Health Issues Affecting Young People - School Leadership 2.02024-03-29T08:02:42Zhttps://schoolleadership20.com/forum/categories/health-issues-affecting-young-people/listForCategory?categoryId=1990010%3ACategory%3A59640&feed=yes&xn_auth=noHow to Bully-Proof Your Kids for Lifetag:schoolleadership20.com,2024-03-27:1990010:Topic:3911452024-03-27T18:58:33.929ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1 class="css-ktpyb3">How to Bully-Proof Your Kids for Life</h1>
<div class="css-17pf1cy"><div class="css-1ba1zfw">By<span> </span><span class="css-di9sn7">Joanna Moorhead<span> </span></span></div>
<div class="css-10e0jtj">The Guardian</div>
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<div class="css-ehplt2"><p>In "How to Bully-Proof Your Kids for Life," published by The Guardian and penned by Joanna…</p>
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<h1 class="css-ktpyb3">How to Bully-Proof Your Kids for Life</h1>
<div class="css-17pf1cy"><div class="css-1ba1zfw">By<span> </span><span class="css-di9sn7">Joanna Moorhead<span> </span></span></div>
<div class="css-10e0jtj">The Guardian</div>
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<div class="css-ehplt2"><p>In "How to Bully-Proof Your Kids for Life," published by The Guardian and penned by Joanna Moorhead, readers are introduced to Stella O'Malley's insights from her 2022 book, "Bully-Proof Kids." The article emphasizes the complex nature of bullying, presenting it as a sustained pattern of aggression where an individual with more power targets someone with less power. O'Malley's work sheds light on the multifaceted dynamics of bullying, highlighting not just the interactions between the bully and the target but also the roles of supporters, bystanders, and upstanders within these scenarios.</p>
<p>A key message from O'Malley is the universal potential for any child to become either a bully or a target. This potential underscores the importance of parental involvement in recognizing and nurturing their child's strengths while mitigating their vulnerabilities. O'Malley stresses that understanding a child's emotional needs is crucial, as is fostering empathy and kindness in children who may exhibit bullying behavior. She suggests that effective parenting can significantly deter a child from becoming a bully, especially during their formative primary school years.</p>
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<p>The article also delves into scenarios where parents themselves might inadvertently encourage bullying behaviors, such as instilling a sense of superiority in their children. O'Malley advises parents to promote empathy and a sense of community, encouraging children to be mindful of their peers' feelings and experiences.</p>
<p>O'Malley introduces the concept of "upstanders" – individuals who actively challenge bullying behavior. She advocates for the cultivation of an upstanding culture within schools, where students are encouraged to support one another and stand up against bullying. This, she believes, can significantly diminish the bully's power and impact.</p>
<p>The digitization of social interactions presents new challenges and avenues for bullying, making dehumanization easier and more rapid. O'Malley warns of the severe consequences of digital dehumanization and advises urgent action if a child becomes a target. However, she also sees bullying as an opportunity for growth and learning. Navigating through bullying, whether as a target or a bystander, can lead to a deeper understanding of oneself and others.</p>
<p>"Bully-Proof Kids" is not just a guide to preventing children from becoming bullies or targets; it's a blueprint for raising empathetic, kind, and resilient individuals. O'Malley's work encourages parents to arm their children with the tools needed to navigate the complexities of social interactions, ultimately fostering a more compassionate and understanding generation.</p>
<p>The original article offers a comprehensive exploration of strategies to combat bullying and can be found on The Guardian's website.</p>
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<div class="css-1smg9q2"><a id="reader.external-link.view-original" class="css-ntn4bo" href="https://getpocket.com/explore/item/how-to-bully-proof-your-kids-for-life?utm_source=pocket_saves" target="_blank" rel="noopener noreferrer" name="reader.external-link.view-original">View Original</a></div>
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<div lang="en" xml:lang="en"><div><div>------------------------------Prepared with the assistance of AI softwareOpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></div>
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</div> The Right Way to Talk Tech with Teenstag:schoolleadership20.com,2024-03-27:1990010:Topic:3909772024-03-27T18:22:25.447ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div class="c-article-header c-article-header--parchment-lighter"><div class="o-grid"><h1 class="c-article-header__heading f-title--h2">Parents and Teachers: Roll Back on the Eye Rolls</h1>
<p>Harvard Graduate School of Education</p>
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<div class="c-article-header__description f-title--subhead">When it comes to talking about tech with your kids, try empathy instead…</div>
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<div class="c-article-header c-article-header--parchment-lighter"><div class="o-grid"><h1 class="c-article-header__heading f-title--h2">Parents and Teachers: Roll Back on the Eye Rolls</h1>
<p>Harvard Graduate School of Education</p>
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<div class="c-article-header__description f-title--subhead">When it comes to talking about tech with your kids, try empathy instead</div>
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<li><span class="c-article-header__metadata-field">POSTED</span><span> </span><span class="c-article-header__metadata-value">March 6, 2024</span></li>
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<li><span class="c-article-header__metadata-field">BY</span><span> </span><span class="c-article-header__metadata-value"><a href="https://www.gse.harvard.edu/ideas/author/usable-knowledge" hreflang="en">Usable Knowledge</a></span></li>
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<p>The Center for Digital Thriving, based at Project Zero, offers innovative advice to parents and teachers on reframing conversations about technology with teenagers, as detailed in an article published by Usable Knowledge on March 6, 2024. Recognizing the challenges and conflicts that often arise from discussions about technology use, the center advocates for a shift from frustration and eye-rolling to empathy and understanding. This approach aims to foster more constructive and supportive dialogues between adults and teens about their digital lives.</p>
<p>One of the key recommendations is to replace dismissive reactions with efforts to understand the intense social dynamics that today's teens navigate online. Technology is deeply entwined with their experiences of inclusion and exclusion, making it vital for their sense of belonging. Instead of immediately judging or dismissing their use of social media platforms like TikTok, Snap Maps, or group chats, adults are encouraged to remember their own adolescent desires for connection and acceptance. By expressing genuine interest and validation of their experiences ("that sounds like fun" or "that must be tough"), adults can build stronger relationships with the teens in their lives.</p>
<p>The article also acknowledges moments when eye-rolling seems justified, such as when a child ignores family dinner for their tablet or a student disrupts class with video recording. However, it argues that choosing empathy in these situations opens opportunities for guiding teens on healthier tech habits and deepening connections through shared experiences of needing friendship and belonging.</p>
<p>Furthermore, the call for empathy extends to adults' reflections on their own technology use. Recognizing the multifaceted roles that digital devices play in meeting needs for connection, stability, and leisure, the article suggests that adults examine their tech habits with kindness and curiosity rather than self-criticism.</p>
<p>By promoting empathy over eye-rolling, the Center for Digital Thriving's recommendations aim to transform discussions about technology into opportunities for connection, understanding, and mutual growth between adults and teens.</p>
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<p><a href="https://www.gse.harvard.edu/ideas/usable-knowledge/24/03/parents-and-teachers-roll-back-eye-rolls" target="_blank" rel="noopener">Original Article</a></p>
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</div> An unexpected way to fight chronic absenteeismtag:schoolleadership20.com,2024-02-28:1990010:Topic:3904962024-02-28T20:32:53.016ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><strong>An unexpected way to fight chronic absenteeism</strong></p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12390487270?profile=original" rel="noopener" target="_blank"><img class="align-full" height="432" src="https://storage.ning.com/topology/rest/1.0/file/get/12390487270?profile=RESIZE_710x" width="433"></img></a></p>
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<p>Illustration by Michael Keany/AI</p>
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<p>The Hechinger Report's recent article, authored by Javeria Salman, explores the innovative approach Guilford County Public Schools in North Carolina has adopted to combat chronic absenteeism through a telemedicine…</p>
<p><strong>An unexpected way to fight chronic absenteeism</strong></p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12390487270?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12390487270?profile=RESIZE_710x" class="align-full" width="433" height="432"/></a></p>
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<p>Illustration by Michael Keany/AI</p>
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<p>The Hechinger Report's recent article, authored by Javeria Salman, explores the innovative approach Guilford County Public Schools in North Carolina has adopted to combat chronic absenteeism through a telemedicine program. Initiated in the fall of 2021 at Bessemer Elementary School, this program allows students to consult with pediatricians or family medicine providers via computer, receive treatment, and potentially return to class the same day. This initiative was introduced in response to the spike in absenteeism exacerbated by the pandemic, particularly among students from high-poverty Title I schools where access to healthcare is often limited.</p>
<p>The telemedicine program, which has expanded to 15 Title I schools within the district, has shown promising results in reducing chronic absenteeism rates. For instance, Bessemer Elementary School witnessed a decrease in its chronic absenteeism rate from 49% in the 2021-2022 school year to 37% in the following year. Superintendent Whitney Oakley emphasized the importance of student attendance for effective education and highlighted how the program also alleviates the burden on parents who might otherwise need to miss work to care for a sick child.</p>
<p>The program addresses not only physical health needs but also mental health, with plans to include teletherapy services. This expansion reflects a growing recognition of the role of emotional well-being in student attendance and performance. The success of the telemedicine clinics has been supported by partnerships with local governments, healthcare providers, and nonprofits, ensuring that uninsured families can also access the necessary care.</p>
<p>Early research supports the effectiveness of school-based telemedicine in improving attendance. A study of three rural districts in North Carolina found that such clinics reduced absenteeism by 29% and the number of days absent by 10%. Beyond healthcare, these initiatives offer a model for school-community partnerships that can address broader determinants of educational success.</p>
<p>The program's implementation faced challenges, particularly in gaining parental consent, which was overcome through targeted communication efforts, especially with non-English speaking families. The significant impact of the program is illustrated by the fact that, in its pilot year, 240 out of 300 students who visited the clinic were able to return to class the same day.</p>
<p>This telemedicine initiative by Guilford County Public Schools exemplifies how integrating healthcare services within the educational setting can address absenteeism and support student health and well-being, potentially serving as a model for other districts facing similar challenges.</p>
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<p>Source: <a target="_new" href="https://hechingerreport.org/">The Hechinger Report</a></p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> Striking a Balance: 3 Time Management Tips for Student Athletes and Busy Learnerstag:schoolleadership20.com,2024-02-28:1990010:Topic:3906332024-02-28T13:00:26.324ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><strong>Striking a Balance: 3 Time Management Tips for Student Athletes and Busy Learners</strong></p>
<p>by Ann Dolin</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12390374483?profile=original" rel="noopener" target="_blank"><img class="align-full" height="382" src="https://storage.ning.com/topology/rest/1.0/file/get/12390374483?profile=RESIZE_710x" width="382"></img></a></p>
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<p>In "Striking a Balance: 3 Time Management Tips for Student Athletes and Busy Learners," published on February 20, 2024, by Ann Dolin, the challenges of managing academics,…</p>
<p><strong>Striking a Balance: 3 Time Management Tips for Student Athletes and Busy Learners</strong></p>
<p>by Ann Dolin</p>
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<p>In "Striking a Balance: 3 Time Management Tips for Student Athletes and Busy Learners," published on February 20, 2024, by Ann Dolin, the challenges of managing academics, sports, and personal life are highlighted alongside practical solutions. This article, deriving insights from MindBalanceSPORT in McLean, VA, and Educational Connections, emphasizes the critical nature of time management for student athletes and others with demanding schedules.</p>
<p>Brenna Chirby, Psy.D., co-founder of MindBalanceSPORT, points out that elite athletes often excel in time management, yet still struggle with physical fatigue, lack of sleep, and stress about grades, underscoring the universal challenge of balancing multiple commitments. The article further explains how difficulties in managing time often relate to weak executive functioning skills, particularly noted in students with ADHD.</p>
<p>Educational Connections' Executive Function Program Manager, Kathi Gould, M.Ed., reveals that their approach involves helping students systemize and organize their academic and extracurricular responsibilities. This method aims to make organizational skills habitual, thereby conserving cognitive resources for curriculum engagement. The article offers three vital time management strategies to help student athletes and busy learners navigate their packed schedules more effectively:</p>
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<li><p><strong>Prioritize Tasks and Plan Ahead for Assignments:</strong> Highlighting the importance of avoiding overwhelming workloads, the strategy of "calendaring" is recommended. By entering assignments and engagements into a digital calendar, students can visualize their week, prompting timely homework completion and proactive project initiation. Additionally, scheduling weekly leisure activities is encouraged to maintain motivation and endurance.</p>
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<li><p><strong>Establish a Routine:</strong> Emphasizing the benefits of routine, the article suggests that structured schedules alleviate the stress of juggling sports and academics. Whether digital or traditional, finding a planning method that resonates with the student can foster a structured approach to tackling workloads. Identifying specific times for academic tasks, akin to sports practices, can demystify when and how schoolwork will be completed.</p>
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<li><p><strong>Utilize Time Wisely:</strong> Beyond scheduling, efficient use of allocated time blocks is crucial. Recommendations include starting the day early with a nutritious breakfast and ensuring adequate sleep, as advised by the American Academy of Pediatrics. Creating a conducive study environment by minimizing distractions and exploring study group options can further enhance productivity.</p>
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<p>These strategies are not just theoretical but are backed by the experiences of professionals working directly with student athletes and busy learners. By integrating these approaches into their daily routines, students can navigate their demanding schedules more effectively, striking a balance between their academic, athletic, and personal lives. This comprehensive approach to time management promises not only to mitigate the stress associated with busy schedules but also to improve overall well-being and academic performance.</p>
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<p><a href="https://ectutoring.com/student-athletes" target="_blank" rel="noopener">Read more...</a></p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> More Kids, Teens May Be Taking Multiple Psychiatric Medstag:schoolleadership20.com,2024-02-21:1990010:Topic:3902872024-02-21T14:33:14.694ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><span>More Kids, Teens May Be Taking Multiple Psychiatric Meds</span></p>
<p><span>Health Day</span></p>
<p><span>By Ernie Mundell HealthDay Reporter</span></p>
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<p>A recent study conducted in Maryland has highlighted a concerning trend: an increasing number of children and teens covered by Medicaid are being prescribed multiple psychiatric medications, a practice known as "polypharmacy." This study, led by Yueh-Yi Chiang, a graduate student at the University of Maryland…</p>
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<p><span>More Kids, Teens May Be Taking Multiple Psychiatric Meds</span></p>
<p><span>Health Day</span></p>
<p><span>By Ernie Mundell HealthDay Reporter</span></p>
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<p>A recent study conducted in Maryland has highlighted a concerning trend: an increasing number of children and teens covered by Medicaid are being prescribed multiple psychiatric medications, a practice known as "polypharmacy." This study, led by Yueh-Yi Chiang, a graduate student at the University of Maryland School of Pharmacy, observed that from 2015 to 2020, there was a 4% increase each year in the odds of young Medicaid enrollees being prescribed multiple psychotropic drugs. The research, which analyzed prescription data for nearly 127,000 Medicaid enrollees under 18, found that the percentage of those receiving multiple psychiatric drugs rose from 4.2% in 2015 to 4.6% in 2020.</p>
<p>The study, published on February 16, 2024, in JAMA Network Open, also revealed that certain groups were more likely to be affected by polypharmacy. Specifically, children and teens who were either disabled or in foster care were significantly more likely to be prescribed three or more classes of psychotropic drugs for periods extending 90 days or more, compared to those with low income. Notably, polypharmacy rates among kids in foster care increased from 10.8% in 2015 to 11.3% in 2020.</p>
<p>While the reasons behind this steady rise in polypharmacy remain unclear, the research team suggests that factors such as complex medical conditions, early-life trauma, and fragmented care might contribute to these findings. This underscores the necessity of monitoring the use of combinations of psychotropic drugs, especially among vulnerable populations like youths enrolled in Medicaid who have a disability or are in foster care.</p>
<p>This study adds to a growing body of research indicating that the trend towards prescribing multiple psychiatric medications to young individuals may be a nationwide issue. Previous studies have also pointed to similar patterns, further emphasizing the importance of careful consideration and monitoring in the prescription of psychiatric medications to children and adolescents.</p>
<p>Source: HealthDay, "More Kids, Teens May Be Taking Multiple Psychiatric Meds," U.S. News & World Report, February 16, 2024. <a href="https://www.usnews.com/news/health-news/articles/2024-02-16/more-kids-teens-may-be-taking-multiple-psychiatric-meds" target="_self">https://www.usnews.com/news/health-news/articles/2024-02-16/more-kids-teens-may-be-taking-multiple-psychiatric-meds</a></p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> Half of states now restrict trans student-athletestag:schoolleadership20.com,2024-02-14:1990010:Topic:3901722024-02-14T16:06:06.802ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><strong>Half of states now restrict trans student-athletes</strong></p>
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<p>In a significant development impacting transgender student-athletes across the United States, Ohio has become the 25th state to enact legislation restricting their participation in sports aligning with their gender identity. This move, reported by Naaz Modan for Education Dive on February 13, 2024, underscores a growing trend where half of the states now have policies that ban transgender students from…</p>
<p><strong>Half of states now restrict trans student-athletes</strong></p>
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<p>In a significant development impacting transgender student-athletes across the United States, Ohio has become the 25th state to enact legislation restricting their participation in sports aligning with their gender identity. This move, reported by Naaz Modan for Education Dive on February 13, 2024, underscores a growing trend where half of the states now have policies that ban transgender students from joining sports teams that match their gender identity. This legislative action came after Ohio's Republican Governor Mike DeWine's veto was overridden by state legislators, with the law set to take effect on April 24.</p>
<p>The legislation's impact is far-reaching, affecting approximately 300,000 teenagers aged 13 to 17 who identify as transgender, with about 37% of these youths living in states with such restrictive laws. This is an increase from 31% before Ohio's decision, highlighting the rapid pace at which these policies are being adopted across the country.</p>
<p>The article also highlights a looming conflict between state laws and federal policy, particularly concerning Title IX. The U.S. Department of Education has proposed a Title IX regulation that, if finalized, would prohibit blanket bans on transgender students' participation in sports. This proposed regulation requires states and districts to consider variations among students, competition levels, and sports types before setting eligibility criteria for athletic teams. Although the rule allows for separation of boys' and girls' sports teams and may permit limitations on transgender students' participation in certain contexts, it mandates that any restrictions must minimize harm to affected students.</p>
<p>The anticipated Title IX athletics rule, aimed at ensuring fairness in competition while protecting the rights of transgender students, has experienced delays in its finalization. Initially expected as early as May 2023 and later postponed to October 2023, the rule's release has been further delayed, with the Education Department missing its own deadlines and indicating a possible release in March. However, procedural steps necessary for finalizing the rule, including review by the White House, suggest additional delays are likely.</p>
<p>This evolving legal and policy landscape presents a complex challenge for schools in affected states. They must navigate the conflicting demands of state legislation and pending federal regulations, balancing the need to comply with local laws against the broader imperatives of equity and inclusion for all students, including those who are transgender.</p>
<p>The article underscores the ongoing debate and legal battles over the rights of transgender student athletes, reflecting broader societal discussions about gender identity, inclusivity, and fairness in sports. As states continue to enact restrictive policies, the outcome of the proposed Title IX regulation will be crucial in determining the future landscape of transgender students' participation in school athletics across the United States.</p>
<p>Source: Modan, Naaz. "Half of states now restrict trans student-athletes." Education Dive. Published February 13, 2024.<a href="https://www.k12dive.com/news/half-of-states-now-restrict-trans-student-athletes/707352/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202024-02-13%20K-12%20Dive%20%5Bissue:59098%5D&utm_term=K-12%20Dive" target="_blank" rel="noopener">Link to the original article.</a></p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> How should schools address chronic student absenteeism?tag:schoolleadership20.com,2024-02-14:1990010:Topic:3902502024-02-14T15:55:05.903ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div><a href="https://r.smartbrief.com/resp/rHwHCAjvBtzAaKyAaydakIalybMh?format=multipart" rel="noopener" target="_blank">How should schools address chronic student absenteeism?</a></div>
<div class="m_-4337810275257651879name-100">Chronic absenteeism among students, exacerbated by the pandemic, remains high, with more than one-third of students in poverty missing 18 days or more, data shows. Despite efforts utilizing early warning systems, a Harvard study reveals a lack of improvement…</div>
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<div><a href="https://r.smartbrief.com/resp/rHwHCAjvBtzAaKyAaydakIalybMh?format=multipart" target="_blank" rel="noopener">How should schools address chronic student absenteeism?</a></div>
<div class="m_-4337810275257651879name-100">Chronic absenteeism among students, exacerbated by the pandemic, remains high, with more than one-third of students in poverty missing 18 days or more, data shows. Despite efforts utilizing early warning systems, a Harvard study reveals a lack of improvement in attendance of students from low-income backgrounds, highlighting the need for more comprehensive, community-based approaches to address underlying issues contributing to chronic absenteeism.</div>
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<p><span> </span><span class="m_-4337810275257651879mobile_wrap"><b>Full Story:<span> </span></b><a class="m_-4337810275257651879mobile_wrap" href="https://r.smartbrief.com/resp/rHwHCAjvBtzAaKyAaydakIalybMh?format=multipart" target="_blank" rel="noopener">The Hechinger Report</a><span> </span></span></p> Overscheduling kids’ lives causes depression and anxiety, study findstag:schoolleadership20.com,2024-02-05:1990010:Topic:3897922024-02-05T17:42:51.445ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><strong>Title: "Overscheduling kids’ lives causes depression and anxiety, study finds"</strong></p>
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<p>Published on February 5, 2024, by Jill Barshay on The Hechinger Report, this article highlights a study conducted by economists from the University of Georgia and the Federal Reserve Board, shedding light on the detrimental psychological effects of overscheduling children's lives. The original article can be accessed through the detailed URL: […</p>
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<p><strong>Title: "Overscheduling kids’ lives causes depression and anxiety, study finds"</strong></p>
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<p>Published on February 5, 2024, by Jill Barshay on The Hechinger Report, this article highlights a study conducted by economists from the University of Georgia and the Federal Reserve Board, shedding light on the detrimental psychological effects of overscheduling children's lives. The original article can be accessed through the detailed URL: [<a href="https://hechingerreport.org/proof-points-overscheduling-kids-lives-causes-depression-and-anxiety-study-finds/" target="_blank" rel="noopener">URL Here</a>].</p>
<p><strong>Summary:</strong> A recent study, detailed in the Economics of Education Review's February 2024 issue, has delved into the psychological costs of overscheduling children's lives, revealing that excessive homework and extracurricular activities may harm their mental well-being. Conducted by economists from the University of Georgia and the Federal Reserve Board, the research emphasizes the need for a balance between academic pursuits and crucial non-academic skills development.</p>
<p>Analyzing time diaries from 4,300 children and teens, collected as part of the Panel Study of Income Dynamics, the researchers discovered that the pressure to excel academically during high school years, coupled with a surge in homework and extracurricular activities, negatively impacts students' mental health. Homework and scheduled activities encroach upon time earmarked for sleep and socialization, contributing to heightened levels of anxiety, depression, or anger.</p>
<p>While the study couldn't precisely quantify the ideal number of hours for children's activities, it urges parents to assess their own busyness and whether their children have sufficient time for spontaneous activities, indicating that feeling stretched may be a sign of overscheduling.</p>
<p>Enrichment activities, including homework, reading, and before- and after-school programs, were categorized for analysis. Initially, a positive association between scheduled activities and academic skills was observed. However, the researchers noted that scheduled students also tend to be wealthier, leading to a potential confounding effect. Adjusting for family income and demographic factors revealed a nuanced relationship, with some academic benefits persisting.</p>
<p>The study introduced a new statistical technique to account for students' inner differences, revealing that, once adjusted, the academic benefits diminished, and the last hour of homework and activities negatively impacted non-cognitive behaviors. The psychological downsides of overscheduling emerged before students maximized their cognitive skills, presenting a dilemma between academic achievement and mental well-being.</p>
<p>While the study prompts uncomfortable questions about overscheduling, it also acknowledges the systemic challenges. Parents, schools, and policymakers share the responsibility to establish balanced policies and alleviate the pressure on children. The article concludes by advocating for state or federal-level educational policies that collectively address the issue and promote a healthier environment for students.</p>
<p>In summary, the study underscores the importance of finding a balance in children's activities, considering both academic and mental well-being aspects, and calls for a broader societal approach to address the challenges associated with overscheduling.</p>
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<p>This summary was created with the assistance of AI software.</p> Data shows schools are seeing more frequent hate crimestag:schoolleadership20.com,2024-01-31:1990010:Topic:3897782024-01-31T19:19:26.697ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div><a href="https://r.smartbrief.com/resp/rFzvCAjvBtzlumnwaydakIalXgzT?format=multipart" rel="noopener" target="_blank">Data shows schools are seeing more frequent hate crimes</a></div>
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<div class="m_-1113942026868550593name-100">FBI data shows hate crimes at elementary and secondary schools more than doubled from 2018 to 2022 -- making schools the third most common location for such incidents. The rise is being associated with post-COVID-19 violence and behavioral issues,…</div>
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<div><a href="https://r.smartbrief.com/resp/rFzvCAjvBtzlumnwaydakIalXgzT?format=multipart" target="_blank" rel="noopener">Data shows schools are seeing more frequent hate crimes</a></div>
<p></p>
<div class="m_-1113942026868550593name-100">FBI data shows hate crimes at elementary and secondary schools more than doubled from 2018 to 2022 -- making schools the third most common location for such incidents. The rise is being associated with post-COVID-19 violence and behavioral issues, prompting increased attention from the US Department of Education and the CDC.</div>
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<p><span> </span><span class="m_-1113942026868550593mobile_wrap"><b>Full Story:<span> </span></b><a class="m_-1113942026868550593mobile_wrap" href="https://r.smartbrief.com/resp/rFzvCAjvBtzlumnwaydakIalXgzT?format=multipart" target="_blank" rel="noopener">K-12 Dive</a></span></p> Schools are using surveillance tech to catch students vaping, snaring some with harsh punishmentstag:schoolleadership20.com,2024-01-29:1990010:Topic:3900642024-01-29T18:01:00.554ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div><h1><span>Schools are using surveillance tech to catch students vaping, snaring some with harsh punishments</span></h1>
<p><span>Schools around the country are installing sensors and cameras to crack down on student vaping and handing out harsh punishments for many who are caught</span></p>
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<div><div><div><div><span>By</span><span>JACQUELINE MUNIS Associated Press and </span><span>ELLA MCCARTHY Associated Press</span></div>
<div><div>January 26, 2024, 12:03…</div>
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<div><h1><span>Schools are using surveillance tech to catch students vaping, snaring some with harsh punishments</span></h1>
<p><span>Schools around the country are installing sensors and cameras to crack down on student vaping and handing out harsh punishments for many who are caught</span></p>
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<div><div><div><div><span>By</span><span>JACQUELINE MUNIS Associated Press and </span><span>ELLA MCCARTHY Associated Press</span></div>
<div><div>January 26, 2024, 12:03 AM</div>
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<div><p>When Aaliyah Iglesias was caught vaping at a Texas high school, she didn’t realize how much could be taken from her.</p>
<p>Suddenly, the rest of her high school experience was threatened: being student council president, her role as debate team captain and walking at graduation. Even her college scholarships were at risk. She was sent to the district’s alternative school for 30 days and told she could have faced criminal charges.</p>
<p>Like thousands of other students around the country, she was caught by surveillance equipment that schools have installed to crack down on electronic cigarettes, often without informing students.</p>
<p>Schools nationwide have invested millions of dollars in the monitoring technology, including federal COVID-19 emergency relief money meant to help schools through the pandemic and aid students' academic recovery. Marketing materials have noted the sensors, at a cost of over $1,000 each, could help fight the virus by checking air quality.</p>
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<p><a href="https://abcnews.go.com/Health/wireStory/schools-surveillance-tech-catch-students-vaping-snaring-harsh-106698771?utm_source=Sailthru&utm_medium=email&utm_campaign=Newsletter%20Weekly%20Roundup:%20K-12%20Dive:%20Daily%20Dive%2001-27-2024&utm_term=K-12%20Dive%20Weekender" target="_blank" rel="noopener">Read more...</a></p>
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