Project-based learning can make students anxious (and that’s not always a bad thing)
The education culture war is raging. But for most parents, it's background noise
5 Strategies for developing a school-wide culture of healing
How to Improve Mental Health at School
'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast
Why Focusing On Adult Learning Builds A School Culture Where Students Thrive
How Assigned Seats During Lunchtime Can Foster a Positive School Culture
Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture
Strategies To Foster A Sense Of Belonging In Your Classroom
Sponsored
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FM","link":"/"}},"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.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Project-based learning can make students anxious (and that’s not always a bad thing)","datePublished":"2023-01-17T01:00:46.000Z","dateModified":"2023-09-10T15:22:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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"},"mindshift_59348":{"type":"posts","id":"mindshift_59348","meta":{"index":"posts_1591205157","site":"mindshift","id":"59348","score":null,"sort":[1651247080000]},"guestAuthors":[],"slug":"the-education-culture-war-is-raging-but-for-most-parents-its-background-noise","title":"The education culture war is raging. But for most parents, it's background noise","publishDate":1651247080,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.npr.org/2022/04/18/1093277449/florida-mathematics-textbooks\">Math textbooks axed\u003c/a> for their treatment of race; a \u003ca href=\"https://www.washingtonpost.com/technology/2022/04/19/libs-of-tiktok-right-wing-media/\">viral Twitter account\u003c/a> directing ire at LGBTQ teachers; a state law \u003ca href=\"https://www.npr.org/2022/03/30/1089462508/teachers-fear-the-chilling-effect-of-floridas-so-called-dont-say-gay-law\">forbidding classroom discussion\u003c/a> of sexual identity in younger grades; a board book for babies \u003ca href=\"https://www.washingtonpost.com/parenting/2022/04/22/banned-books-everywhere-babies/\">targeted as \"pornographic.\"\u003c/a> Lately it seems there's a new controversy erupting every day over how race, gender or history are tackled in public school classrooms.\u003c/p>\n\u003cp>But for most parents, these concerns seem to be far from top of mind. That's according to \u003ca href=\"https://www.ipsos.com/en-us/news-polls/NPR-Ipsos-Parent-Child-Education-04282022\">a new national poll by NPR and Ipsos\u003c/a>. By wide margins – and regardless of their political affiliation – parents express satisfaction with their children's schools and what is being taught in them.\u003c/p>\n\u003cp>The nationally representative poll of 1,007 parents of school-aged children follows up on \u003ca href=\"https://www.npr.org/2021/03/05/973373489/npr-ipsos-poll-nearly-one-third-of-parents-may-stick-with-remote-learning\">a similar survey\u003c/a> NPR and Ipsos conducted about a year ago. In both polls, parents answered questions about the impact of the pandemic on their children, academically and socially, and about their schools' performance during this time.\u003c/p>\n\u003cp>This year's responses showed positive trends as the nation continues to recover from the worst of the pandemic. Compared to 2021, a growing margin of parents say their child is \"ahead\" when it comes to math, reading, social skills, and mental health and well-being. Fewer parents say their child is \"behind\" in those areas. In fact, in 2022, almost half of parents, 47%, agree with the statement: \"the pandemic has not disrupted my child's education.\" That's up from 38% in 2021, and is a view at odds with that of most education researchers, who see big disruptions in indicators like \u003ca href=\"https://www.npr.org/2022/03/15/1086054482/covid-school-shutdown-biggest-impacts\">test scores\u003c/a>, \u003ca href=\"https://www.npr.org/2022/01/13/1072529477/more-than-1-million-fewer-students-are-in-college-the-lowest-enrollment-numbers-\">college attendance\u003c/a>, and \u003ca href=\"https://www.npr.org/2022/04/26/1094781782/preschool-enrollment-pandemic\">preschool enrollment\u003c/a>.\u003c/p>\n\u003ch3>Education is a concern, but most parents say their own kids' school is doing well\u003c/h3>\n\u003cp>For decades, voters have \u003ca href=\"https://pdkpoll.org/wp-content/uploads/2021/09/2021PollPressRelease.pdf\">expressed\u003c/a> \u003ca href=\"https://news.gallup.com/poll/354083/parents-remain-largely-satisfied-child-education.aspx\">concern\u003c/a> in polls about the state of K-12 education in the U.S. But when you zoom in closer, parents seem to \u003ca href=\"https://news.gallup.com/poll/354083/parents-remain-largely-satisfied-child-education.aspx\">like their own kids' school\u003c/a>, and they like their kids' teachers even more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's true in the NPR/Ipsos poll as well. Parents named education as their top concern after inflation and crime/gun violence.\u003c/p>\n\u003cp>However, 88% of respondents agree \"my child's teacher(s) have done the best they could, given the circumstances around the pandemic.\" And 82% agree \"my child's school has handled the pandemic well.\"\u003c/p>\n\u003ch3>Parents feel well-informed about curricula, even when there's controversy\u003c/h3>\n\u003cp>That satisfaction extends to hot-button topics. In the poll, 76% of respondents agree that \"my child's school does a good job keeping me informed about the curriculum, including potentially controversial topics.\"\u003c/p>\n\u003cp>\"It really is a pretty vocal minority that is hyper-focused on parental rights and decisions around curriculum,\" observes Mallory Newall of Ipsos, which conducted the poll.\u003c/p>\n\u003cp>Just 18% of parents say their child's school taught about gender and sexuality in a way that clashed with their family's values; just 19% say the same about race and racism; and just 14% feel that way about U.S. history.\u003c/p>\n\u003cp>Christine, a mother in Wisconsin who participated in the poll, is a member of that vocal minority. She asked not to use her last name because she says she's afraid of her child being retaliated against.\u003c/p>\n\u003cp>Christine, who is white, says her son's teacher has made \"snarky comments about white privilege. \" She also doesn't approve of her son, who is in high school, being asked what pronouns he prefers to use. Switching to a different school or district would be tough for their family, so, Christine says, \"hopefully we can do enough countereducation at home to have it not be detrimental to [his] growth and development.\"\u003c/p>\n\u003ch3>There is a striking lack of partisan divides in the poll responses\u003c/h3>\n\u003cp>As a pollster, Newall at Ipsos says big partisan divides are \"all I see on every topic right now.\" She was struck by the relative lack of them in this poll.\u003c/p>\n\u003cp>Christine is the type of discontented parent who's most often reflected in the headlines: a cultural conservative. Yet in our poll, the minority of parents who were unhappy with how their school tackled racism and U.S. history were just as likely to identify as Democrats as Republicans. In other words: For every parent who thinks their child's school is too \"woke,\" there may be one who thinks it isn't woke enough.\u003c/p>\n\u003cp>Jim Ondelacy is a Native American and a Democrat living in North Richland Hills, Texas, outside Fort Worth. He wishes his son's high school went more in depth and taught more about the nation's history of racism and oppression.\u003c/p>\n\u003cp>\"It's more of a water-down effect ... [the teachers] kind of whitewash the way that history is taught to their kids,\" he says.\u003c/p>\n\u003cp>He wants the school to teach about the French and Indian Wars, the Spanish-American War, and about slavery during the Revolutionary War.\u003c/p>\n\u003cp>\"They understand what's happening with Black Lives Matter ... but they don't really understand where it came from and how it started,\" he says.\u003c/p>\n\u003cp>The most partisan issue in our poll was gender and sexuality, but still only a minority expressed any concerns. Republicans are closely divided: 26% say schools are not teaching about gender and sexuality in a way that matches their family's values, while 22% say schools are (the remainder don't know or say schools aren't addressing those topics).\u003c/p>\n\u003cp>Among Democrats, a third agree with their school's approach to gender and sexuality, while only 11% disagree.\u003c/p>\n\u003cp>Taryn Chatel, in Belmont, Mich., is the mother of a kindergartner, and has a family friend who is transgender. She's hoping the school will introduce the idea of gender diversity, so it's not all on her as a parent. \"I really hope the district can get behind a way of implementing this,\" she says.\u003c/p>\n\u003ch3>The silent majority of parents is unconcerned\u003c/h3>\n\u003cp>Republican governors like Ron DeSantis in Florida and Glenn Youngkin in Virginia have helped make \u003ca href=\"https://www.npr.org/2022/01/15/1073180200/youngkin-sears-inauguration-republicans-gop-virginia\">parents' rights\u003c/a> into a \u003ca href=\"https://www.npr.org/2022/03/30/1089462508/teachers-fear-the-chilling-effect-of-floridas-so-called-dont-say-gay-law\">major political talking point\u003c/a>, and Republican-aligned groups like No Left Turn In Education and Parents Defending Education have continuously \u003ca href=\"https://www.npr.org/2022/03/21/1087000890/book-bans-and-the-threat-of-censorship-rev-up-political-activism-in-the-suburbs\">pushed these issues into the spotlight.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.corporategenomeproject.org/people\">Ralph Wilson\u003c/a>, a researcher who studies how partisan donors back the culture war, says these groups imply that they represent a silent majority of conservative-leaning parents. But that's not necessarily the case, he says.\u003c/p>\n\u003cp>\"It's definitely an incredibly small minority that's being amplified with this large, well-funded infrastructure to appear larger and to appear to have more well-founded concerns than they do.\"\u003c/p>\n\u003cp>In fact, in our poll, about a third of parents say they \"don't know\" how their child's school addresses sexuality, gender identity, racism or patriotism. That's far more than the percentage who express any problem – in some cases, twice as many.\u003c/p>\n\u003cp>Carmen Shipley, in Grand Junction, Colo., says she \"picks her battles\" when it comes to her daughter's high school.\u003c/p>\n\u003cp>\"I know there's been some controversy ... but I don't honestly pay much attention to that, as much as some others here.\"\u003c/p>\n\u003cp>She and her neighbors tend toward the conservative, and the local school board does as well, so she feels like everyone's on the same page. \"I have no issues with any of her teachers ... I'm fairly comfortable with all of that.\"\u003c/p>\n\u003cp>Besides, she says, her top priority isn't the culture wars; it's making sure her daughter stays engaged with her studies and is prepared for college.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/people/1052968988/taylor-jennings-brown\">\u003cem>Taylor Jennings-Brown\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+education+culture+war+is+raging.+But+for+most+parents%2C+it%27s+background+noise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"By wide margins, parents across the political spectrum are satisfied with how their children's schools teach about race, gender and history. That's according to a new national poll by NPR and Ipsos.","status":"publish","parent":0,"modified":1651765581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1276},"headData":{"title":"The education culture war is raging. But for most parents, it's background noise - MindShift","description":"By wide margins, parents across the political spectrum are satisfied with how their children's schools teach about race, gender and history. That's according to a new national poll by NPR and Ipsos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The education culture war is raging. But for most parents, it's background noise","datePublished":"2022-04-29T15:44:40.000Z","dateModified":"2022-05-05T15:46:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59348 https://ww2.kqed.org/mindshift/?p=59348","disqusUrl":"https://ww2.kqed.org/mindshift/2022/04/29/the-education-culture-war-is-raging-but-for-most-parents-its-background-noise/","disqusTitle":"The education culture war is raging. But for most parents, it's background noise","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"1094782769","nprApiLink":"http://api.npr.org/query?id=1094782769&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/04/29/1094782769/parent-poll-school-culture-wars?ft=nprml&f=1094782769","nprRetrievedStory":"1","nprPubDate":"Sat, 30 Apr 2022 09:11:00 -0400","nprStoryDate":"Fri, 29 Apr 2022 05:00:19 -0400","nprLastModifiedDate":"Fri, 29 Apr 2022 13:38:58 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/04/20220429_me_the_education_culture_war_is_raging_but_for_most_parents_its_background_noise.mp3?orgId=1&topicId=1013&d=464&p=3&story=1094782769&ft=nprml&f=1094782769","nprAudioM3u":"http://api.npr.org/m3u/11095444489-bf2094.m3u?orgId=1&topicId=1013&d=464&p=3&story=1094782769&ft=nprml&f=1094782769","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59348/the-education-culture-war-is-raging-but-for-most-parents-its-background-noise","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/04/20220429_me_the_education_culture_war_is_raging_but_for_most_parents_its_background_noise.mp3?orgId=1&topicId=1013&d=464&p=3&story=1094782769&ft=nprml&f=1094782769","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2022/04/18/1093277449/florida-mathematics-textbooks\">Math textbooks axed\u003c/a> for their treatment of race; a \u003ca href=\"https://www.washingtonpost.com/technology/2022/04/19/libs-of-tiktok-right-wing-media/\">viral Twitter account\u003c/a> directing ire at LGBTQ teachers; a state law \u003ca href=\"https://www.npr.org/2022/03/30/1089462508/teachers-fear-the-chilling-effect-of-floridas-so-called-dont-say-gay-law\">forbidding classroom discussion\u003c/a> of sexual identity in younger grades; a board book for babies \u003ca href=\"https://www.washingtonpost.com/parenting/2022/04/22/banned-books-everywhere-babies/\">targeted as \"pornographic.\"\u003c/a> Lately it seems there's a new controversy erupting every day over how race, gender or history are tackled in public school classrooms.\u003c/p>\n\u003cp>But for most parents, these concerns seem to be far from top of mind. That's according to \u003ca href=\"https://www.ipsos.com/en-us/news-polls/NPR-Ipsos-Parent-Child-Education-04282022\">a new national poll by NPR and Ipsos\u003c/a>. By wide margins – and regardless of their political affiliation – parents express satisfaction with their children's schools and what is being taught in them.\u003c/p>\n\u003cp>The nationally representative poll of 1,007 parents of school-aged children follows up on \u003ca href=\"https://www.npr.org/2021/03/05/973373489/npr-ipsos-poll-nearly-one-third-of-parents-may-stick-with-remote-learning\">a similar survey\u003c/a> NPR and Ipsos conducted about a year ago. In both polls, parents answered questions about the impact of the pandemic on their children, academically and socially, and about their schools' performance during this time.\u003c/p>\n\u003cp>This year's responses showed positive trends as the nation continues to recover from the worst of the pandemic. Compared to 2021, a growing margin of parents say their child is \"ahead\" when it comes to math, reading, social skills, and mental health and well-being. Fewer parents say their child is \"behind\" in those areas. In fact, in 2022, almost half of parents, 47%, agree with the statement: \"the pandemic has not disrupted my child's education.\" That's up from 38% in 2021, and is a view at odds with that of most education researchers, who see big disruptions in indicators like \u003ca href=\"https://www.npr.org/2022/03/15/1086054482/covid-school-shutdown-biggest-impacts\">test scores\u003c/a>, \u003ca href=\"https://www.npr.org/2022/01/13/1072529477/more-than-1-million-fewer-students-are-in-college-the-lowest-enrollment-numbers-\">college attendance\u003c/a>, and \u003ca href=\"https://www.npr.org/2022/04/26/1094781782/preschool-enrollment-pandemic\">preschool enrollment\u003c/a>.\u003c/p>\n\u003ch3>Education is a concern, but most parents say their own kids' school is doing well\u003c/h3>\n\u003cp>For decades, voters have \u003ca href=\"https://pdkpoll.org/wp-content/uploads/2021/09/2021PollPressRelease.pdf\">expressed\u003c/a> \u003ca href=\"https://news.gallup.com/poll/354083/parents-remain-largely-satisfied-child-education.aspx\">concern\u003c/a> in polls about the state of K-12 education in the U.S. But when you zoom in closer, parents seem to \u003ca href=\"https://news.gallup.com/poll/354083/parents-remain-largely-satisfied-child-education.aspx\">like their own kids' school\u003c/a>, and they like their kids' teachers even more.\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>That's true in the NPR/Ipsos poll as well. Parents named education as their top concern after inflation and crime/gun violence.\u003c/p>\n\u003cp>However, 88% of respondents agree \"my child's teacher(s) have done the best they could, given the circumstances around the pandemic.\" And 82% agree \"my child's school has handled the pandemic well.\"\u003c/p>\n\u003ch3>Parents feel well-informed about curricula, even when there's controversy\u003c/h3>\n\u003cp>That satisfaction extends to hot-button topics. In the poll, 76% of respondents agree that \"my child's school does a good job keeping me informed about the curriculum, including potentially controversial topics.\"\u003c/p>\n\u003cp>\"It really is a pretty vocal minority that is hyper-focused on parental rights and decisions around curriculum,\" observes Mallory Newall of Ipsos, which conducted the poll.\u003c/p>\n\u003cp>Just 18% of parents say their child's school taught about gender and sexuality in a way that clashed with their family's values; just 19% say the same about race and racism; and just 14% feel that way about U.S. history.\u003c/p>\n\u003cp>Christine, a mother in Wisconsin who participated in the poll, is a member of that vocal minority. She asked not to use her last name because she says she's afraid of her child being retaliated against.\u003c/p>\n\u003cp>Christine, who is white, says her son's teacher has made \"snarky comments about white privilege. \" She also doesn't approve of her son, who is in high school, being asked what pronouns he prefers to use. Switching to a different school or district would be tough for their family, so, Christine says, \"hopefully we can do enough countereducation at home to have it not be detrimental to [his] growth and development.\"\u003c/p>\n\u003ch3>There is a striking lack of partisan divides in the poll responses\u003c/h3>\n\u003cp>As a pollster, Newall at Ipsos says big partisan divides are \"all I see on every topic right now.\" She was struck by the relative lack of them in this poll.\u003c/p>\n\u003cp>Christine is the type of discontented parent who's most often reflected in the headlines: a cultural conservative. Yet in our poll, the minority of parents who were unhappy with how their school tackled racism and U.S. history were just as likely to identify as Democrats as Republicans. In other words: For every parent who thinks their child's school is too \"woke,\" there may be one who thinks it isn't woke enough.\u003c/p>\n\u003cp>Jim Ondelacy is a Native American and a Democrat living in North Richland Hills, Texas, outside Fort Worth. He wishes his son's high school went more in depth and taught more about the nation's history of racism and oppression.\u003c/p>\n\u003cp>\"It's more of a water-down effect ... [the teachers] kind of whitewash the way that history is taught to their kids,\" he says.\u003c/p>\n\u003cp>He wants the school to teach about the French and Indian Wars, the Spanish-American War, and about slavery during the Revolutionary War.\u003c/p>\n\u003cp>\"They understand what's happening with Black Lives Matter ... but they don't really understand where it came from and how it started,\" he says.\u003c/p>\n\u003cp>The most partisan issue in our poll was gender and sexuality, but still only a minority expressed any concerns. Republicans are closely divided: 26% say schools are not teaching about gender and sexuality in a way that matches their family's values, while 22% say schools are (the remainder don't know or say schools aren't addressing those topics).\u003c/p>\n\u003cp>Among Democrats, a third agree with their school's approach to gender and sexuality, while only 11% disagree.\u003c/p>\n\u003cp>Taryn Chatel, in Belmont, Mich., is the mother of a kindergartner, and has a family friend who is transgender. She's hoping the school will introduce the idea of gender diversity, so it's not all on her as a parent. \"I really hope the district can get behind a way of implementing this,\" she says.\u003c/p>\n\u003ch3>The silent majority of parents is unconcerned\u003c/h3>\n\u003cp>Republican governors like Ron DeSantis in Florida and Glenn Youngkin in Virginia have helped make \u003ca href=\"https://www.npr.org/2022/01/15/1073180200/youngkin-sears-inauguration-republicans-gop-virginia\">parents' rights\u003c/a> into a \u003ca href=\"https://www.npr.org/2022/03/30/1089462508/teachers-fear-the-chilling-effect-of-floridas-so-called-dont-say-gay-law\">major political talking point\u003c/a>, and Republican-aligned groups like No Left Turn In Education and Parents Defending Education have continuously \u003ca href=\"https://www.npr.org/2022/03/21/1087000890/book-bans-and-the-threat-of-censorship-rev-up-political-activism-in-the-suburbs\">pushed these issues into the spotlight.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.corporategenomeproject.org/people\">Ralph Wilson\u003c/a>, a researcher who studies how partisan donors back the culture war, says these groups imply that they represent a silent majority of conservative-leaning parents. But that's not necessarily the case, he says.\u003c/p>\n\u003cp>\"It's definitely an incredibly small minority that's being amplified with this large, well-funded infrastructure to appear larger and to appear to have more well-founded concerns than they do.\"\u003c/p>\n\u003cp>In fact, in our poll, about a third of parents say they \"don't know\" how their child's school addresses sexuality, gender identity, racism or patriotism. That's far more than the percentage who express any problem – in some cases, twice as many.\u003c/p>\n\u003cp>Carmen Shipley, in Grand Junction, Colo., says she \"picks her battles\" when it comes to her daughter's high school.\u003c/p>\n\u003cp>\"I know there's been some controversy ... but I don't honestly pay much attention to that, as much as some others here.\"\u003c/p>\n\u003cp>She and her neighbors tend toward the conservative, and the local school board does as well, so she feels like everyone's on the same page. \"I have no issues with any of her teachers ... I'm fairly comfortable with all of that.\"\u003c/p>\n\u003cp>Besides, she says, her top priority isn't the culture wars; it's making sure her daughter stays engaged with her studies and is prepared for college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/people/1052968988/taylor-jennings-brown\">\u003cem>Taylor Jennings-Brown\u003c/em>\u003c/a>\u003cem> contributed to this report.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+education+culture+war+is+raging.+But+for+most+parents%2C+it%27s+background+noise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59348/the-education-culture-war-is-raging-but-for-most-parents-its-background-noise","authors":["byline_mindshift_59348"],"categories":["mindshift_21385"],"tags":["mindshift_20568","mindshift_486"],"featImg":"mindshift_59349","label":"mindshift"},"mindshift_59008":{"type":"posts","id":"mindshift_59008","meta":{"index":"posts_1591205157","site":"mindshift","id":"59008","score":null,"sort":[1644304833000]},"guestAuthors":[],"slug":"5-strategies-for-developing-a-school-wide-culture-of-healing","title":"5 Strategies for developing a school-wide culture of healing","publishDate":1644304833,"format":"standard","headTitle":"5 Strategies for developing a school-wide culture of healing | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","status":"publish","parent":0,"modified":1713642541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1559},"headData":{"title":"5 Strategies for developing a school-wide culture of healing | KQED","description":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Strategies for developing a school-wide culture of healing","datePublished":"2022-02-08T07:20:33.000Z","dateModified":"2024-04-20T19:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what’s toxic in that child’s system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400;\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400;\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">R\u003c/span>\u003cspan style=\"font-weight: 400;\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400;\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on agency, youth voice and specific actions develops students’ ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it’s making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400;\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they’re not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we’re engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400;\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20984","mindshift_21448","mindshift_21015","mindshift_21213","mindshift_21906","mindshift_20793","mindshift_486","mindshift_944","mindshift_943","mindshift_20925","mindshift_21395","mindshift_21105","mindshift_20999"],"featImg":"mindshift_59010","label":"mindshift"},"mindshift_58404":{"type":"posts","id":"mindshift_58404","meta":{"index":"posts_1591205157","site":"mindshift","id":"58404","score":null,"sort":[1630360439000]},"guestAuthors":[],"slug":"how-to-improve-mental-health-at-school","title":"How to Improve Mental Health at School","publishDate":1630360439,"format":"audio","headTitle":"How to Improve Mental Health at School | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n","blocks":[],"excerpt":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","status":"publish","parent":0,"modified":1700528725,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1682},"headData":{"title":"How to Improve Mental Health at School | KQED","description":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"During the pandemic, many adolescents struggled with anxiety and stress. Here’s how positive school culture, therapy services and relationships with caregivers helped one school in Oakland meet students' mental health needs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Improve Mental Health at School","datePublished":"2021-08-30T21:53:59.000Z","dateModified":"2023-11-21T01:05:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2327673806.mp3?updated=1630357558","path":"/mindshift/58404/how-to-improve-mental-health-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58404/how-to-improve-mental-health-at-school","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20589","mindshift_377","mindshift_20865","mindshift_231","mindshift_486","mindshift_21420","mindshift_21105"],"featImg":"mindshift_58412","label":"mindshift_21847"},"mindshift_57885":{"type":"posts","id":"mindshift_57885","meta":{"index":"posts_1591205157","site":"mindshift","id":"57885","score":null,"sort":[1621321439000]},"guestAuthors":[],"slug":"be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","title":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast","publishDate":1621321439,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kriti Sarav does her best work in a narrow bedroom closet. Wedged in among plastic storage bins full of spare sheets, blankets, and pillows, the 16-year-old podcaster sits at a small desk with a microphone and headphones.\u003c/p>\n\u003cp>\"We got really lucky because when we moved into this house, they had this desk here,\" Kriti says. \"I like it for podcasting now — and storage, obviously.\"\u003c/p>\n\u003cp>It was in this tiny closet that Kriti recorded the podcast that won our high school grand prize in this year's \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR Student Podcast Challenge\u003c/a>. The story, about her struggle to embrace her Indian-American identity, was the unanimous choice among the judges.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/1006663348\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cem>\"My very own bully\"\u003cbr>\n\u003c/em>\u003cem>Kriti Sarav, High School Winner\u003cbr>\n\u003c/em>\u003cem>University of Chicago Laboratory School, Chicago, Ill.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>(You can listen to the \u003ca href=\"http://www.npr.org/996508586\">middle school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2021/04/22/989728151/npr-student-podcast-winner-uncovers-family-secret-looks-for-donor-dad\">college \u003c/a>\u003ca href=\"https://www.npr.org/2021/04/23/987671620/family-lore-fact-check-finding-the-teen-muhammad-ali-boxed-along-the-way\">winners \u003c/a>on the Student Podcast Challenge \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">homepage\u003c/a>. Check out this year's \u003ca href=\"http://www.npr.org/996191376\">honorable mentions\u003c/a> while you're at it!)\u003c/p>\n\u003cp>When we visited Kriti in Chicago, something else in her makeshift studio caught our eye: a shrine carved of wood, about the size of a basketball, that sits empty for now.\u003c/p>\n\u003cp>\"It's like a mini-temple kind of thing,\" Kriti says.\u003c/p>\n\u003cp>Inside once sat a small figure of the elephant-headed Hindu god, Ganesha. Kriti says it used to hang in their old house, \"but now we just took his figure and put it down in our kitchen because this was a little too bulky and heavy.\"\u003c/p>\n\u003cp>Kriti identifies as Indian-American and says the hyphen is important: Her podcast is all about growing up between cultures and how, at times she resented the parts of herself that didn't seem to fit the mold she saw around her.\u003c/p>\n\u003cp>\"My honey-brown skin contrasted greatly with the peachy whites and olives of my friends,\" Kriti says, early in the episode. \"My parents called me \u003cem>raja\u003c/em> and \u003cem>beta\u003c/em>, not munchkin or cutie-pie. When I opened up my lunchbox, I had a thermos full of daal and rice and chapati and roti — not mac n' cheese or PB&J.\"\u003c/p>\n\u003cfigure id=\"attachment_57887\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57887\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9780_slide-11f11d94205fbb3ce60c7270a00ac7d206a9e68c-e1621494450328.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">NPR Student Podcast Challenge winner Kitri Sarav gazes in the mirror after applying a bindi on her forehead and a tikka along the parting of her hair. Chicago, Illinois, Friday, May 7, 2021. \u003ccite>(Olivia Obineme/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The older she got, the more insecure she became about her Indian heritage, especially when her grandmother would visit Chicago from India, wearing a sari and the traditional red bindi on her forehead.\u003c/p>\n\u003cp>\"I hated the way other kids would look at my grandma and me shopping. I hated the way they would ask if her bindi was a mole,\" Kriti says in one of the podcast's most painful moments. \"Deep down, I wanted to rip that bindi off her head and cut off her long, thick, dark, braided hair and put a nice dress with a blue cardigan on her.\"\u003c/p>\n\u003cp>After years of internalizing these feelings of otherness, Kriti says, she realized recently that \u003cem>she\u003c/em> had become her biggest critic. And she wrote her winning podcast, \"\u003ca href=\"https://soundcloud.com/user-868903390-84850882/my-very-own-bully\">My Very Own Bully\u003c/a>,\" to take back the narrative and finally say: Enough is enough.\u003c/p>\n\u003cp>Kriti says for so long she worried about seeming different, because the world was constantly telling her she \u003cem>was\u003c/em> different. She remembers being 9 years old, when, out of the blue, a classmate told her: \"Hey Kriti, your skin's the color of poop.\"\u003c/p>\n\u003cp>And then, there were the constant, agonizing mispronunciations of her name:\u003c/p>\n\u003cp>Kreedy, Kyreetee, Chrissy.\u003c/p>\n\u003cp>\"I got an award,\" Kriti says, sitting on the floor outside her closet studio. \"And they said my name was Chrissy Sarva. And that's just not my name!\"\u003c/p>\n\u003cp>For the record, it's pronounced \u003cem>KRIH-thee suh-RAHV\u003c/em>.\u003c/p>\n\u003cp>As a kid, Kriti started to believe all these messages, telling her implicitly or explicitly that she was different, that she was \u003cem>weird\u003c/em>. For years she hated her name, and says she once asked her mom if she could simply go by Kiki.\u003c/p>\n\u003cp>\"On the tennis court, no one really says my name right. And I do think that contributes to a lack of self-confidence on the court,\" Kriti says. \"I've never corrected anybody on the tennis court, and I don't know why it is.\"\u003c/p>\n\u003cp>But making her podcast, and coming to grips with her identity, she says, taught her a lesson:\u003c/p>\n\u003cp>\"It really doesn't matter what you or anyone else, for that matter, says to me,\" Kriti says toward the end of her podcast. \"What matters are the words that I whisper, day in and day out, to myself.\"\u003c/p>\n\u003cp>What are those words?\u003c/p>\n\u003cp>Kriti leans across the bedroom floor and, with a smile, whispers quietly into our microphone:\u003c/p>\n\u003cp>\"I am strong. I am powerful. You have such an amazing and vibrant culture. You should just be proud of who you are. Be proud of where you come from.\"\u003c/p>\n\u003cp>Kriti hopes her story can provide some comfort to all the other kids out there who've felt this kind of isolation and pain.\u003c/p>\n\u003cfigure id=\"attachment_57888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9705_slide-39be688ad22c27ef1104a19975cd2670db8fe958-e1621494494688.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sarav sits in her study in her family's home. \u003ccite>(Olivia Obineme for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>These days, when Kriti isn't in school or on the tennis court, she's sitting in that narrow closet, next to Ganesha's empty shrine, talking into the microphone about... financial literacy. She has a podcast called \"\u003ca href=\"https://www.whyfimatters.com/\">WhyFI Matters\u003c/a>\" and you can listen to it \u003ca href=\"https://www.whyfimatters.com/listen\">here\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Be+Proud+Of+Where+You+Come+From%27%3A+An+Indian-American+Teen%27s+Winning+Podcast&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"This year's high school winner in the NPR Student Podcast Challenge tackles the complexities of her Indian-American identity. ","status":"publish","parent":0,"modified":1621494700,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":949},"headData":{"title":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast - MindShift","description":"This year's high school winner in the NPR Student Podcast Challenge tackles the complexities of her Indian-American identity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast","datePublished":"2021-05-18T07:03:59.000Z","dateModified":"2021-05-20T07:11:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57885 https://ww2.kqed.org/mindshift/?p=57885","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/18/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast/","disqusTitle":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast","nprByline":"Cory Turner and Sequoia Carrillo","nprImageAgency":"Olivia Obineme for NPR","nprStoryId":"996509072","nprApiLink":"http://api.npr.org/query?id=996509072&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/05/17/996509072/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast?ft=nprml&f=996509072","nprRetrievedStory":"1","nprPubDate":"Tue, 18 May 2021 01:00:00 -0400","nprStoryDate":"Mon, 17 May 2021 06:00:00 -0400","nprLastModifiedDate":"Mon, 17 May 2021 17:57:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210517_atc_be_proud_of_where_you_come_from_an_indian-american_teens_winning_podcast.mp3?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","nprAudioM3u":"http://api.npr.org/m3u/1997602154-fca2d8.m3u?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","path":"/mindshift/57885/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210517_atc_be_proud_of_where_you_come_from_an_indian-american_teens_winning_podcast.mp3?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kriti Sarav does her best work in a narrow bedroom closet. Wedged in among plastic storage bins full of spare sheets, blankets, and pillows, the 16-year-old podcaster sits at a small desk with a microphone and headphones.\u003c/p>\n\u003cp>\"We got really lucky because when we moved into this house, they had this desk here,\" Kriti says. \"I like it for podcasting now — and storage, obviously.\"\u003c/p>\n\u003cp>It was in this tiny closet that Kriti recorded the podcast that won our high school grand prize in this year's \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR Student Podcast Challenge\u003c/a>. The story, about her struggle to embrace her Indian-American identity, was the unanimous choice among the judges.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/1006663348&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true'\n title='https://api.soundcloud.com/tracks/1006663348'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cem>\"My very own bully\"\u003cbr>\n\u003c/em>\u003cem>Kriti Sarav, High School Winner\u003cbr>\n\u003c/em>\u003cem>University of Chicago Laboratory School, Chicago, Ill.\u003c/em>\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>(You can listen to the \u003ca href=\"http://www.npr.org/996508586\">middle school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2021/04/22/989728151/npr-student-podcast-winner-uncovers-family-secret-looks-for-donor-dad\">college \u003c/a>\u003ca href=\"https://www.npr.org/2021/04/23/987671620/family-lore-fact-check-finding-the-teen-muhammad-ali-boxed-along-the-way\">winners \u003c/a>on the Student Podcast Challenge \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">homepage\u003c/a>. Check out this year's \u003ca href=\"http://www.npr.org/996191376\">honorable mentions\u003c/a> while you're at it!)\u003c/p>\n\u003cp>When we visited Kriti in Chicago, something else in her makeshift studio caught our eye: a shrine carved of wood, about the size of a basketball, that sits empty for now.\u003c/p>\n\u003cp>\"It's like a mini-temple kind of thing,\" Kriti says.\u003c/p>\n\u003cp>Inside once sat a small figure of the elephant-headed Hindu god, Ganesha. Kriti says it used to hang in their old house, \"but now we just took his figure and put it down in our kitchen because this was a little too bulky and heavy.\"\u003c/p>\n\u003cp>Kriti identifies as Indian-American and says the hyphen is important: Her podcast is all about growing up between cultures and how, at times she resented the parts of herself that didn't seem to fit the mold she saw around her.\u003c/p>\n\u003cp>\"My honey-brown skin contrasted greatly with the peachy whites and olives of my friends,\" Kriti says, early in the episode. \"My parents called me \u003cem>raja\u003c/em> and \u003cem>beta\u003c/em>, not munchkin or cutie-pie. When I opened up my lunchbox, I had a thermos full of daal and rice and chapati and roti — not mac n' cheese or PB&J.\"\u003c/p>\n\u003cfigure id=\"attachment_57887\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57887\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9780_slide-11f11d94205fbb3ce60c7270a00ac7d206a9e68c-e1621494450328.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">NPR Student Podcast Challenge winner Kitri Sarav gazes in the mirror after applying a bindi on her forehead and a tikka along the parting of her hair. Chicago, Illinois, Friday, May 7, 2021. \u003ccite>(Olivia Obineme/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The older she got, the more insecure she became about her Indian heritage, especially when her grandmother would visit Chicago from India, wearing a sari and the traditional red bindi on her forehead.\u003c/p>\n\u003cp>\"I hated the way other kids would look at my grandma and me shopping. I hated the way they would ask if her bindi was a mole,\" Kriti says in one of the podcast's most painful moments. \"Deep down, I wanted to rip that bindi off her head and cut off her long, thick, dark, braided hair and put a nice dress with a blue cardigan on her.\"\u003c/p>\n\u003cp>After years of internalizing these feelings of otherness, Kriti says, she realized recently that \u003cem>she\u003c/em> had become her biggest critic. And she wrote her winning podcast, \"\u003ca href=\"https://soundcloud.com/user-868903390-84850882/my-very-own-bully\">My Very Own Bully\u003c/a>,\" to take back the narrative and finally say: Enough is enough.\u003c/p>\n\u003cp>Kriti says for so long she worried about seeming different, because the world was constantly telling her she \u003cem>was\u003c/em> different. She remembers being 9 years old, when, out of the blue, a classmate told her: \"Hey Kriti, your skin's the color of poop.\"\u003c/p>\n\u003cp>And then, there were the constant, agonizing mispronunciations of her name:\u003c/p>\n\u003cp>Kreedy, Kyreetee, Chrissy.\u003c/p>\n\u003cp>\"I got an award,\" Kriti says, sitting on the floor outside her closet studio. \"And they said my name was Chrissy Sarva. And that's just not my name!\"\u003c/p>\n\u003cp>For the record, it's pronounced \u003cem>KRIH-thee suh-RAHV\u003c/em>.\u003c/p>\n\u003cp>As a kid, Kriti started to believe all these messages, telling her implicitly or explicitly that she was different, that she was \u003cem>weird\u003c/em>. For years she hated her name, and says she once asked her mom if she could simply go by Kiki.\u003c/p>\n\u003cp>\"On the tennis court, no one really says my name right. And I do think that contributes to a lack of self-confidence on the court,\" Kriti says. \"I've never corrected anybody on the tennis court, and I don't know why it is.\"\u003c/p>\n\u003cp>But making her podcast, and coming to grips with her identity, she says, taught her a lesson:\u003c/p>\n\u003cp>\"It really doesn't matter what you or anyone else, for that matter, says to me,\" Kriti says toward the end of her podcast. \"What matters are the words that I whisper, day in and day out, to myself.\"\u003c/p>\n\u003cp>What are those words?\u003c/p>\n\u003cp>Kriti leans across the bedroom floor and, with a smile, whispers quietly into our microphone:\u003c/p>\n\u003cp>\"I am strong. I am powerful. You have such an amazing and vibrant culture. You should just be proud of who you are. Be proud of where you come from.\"\u003c/p>\n\u003cp>Kriti hopes her story can provide some comfort to all the other kids out there who've felt this kind of isolation and pain.\u003c/p>\n\u003cfigure id=\"attachment_57888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9705_slide-39be688ad22c27ef1104a19975cd2670db8fe958-e1621494494688.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sarav sits in her study in her family's home. \u003ccite>(Olivia Obineme for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>These days, when Kriti isn't in school or on the tennis court, she's sitting in that narrow closet, next to Ganesha's empty shrine, talking into the microphone about... financial literacy. She has a podcast called \"\u003ca href=\"https://www.whyfimatters.com/\">WhyFI Matters\u003c/a>\" and you can listen to it \u003ca href=\"https://www.whyfimatters.com/listen\">here\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Be+Proud+Of+Where+You+Come+From%27%3A+An+Indian-American+Teen%27s+Winning+Podcast&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57885/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","authors":["byline_mindshift_57885"],"categories":["mindshift_20874"],"tags":["mindshift_20984","mindshift_21425","mindshift_74","mindshift_486","mindshift_20624"],"featImg":"mindshift_57886","label":"mindshift"},"mindshift_54750":{"type":"posts","id":"mindshift_54750","meta":{"index":"posts_1591205157","site":"mindshift","id":"54750","score":null,"sort":[1580110176000]},"guestAuthors":[],"slug":"why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","publishDate":1580110176,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","status":"publish","parent":0,"modified":1580110176,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2129},"headData":{"title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive | KQED","description":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","datePublished":"2020-01-27T07:29:36.000Z","dateModified":"2020-01-27T07:29:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54750 https://ww2.kqed.org/mindshift/?p=54750","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/26/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive/","disqusTitle":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","path":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\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>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\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>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_37","mindshift_21178","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_1041","mindshift_96","mindshift_21049","mindshift_486"],"featImg":"mindshift_54759","label":"mindshift"},"mindshift_54644":{"type":"posts","id":"mindshift_54644","meta":{"index":"posts_1591205157","site":"mindshift","id":"54644","score":null,"sort":[1571899014000]},"guestAuthors":[],"slug":"how-assigned-seats-during-lunchtime-can-foster-a-positive-school-culture","title":"How Assigned Seats During Lunchtime Can Foster a Positive School Culture","publishDate":1571899014,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There's a scene in the movie \u003cem>Mean Girls\u003c/em> where new student Cady Heron gets a lesson from her friend, Janice Ian, about the social hierarchy of the high school cafeteria.\u003c/p>\n\u003cp>\"Where you sit in the cafeteria is crucial,\" Janice says. She then maps out the cliques, including preps, jocks and, of course, the \"plastics.\"\u003c/p>\n\u003cp>The scene is an exaggeration of a common experience: the stress of finding your place in a school cafeteria. But Wisconsin resident Smitha Chintamaneni can't relate.\u003c/p>\n\u003cp>\"I've never had that experience,\" she said. \"I've never been at the cool kids' table or the nerd table. We never had that at my school.\"\u003c/p>\n\u003cp>Chintamaneni is an alum of the \u003ca href=\"https://www.usmk12.org/\">University School of Milwaukee\u003c/a>, a private K-12 school in the suburb of River Hills. One of the most unusual things about the University School is its long-standing tradition of assigned lunch seating.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For new students, the seating rules can be a welcome relief. Sophomore Kylie Burger went to public elementary and middle schools before coming to the University School her freshman year of high school.\u003c/p>\n\u003cp>\"At first I was really hyped,\" said Kylie, 15. \"I moved a lot with middle school, and usually I would sit alone. So I was excited to not sit alone at a table all year.\"\u003c/p>\n\u003cp>The students are randomly assigned to eight-person circular tables, which rotate depending on that day's schedule. Each has a mix of kids from different grades, with one teacher whose job is to get the table talking. Kylie says it doesn't always go as planned.\u003c/p>\n\u003cp>\"Sometimes it gets super awkward at tables,\" she explained. \"Like the conversation goes, 'OK, what did you just come out of?' 'Math.' 'OK.' And that was really kind of where it ends.\"\u003c/p>\n\u003cp>But administrators say a little awkwardness is worth the trouble. Dean of Students Charlie Housiaux says forcing students to get out of their social comfort zones builds relationships that improve the school culture.\u003c/p>\n\u003cp>\"It's a really valuable way for students to get to know each other, for students to meet new friends and keep the community as inclusive as possible,\" Housiaux said.\u003c/p>\n\u003cfigure id=\"attachment_54645\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54645\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/dsc_1790-3bb38f2b81ef2151391b273c29742d3775f04096-e1571898904491.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">High school students at lunch in the University School of Milwaukee's cafeteria. Students are assigned seats, along with staff, to foster a positive school culture. \u003ccite>(Emily Files/WUWM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Kansas education professor Suzanne Rice \u003ca href=\"https://www.palgrave.com/gp/book/9783319725161\">edited a book\u003c/a> that explores the social dynamics of school lunch. She says the University School's assigned seating strategy is rare — but maybe it shouldn't be.\u003c/p>\n\u003cp>\"A meal is the venue over which adults get to know one another and develop their social skills. But we treat that utterly cavalierly in most schools,\" Rice said. \"I would urge schools to investigate what's going on in your own lunchroom. Think about how you could organize students' lunchroom experience to better reflect the values that you hope your students are acquiring.\"\u003c/p>\n\u003cp>One Wisconsin public school asked those questions a few years ago. Gibraltar Elementary in Fish Creek was having problems with bullying in the cafeteria, according to assistant principal Tim Mulrain. He says a school parent told them about the University School's assigned seating. They \u003ca href=\"https://www.greenbaypressgazette.com/story/news/local/door-co/news/2015/03/14/gibraltar-elementary-implements-new-seating-program/24754371/\">decided to try it\u003c/a>, although Gibraltar did not require teachers to participate. Mulrain says the strategy transformed the lunchroom into a more welcoming and less chaotic space.\u003c/p>\n\u003cp>\"We haven't had any major referrals, any major discipline problems since the inception of the program,\" Mulrain said. \"That was a major change. On top of that, we see students aren't rushing through the lunch line, they're not having anxiety about who they're going to sit with.\"\u003c/p>\n\u003cp>At the University School, Kylie said the assigned seating doesn't fix everything. Like any high school, there are still cliques.\u003c/p>\n\u003cp>\"The lunch system is more kind of a relief from [the cliques,]\" Burger said. \"It doesn't reduce it in any way, from my experience. But it definitely, like, gives you a break.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Burger said there are times she would rather sit with her friends. But she thinks it's a good thing that at this school, no one sits alone.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 WUWM 89.7 FM - Milwaukee's NPR. To see more, visit \u003ca href=\"https://www.wuwm.com/\">WUWM 89.7 FM - Milwaukee's NPR\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Wisconsin+School+Breaks+Up+Lunchtime+Cliques+With+Assigned+Seating&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The school is trying to take anxiety out of the lunchroom experience. It has assigned seating with a teacher at each table. Officials say it improves school culture. Others aren't so sure.","status":"publish","parent":0,"modified":1571899014,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":716},"headData":{"title":"How Assigned Seats During Lunchtime Can Foster a Positive School Culture | KQED","description":"The school is trying to take anxiety out of the lunchroom experience. It has assigned seating with a teacher at each table. Officials say it improves school culture. Others aren't so sure.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Assigned Seats During Lunchtime Can Foster a Positive School Culture","datePublished":"2019-10-24T06:36:54.000Z","dateModified":"2019-10-24T06:36:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54644 https://ww2.kqed.org/mindshift/?p=54644","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/23/how-assigned-seats-during-lunchtime-can-foster-a-positive-school-culture/","disqusTitle":"How Assigned Seats During Lunchtime Can Foster a Positive School Culture","nprImageCredit":"Emily Files","nprByline":"Emily Files","nprImageAgency":"WUWM","nprStoryId":"772560418","nprApiLink":"http://api.npr.org/query?id=772560418&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/10/23/772560418/wisconsin-school-breaks-up-lunchtime-cliques-with-assigned-seating?ft=nprml&f=772560418","nprRetrievedStory":"1","nprPubDate":"Wed, 23 Oct 2019 16:03:00 -0400","nprStoryDate":"Wed, 23 Oct 2019 05:01:00 -0400","nprLastModifiedDate":"Wed, 23 Oct 2019 16:03:51 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191023_me_wisconsin_school_breaks_up_lunchtime_cliques_with_assigned_seating.mp3?orgId=674&topicId=1003&d=218&p=3&story=772560418&ft=nprml&f=772560418","nprAudioM3u":"http://api.npr.org/m3u/1772560419-6ee7c1.m3u?orgId=674&topicId=1003&d=218&p=3&story=772560418&ft=nprml&f=772560418","audioTrackLength":218,"path":"/mindshift/54644/how-assigned-seats-during-lunchtime-can-foster-a-positive-school-culture","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191023_me_wisconsin_school_breaks_up_lunchtime_cliques_with_assigned_seating.mp3?orgId=674&topicId=1003&d=218&p=3&story=772560418&ft=nprml&f=772560418","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a scene in the movie \u003cem>Mean Girls\u003c/em> where new student Cady Heron gets a lesson from her friend, Janice Ian, about the social hierarchy of the high school cafeteria.\u003c/p>\n\u003cp>\"Where you sit in the cafeteria is crucial,\" Janice says. She then maps out the cliques, including preps, jocks and, of course, the \"plastics.\"\u003c/p>\n\u003cp>The scene is an exaggeration of a common experience: the stress of finding your place in a school cafeteria. But Wisconsin resident Smitha Chintamaneni can't relate.\u003c/p>\n\u003cp>\"I've never had that experience,\" she said. \"I've never been at the cool kids' table or the nerd table. We never had that at my school.\"\u003c/p>\n\u003cp>Chintamaneni is an alum of the \u003ca href=\"https://www.usmk12.org/\">University School of Milwaukee\u003c/a>, a private K-12 school in the suburb of River Hills. One of the most unusual things about the University School is its long-standing tradition of assigned lunch seating.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For new students, the seating rules can be a welcome relief. Sophomore Kylie Burger went to public elementary and middle schools before coming to the University School her freshman year of high school.\u003c/p>\n\u003cp>\"At first I was really hyped,\" said Kylie, 15. \"I moved a lot with middle school, and usually I would sit alone. So I was excited to not sit alone at a table all year.\"\u003c/p>\n\u003cp>The students are randomly assigned to eight-person circular tables, which rotate depending on that day's schedule. Each has a mix of kids from different grades, with one teacher whose job is to get the table talking. Kylie says it doesn't always go as planned.\u003c/p>\n\u003cp>\"Sometimes it gets super awkward at tables,\" she explained. \"Like the conversation goes, 'OK, what did you just come out of?' 'Math.' 'OK.' And that was really kind of where it ends.\"\u003c/p>\n\u003cp>But administrators say a little awkwardness is worth the trouble. Dean of Students Charlie Housiaux says forcing students to get out of their social comfort zones builds relationships that improve the school culture.\u003c/p>\n\u003cp>\"It's a really valuable way for students to get to know each other, for students to meet new friends and keep the community as inclusive as possible,\" Housiaux said.\u003c/p>\n\u003cfigure id=\"attachment_54645\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54645\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/dsc_1790-3bb38f2b81ef2151391b273c29742d3775f04096-e1571898904491.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">High school students at lunch in the University School of Milwaukee's cafeteria. Students are assigned seats, along with staff, to foster a positive school culture. \u003ccite>(Emily Files/WUWM)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Kansas education professor Suzanne Rice \u003ca href=\"https://www.palgrave.com/gp/book/9783319725161\">edited a book\u003c/a> that explores the social dynamics of school lunch. She says the University School's assigned seating strategy is rare — but maybe it shouldn't be.\u003c/p>\n\u003cp>\"A meal is the venue over which adults get to know one another and develop their social skills. But we treat that utterly cavalierly in most schools,\" Rice said. \"I would urge schools to investigate what's going on in your own lunchroom. Think about how you could organize students' lunchroom experience to better reflect the values that you hope your students are acquiring.\"\u003c/p>\n\u003cp>One Wisconsin public school asked those questions a few years ago. Gibraltar Elementary in Fish Creek was having problems with bullying in the cafeteria, according to assistant principal Tim Mulrain. He says a school parent told them about the University School's assigned seating. They \u003ca href=\"https://www.greenbaypressgazette.com/story/news/local/door-co/news/2015/03/14/gibraltar-elementary-implements-new-seating-program/24754371/\">decided to try it\u003c/a>, although Gibraltar did not require teachers to participate. Mulrain says the strategy transformed the lunchroom into a more welcoming and less chaotic space.\u003c/p>\n\u003cp>\"We haven't had any major referrals, any major discipline problems since the inception of the program,\" Mulrain said. \"That was a major change. On top of that, we see students aren't rushing through the lunch line, they're not having anxiety about who they're going to sit with.\"\u003c/p>\n\u003cp>At the University School, Kylie said the assigned seating doesn't fix everything. Like any high school, there are still cliques.\u003c/p>\n\u003cp>\"The lunch system is more kind of a relief from [the cliques,]\" Burger said. \"It doesn't reduce it in any way, from my experience. But it definitely, like, gives you a break.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Burger said there are times she would rather sit with her friends. But she thinks it's a good thing that at this school, no one sits alone.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 WUWM 89.7 FM - Milwaukee's NPR. To see more, visit \u003ca href=\"https://www.wuwm.com/\">WUWM 89.7 FM - Milwaukee's NPR\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Wisconsin+School+Breaks+Up+Lunchtime+Cliques+With+Assigned+Seating&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54644/how-assigned-seats-during-lunchtime-can-foster-a-positive-school-culture","authors":["byline_mindshift_54644"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21301","mindshift_486","mindshift_943"],"featImg":"mindshift_54646","label":"mindshift"},"mindshift_53744":{"type":"posts","id":"mindshift_53744","meta":{"index":"posts_1591205157","site":"mindshift","id":"53744","score":null,"sort":[1564381357000]},"guestAuthors":[],"slug":"inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","title":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture","publishDate":1564381357,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>** This paragraph has been edited to clarify that Scharff Panero was the lead facilitator of the SAM program at New Dorp. Her work there helped her study and refine the model that she later started calling \"Strategic Inquiry.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers across disciplines can work together to investigate problems students are facing, they can work towards a more complete solution for the child. ","status":"publish","parent":0,"modified":1565197676,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2508},"headData":{"title":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture | KQED","description":"When teachers across disciplines can work together to investigate problems students are facing, they can work towards a more complete solution for the child. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture","datePublished":"2019-07-29T06:22:37.000Z","dateModified":"2019-08-07T17:07:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53744 https://ww2.kqed.org/mindshift/?p=53744","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/28/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture/","disqusTitle":"Inquiry Into Student Learning Gaps Leads To Better Teaching And Shifts School Culture","path":"/mindshift/53744/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\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>** This paragraph has been edited to clarify that Scharff Panero was the lead facilitator of the SAM program at New Dorp. Her work there helped her study and refine the model that she later started calling \"Strategic Inquiry.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53744/inquiry-into-student-learning-gaps-leads-to-better-teaching-and-shifts-school-culture","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_1041","mindshift_486","mindshift_21269","mindshift_21270","mindshift_21197"],"featImg":"mindshift_53751","label":"mindshift"},"mindshift_53103":{"type":"posts","id":"mindshift_53103","meta":{"index":"posts_1591205157","site":"mindshift","id":"53103","score":null,"sort":[1551078473000]},"guestAuthors":[],"slug":"strategies-to-foster-a-sense-of-belonging-in-your-classroom","title":"Strategies To Foster A Sense Of Belonging In Your Classroom","publishDate":1551078473,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets\" target=\"_blank\" rel=\"noopener\">students feel they belong\u003c/a> at school they also feel respected and ready to learn. That's why teachers work so hard to create a class environment where every student feels able to contribute and be heard.\u003c/p>\n\u003cp>\"As human beings, one of the most essential needs we have is the need to belong,\" said Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on the science of learning. \"When that sense of belonging is there, children throw themselves into the learning environment and when that sense of belonging is not there, children will alienate, they will marginalize, they will step back.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/fostering-belonging-classroom-norms\" target=\"_blank\" rel=\"noopener\">Classroom norms\u003c/a> are one way to make sure everyone is on the same page about how to treat one another in academic spaces, and they're even more powerful when \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">kids come up with them\u003c/a>.\u003c/p>\n\u003cp>\"To begin nearly every class, I start with the norms,\" said middle school social studies teacher Bobby Shaddox. \"We developed this list of about ten adjectives. The classes that go really well are the classes when I start off reflecting on the norms and using those norms to articulate how our class will run well.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/oRXYc4xmvwg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In addition to giving students a shared language to talk about the learning community, teachers can use specific \u003ca href=\"https://www.edutopia.org/video/boosting-engagement-notices-and-wonders\" target=\"_blank\" rel=\"noopener\">strategies like \"I notice, I wonder\"\u003c/a> to engage learners in a topic no matter their starting point. With many learning needs in a classroom, this practice gives students time to think to themselves, as well as time to learn together. It also builds confidence because there are so many entry points for noticing and wondering.\u003c/p>\n\u003cp>\" 'I notice, I wonder' just brings the conversation to a place where all people can contribute,\" said math teacher Ann Young. \"It gives everyone a voice. It allows kids to listen to other people's ideas before they do the analysis. So, it's like a way to collect information collaboratively, but allowing time to think first.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/yp0QORzzvSs\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"When students have a sense that they belong in the academic community of their school they are much more open to learning. Teachers share their strategies to promote academic belonging.","status":"publish","parent":0,"modified":1551078473,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/oRXYc4xmvwg","https://www.youtube.com/embed/yp0QORzzvSs"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":331},"headData":{"title":"Strategies To Foster A Sense Of Belonging In Your Classroom | KQED","description":"When students have a sense that they belong in the academic community of their school they are much more open to learning. Teachers share their strategies to promote academic belonging.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Strategies To Foster A Sense Of Belonging In Your Classroom","datePublished":"2019-02-25T07:07:53.000Z","dateModified":"2019-02-25T07:07:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53103 https://ww2.kqed.org/mindshift/?p=53103","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/24/strategies-to-foster-a-sense-of-belonging-in-your-classroom/","disqusTitle":"Strategies To Foster A Sense Of Belonging In Your Classroom","path":"/mindshift/53103/strategies-to-foster-a-sense-of-belonging-in-your-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/34684/whats-your-learning-disposition-how-to-foster-students-mindsets\" target=\"_blank\" rel=\"noopener\">students feel they belong\u003c/a> at school they also feel respected and ready to learn. That's why teachers work so hard to create a class environment where every student feels able to contribute and be heard.\u003c/p>\n\u003cp>\"As human beings, one of the most essential needs we have is the need to belong,\" said Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia video series\u003c/a> on the science of learning. \"When that sense of belonging is there, children throw themselves into the learning environment and when that sense of belonging is not there, children will alienate, they will marginalize, they will step back.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/fostering-belonging-classroom-norms\" target=\"_blank\" rel=\"noopener\">Classroom norms\u003c/a> are one way to make sure everyone is on the same page about how to treat one another in academic spaces, and they're even more powerful when \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">kids come up with them\u003c/a>.\u003c/p>\n\u003cp>\"To begin nearly every class, I start with the norms,\" said middle school social studies teacher Bobby Shaddox. \"We developed this list of about ten adjectives. The classes that go really well are the classes when I start off reflecting on the norms and using those norms to articulate how our class will run well.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/oRXYc4xmvwg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In addition to giving students a shared language to talk about the learning community, teachers can use specific \u003ca href=\"https://www.edutopia.org/video/boosting-engagement-notices-and-wonders\" target=\"_blank\" rel=\"noopener\">strategies like \"I notice, I wonder\"\u003c/a> to engage learners in a topic no matter their starting point. With many learning needs in a classroom, this practice gives students time to think to themselves, as well as time to learn together. It also builds confidence because there are so many entry points for noticing and wondering.\u003c/p>\n\u003cp>\" 'I notice, I wonder' just brings the conversation to a place where all people can contribute,\" said math teacher Ann Young. \"It gives everyone a voice. It allows kids to listen to other people's ideas before they do the analysis. So, it's like a way to collect information collaboratively, but allowing time to think first.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/yp0QORzzvSs\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53103/strategies-to-foster-a-sense-of-belonging-in-your-classroom","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20650","mindshift_21250","mindshift_20784","mindshift_1040","mindshift_486"],"featImg":"mindshift_53106","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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