely overwhelmed. “A tiny bit of stress \u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">can be a motivator\u003c/a>,” she said. “When it's too much stress, I find that students shut down. So as much as possible, I try to keep students from shutting down by managing expectations.” \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Focused\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overly broad assessments can confound learners because their brains have to go in many directions to access the information they need. A focused assessment concentrates on checking students’ competency in a handful of skills at one time. “Clarity is kindness,” said Lamb, who only tests students on two or three skills per assessment. For example, she might give her students a test that covers just reading comprehension and writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Narrowing the focus also makes practice tests more useful because they target the same skills as the graded tests. When students receive feedback on practice tests it gives them information about where they need to study more. Additionally, Lamb leaves comments on practice and graded tests to help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">identify learning gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Timely feedback makes a huge difference in whether or not students understand how they did and why they [performed] that way,” she said. Whether it's after a practice test or after a graded exam, students can schedule time with her to talk through any feedback and figure out where they need more support. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Flexible\u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamb offers students an optional retake exam with different questions from the original. Because Lamb provides prompt feedback, retakes can be scheduled during the week following the test so that students don’t feel like they’re falling behind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perfectionism and high stakes can contribute to test anxiety, so providing students with \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\" target=\"_blank\" rel=\"noopener\">another chance to show what they know\u003c/a> can give them agency over their assessment and reduce pressure. Also, Lamb knows that students have lives outside of class that can affect their test performance. “Sometimes students are going to be able to come in and give their best work. Sometimes that's not going to happen,” Lamb said. “Sometimes they are just coming from a math test [or they’re participating in] two sports.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers may balk at the thought of creating practice, graded and retake assessments – a total of three tests per unit, but Lamb said it’s time well spent. “I make [all the assessments] together at the same time,” she said. “It does take more time, but it is so worth it to have students feel better about the testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Lamb includes three ungraded questions at the end of her assessments so students can reflect on their test-taking experience and communicate any important information to her. She asks students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find success with?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you find challenging?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you want your teacher to know?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have used the questions, particularly the third one, to inform Lamb about life events like a death in their family or that they had a test in another class on the same day. Once in a while she’ll read an answer unrelated to the test. “One student told me that they don’t like my shoes,” Lamb said. But criticism from students doesn't keep her from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">\u003cspan style=\"font-weight: 400\">seeking their feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so she can find better ways to assess their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We're asking our students to do things that are challenging and scary every day,” Lamb said. “Putting ourselves in an opportunity to have a growth mindset as teachers – just like we want our students to have a growth mindset – is really important.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real","authors":["11721"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_108","mindshift_21074","mindshift_21110","mindshift_563","mindshift_20865","mindshift_20925","mindshift_21541","mindshift_291","mindshift_21094"],"featImg":"mindshift_60907","label":"mindshift"},"mindshift_60603":{"type":"posts","id":"mindshift_60603","meta":{"index":"posts_1591205157","site":"mindshift","id":"60603","score":null,"sort":[1673917246000]},"guestAuthors":[],"slug":"project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","title":"Project-based learning can make students anxious (and that’s not always a bad thing)","publishDate":1673917246,"format":"standard","headTitle":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers who use project-based learning, three research-based strategies can help students overcome anxiety caused by project work.","status":"publish","parent":0,"modified":1694359351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1861},"headData":{"title":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","description":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers who use PBL can help students manage anxiety through three reframing strategies."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\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\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\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\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","authors":["11721"],"categories":["mindshift_21445","mindshift_20827","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_21250","mindshift_843","mindshift_21047","mindshift_20512","mindshift_20865","mindshift_20703","mindshift_256","mindshift_21037","mindshift_486"],"featImg":"mindshift_60605","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.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/2021/10/ATC_1400.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. 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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/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","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. 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