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Research Roundup, October 15

By .(JavaScript must be enabled to view this email address) on October 15, 2014

Two New Reports Argue for In-School Mental Health Screenings Time

New reports (which is “UK specific but also looks at U.S. programming”) published in The Lancet Psychiatry show that “75% of adults who access mental health treatment had a diagnosable disorder when they were under age 18, but in high-income countries, only 25% of kids with mental health problems get treated.” The reports suggest schools to add mental health care into their services as a method to identify and treat at-risk children, particularly if there are visible signs such as weight fluctuation or bullying.  While only some schools in the U.S. and internationally have mental health programs, it is not a standard for schools to implement.

With Black Students, Some Schools Are More Ready to Punish Than Help The New York Times

This is a New York Times blog post written by Piazadora Footman, mother of 9 year old Xavier, who feels that her son has been experiencing racial inequities in school after reading a report from the DOE Office of Civil Rights. When Xavier, who has an IEP, had behavioral issues, he was sent to the principal’s office and at times, even suspended. “It seemed as if they saw him as a bad child, not a child with needs the school could help to address,” said Footman. Finally, Footman moved her son to a new school that had resources and the right kind of support for students. Xavier is improving in his school work and no longer has outbursts. “Children need to be taught with love and understanding.”

Q&A with Daniel Goleman: How the Research Supports Social-Emotional Learning Edutopia

In a Q&A session with Daniel Goleman, author of Emotional Intelligence: Why it Matters More Than IQ and The Triple Focus: A New Approach to Education, Edutopia explores the relationship between social-emotional learning and academic achievement, the controversy over “grit,” and how SEL in schools can help behavior in the classroom and the home. Goleman explains using data from a recent “meta-analysis of different studies analyzing schools that have SEL programs and those that don’t.” Check out this brief interview to read Goleman’s thoughts.

[Read more…]

8 No-Prep Methods to Reduce Classroom Bullying: By Beth Morrow

By .(JavaScript must be enabled to view this email address) on October 13, 2014

With the continual crush of standards and tests in our classrooms, it’s tempting to bypass the more creative and less structured social activities that don’t end up on a bubble sheet.

The irony is that those feel-good moments are the only opportunity many students have to get to know each other in a socially positive environment as people, not competitors. Bullying is often the result of one person seeking power or attention--or both--from someone lacking confidence in their own social self-worth. The danger is that in eliminating deliberate social skill-building activities, students do not have exposure to or experience in building their own self-worth.  By cutting out these confidence-building moments, it’s as though we are expecting fewer bullying behaviors by eliminating the very tools that can help improve the situation.

We frequently claim we need more time to improve classroom climate but more time is not a prerequisite. Here are eight no/low-prep ways to infuse our classrooms with the behaviors we most want to see from our students.

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Research Roundup, October 8

By .(JavaScript must be enabled to view this email address) on October 08, 2014

State Introduces Tools for School Change EdSource

The California Department of Education has released a new resource site called Quality Schooling Framework that will “guide administrators through the process of identifying priorities, gathering data, building support and implementing and assessing new programs,” with an emphasis on “school culture and climate.” This framework is set to help reach school improvement goals within the budgetary and state limits, while taking action on districts’ priorities. However, questions remain unanswered regarding how this framework will be executed within districts.

Invalidation During The Teenage Years Increases The Risk Of Self-Harm In Young People Science World Report

In a study conducted among 99 hospitalized teens, researchers found that there was a high perception of the lack of acceptance from either family or peers. These 99 teens were hospitalized “out of concern about suicide risk,” ranging from cases regarding bullying to family invalidation. Boys particularly had a “statistically significant predictor of a later suicide event,” and both boys and girls had “strong indicators” of self-harm.

Helping Students Find Purpose and Appreciation for School Edutopia

How can educators take mindful steps to recharge, appreciate, take ownership, and find purpose in their role as leaders in the school? This blog post by Maurice Elias explains that changes one step at a time can make a big difference in satisfaction and productivity, and how you can start integrating the needs of educators with the needs of students.

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Research Roundup, October 1

By .(JavaScript must be enabled to view this email address) on October 01, 2014

Verbal and Physical Bullying Decrease as Children Age but Cyberbullying Increases DOE Office of Safe and Healthy Students Prevention News Digest

Instances of cyberbullying are found to increase as students grow older. Published in School Psychology Quarterly, “Examination of the Change in Latent Statuses in Bullying Behaviors Across Time” is a paper that shows findings in bullying victimization, also highlighting the decrease in verbal and physical bullying from fifth to eighth grade, but an in increase in cyberbullying. While in past studies, bully and bully-victim subgroups are constant over time, this paper is unique in that “it captures data about bullies and bully victims over time using latent transition analysis, a person-centered approach that classifies different subgroups and traces the changes in membership over time.”

8 Tips for Schools Interested in Restorative Justice Edutopia

More recently, restorative practices in schools are surfacing to the top. Rather than punitive approaches to misbehavior, restorative justice “brings together persons harmed with persons responsible for harm in a safe and respectful space, promoting dialogue, accountability, and a stronger sense of community.” How can school implement what they know about the benefits of this approach? Edutopia provides 8 tips on how to get started.

 

Hearing That Things Can Change Helps Teens Dodge Depression npr

In this small study conducted by David Yeager from the University of Texas at Austin, research finds that helping kids understand that “things can change for the better” can “help mitigate the high rates of depression.” Students who participated in the intervention study who were told that high school gets better showed “no increase in depressive symptoms, even if they said they were bullied.” The study is still in its early stages, but the findings look promising for teens on the onset of depression. 

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Research Roundup, September 10

By .(JavaScript must be enabled to view this email address) on September 10, 2014

Why Learning Space Matters Edutopia

Think about your classroom when you were in school. You know what you liked and what you didn’t like—so how can we change our classrooms today? The physical surroundings, including comfort, lighting, and visual displays all affect the way young students feel and learn. Edutopia makes suggestions on how to affordably alter your classroom in a “neuroscience-compatible” way.

Teaching Children Empathy NY Times

Harvard University’s Making Caring Common project recently released a report on the values that adults send to children, lacking value in empathy. “Empathy... is a function of both compassion and of seeing from another person’s perspective, and is the key to preventing bullying and other forms of cruelty.” This piece dives into 5 suggestions that Harvard project believes will develop empathy in children.

With new school year, new rules for parent engagement have begun Chalkbeat New York

NYC’s Chancellor Carmen Farina and teachers’ union President Michael Mulgrew discuss how to use the new contract for parent outreach effectively. With the new mandate, the Chancellor hopes to see improved schools as “communication about academics and social-emotional development” become more prevalent. Teachers must use 40 minutes of their time after school on Tuesdays for parent engagement activities, and “80 minutes on Mondays to be spent on in-school teacher training.”

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