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December 15, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice NWEA: School’s in for Summer: A Scalable and Effective Post-Pandemic Academic InterventionResearchers from NWEA collaborated with CALDER at the American Institutes for Research and Harvard University to measure the impact of summer school on student achievement. Utilizing data from ten large school districts across the United States in 2022 and 2023, the research indicated that summer school improved students' math achievement, but not their reading skills. Students' improvements in their math skills were equivalent to two to three weeks of learning during the school year. Additionally, students who participated for more than one year of summer school had increased benefits. Programs measured in this study were less effective per hour of instruction compared to pre-pandemic programs. The researchers recommend that schools follow evidence-based practices for running summer schools, such as enforcing small class sizes and longer programs. Journal of Youth and Adolescence: Future Orientation in Adolescents: Development and the Roles of Parenting in Different Income Countries  The present study investigates how adolescents' future orientation, the ability to envision and plan for the future, develops. The researchers measured over 1,000 adolescents between the ages of ten and 20 in countries of varying income levels. Adolescents reported on their level of future orientation, and parents reported on their frequency of monitoring their children, family obligations, individualism and collectivism, conformity, and impacts of the pandemic on their families. Results indicate that adolescents living in lower-middle-income countries had the highest level of future orientation at age ten, which declined as they aged. Adolescents from high- and upper-middle-income countries had low levels of future orientation, which remained stable through adolescence. Parental influences on adolescents’ development of future planning varied in different cultural contexts, and family obligations and conformity values were most linked to adolescents having increased future orientation. The research highlights how initiatives to improve future orientation should be designed to take into account adolescents’ culture and family influences. Policy The Washington Post: Australia is Banning Social Media for Teens. Others Could FollowAustralia is the first country to delay social media access for children under the age of 16. Social media platforms, rather than parents, are required to prevent teens from accessing their accounts. These new measures are in reaction to an increasing global concern about social media's impact on children's mental health and safety. Australia's approach has sparked interest in other countries to adopt similar models. In the Netherlands, parents are advised to prohibit their children from accessing social media before 15. The European Commission is creating an age verification mobile app to check if users are over 18, which will likely be employed in several countries. Critics of the policy are concerned that adult users may be impacted by the age verification law, which could affect their privacy and cause an increase in data breaches. UNICEF Australia shared that these changes will not solve the real problem of social media and its negative impact on children.  AP News: What to Know About the Administration’s Plan to Withhold States’ Money to Manage SNAP Food AidThe U.S. Department of Agriculture (USDA) will start withholding money from the Supplemental Nutrition Assistance Program (SNAP) from states that refuse to provide data to the federal government on their participants. The program helps one in eight Americans buy groceries. Twenty-two states have sued to block the request as they believe that sharing recipient information is a privacy issue. However, data already released from states has yielded issues of fraud, including 186,000 deceased people receiving benefits and 500,000 recipients receiving benefits in more than one place. Some states have taken measures to offset federal funding, though experts warn that shifting the cost of SNAP to the states will cause some to have to drop the program entirely. The USDA will alert states that they are not in compliance with providing recipient information, and they will have the opportunity to appeal.  Around the Nation The Washington Post: Students in Need Were Paid $500 a Month to Stay in School. It Worked.New Mexico recently launched a pilot program to offer $500 to teens each month who are experiencing housing insecurity. The initiative provides funding for students to afford resources that could be a barrier to attending school, such as transportation, clothing, and food. In order to receive the funding, students must maintain a 92% attendance rate, complete all schoolwork, and meet weekly with a counselor. They do not have to report how they spend the funds, but are required to receive financial advising. The program was created in 2020 by New Mexico Appleseed, a child poverty nonprofit. The previous year, only 51% of the state's homeless students graduated, but in the test cohort, 93% did. New Mexico has one of the highest child poverty rates and about 10,000 homeless students. State leaders aim to replicate the model with a three-year pilot program in a dozen districts.  The Hechinger Report: One State Made Preschool Free. Then Dozens of Child Care Centers Closed in Its Largest CityThis school year, California implemented its transitional kindergarten program, which provided free preschool for all four-year-olds. The program's goal was to address child care shortages and create preschool opportunities for children regardless of socioeconomic status. However, research found that wealthy families were the most likely to apply for the preschool seats, and 150 child care centers closed as a result of the new policy. The research suggests that this may be a consequence of families taking the new public school seats, which left community child care centers and private preschools under-enrolled and with lost revenue. It is more difficult for early childhood centers to shift to serve younger children, as there are different regulations for the spaces, and they are more costly to care for. To improve the state’s initiatives, experts believe that community child care centers should be included in the expansion of publicly funded preschool programs, rather than just public schools.  WHYY: At Washington Avenue Elementary, Students and Educators Lean on the Arts to Build Critical Life Skills Students at Washington Avenue Elementary in Pleasantville, New Jersey, are participating in an art education program led by Young Audiences for Learning. The initiative offers residencies, workshops, and partnerships for schools and reached over 400 schools and 260,000 students in the 2023-24 school year. Students learn through dance classes and art sessions, which are centered around identity, agency, and belonging. Research has found that arts education improves children's social-emotional development, chronic absenteeism rates, and academic skills. According to the Arts Education Data Project, two million students lack access to any arts education, with the majority of children from low-income families or in very rural or urban areas. One art teacher shared about the impact of the program on her students, “You don't know which of your students are bringing in a heavy load. The arts are just one way to help relieve some of that, help work on some of that trauma... if you’re only worried about test scores, you’re not going to get the results you want if you’re not teaching the whole child.” Cynthia Ruiz-Cooper, principal at Washington Avenue Elementary, added that “Engaging in the arts strengthens creativity, critical thinking and problem-solving skills. It also promotes collaboration, self-expression and confidence. Experiences with music, visual arts and performance help build connections in the brain that enhance learning across all subject areas.” SEARCH Newsletter sign-up [...] Read more...
December 12, 2025The persistence of underperforming schools is one of the most significant challenges in American K-12 education today. Policymakers have long worked to overcome this issue by putting into place “school turnaround” initiatives, which often focus on restructuring classrooms and replacing staff in the hopes of producing improved student learning outcomes.  “According to state legislation, schools that have been underperforming for a long time need to restructure their school and their instruction to meet certain state academic standards. One practice for restructuring the school system is called school turnaround. a lot of change happens within the school,” explains senior researcher, Haibin Jiang, of the Mary E. Walsh Center for Thriving Children. Jiang comes with a strong background in Economics and statistical methodology. The majority of his research involves using applied econometric methods to analyze policies impacting children. Jiang explains, “The turnaround process can introduce dramatic changes to a school, which may leave already vulnerable students feeling even more disoriented. Students in turnaround schools are mostly high-need and belong to historically marginalized subgroups, and thus are the students who need support the most. For those students, services play an important role. Having an additional support staff member who is equipped with knowledge about student support and a systemic approach can help mitigate the impact of these changes.” Students in schools undergoing turnaround often face multifaceted challenges that extend far beyond changes in the classroom, such as poverty, food insecurity, and inadequate access to health care. There is growing evidence pointing to the important role that addressing critical out-of-school factors play in yielding lasting improvements for schools and student achievement.  “There’s evidence that for schools undergoing a school turnaround process, it is really important to have a systematic intervention with support for students to address their out-of-school barriers,” Jiang says. His latest research, which he developed alongside co-authors Yan Leigh and Mary E. Walsh, "The Role of Comprehensive Student Support Interventions during School Turnaround,” investigates this crucial gap by examining how a targeted comprehensive support system impacts academic achievement during the turnaround process.  The findings provide valuable insight for education leaders, emphasizing the capacity of comprehensive student support to promote and enhance the success of school turnaround. The study focuses on the City Connects model, an integrated student support practice grounded in developmental science that aims to address the out-of-school factors that can impact a student’s readiness to learn. City Connects addresses these challenges by identifying both strengths and needs of each student and ensuring that students are referred to a customized set of supports, services, and opportunities. A City Connects Coordinator, a member of the school’s student support staff, works to leverage school- and community-resources and partnerships to connect these services and opportunities to the right student at the right time.  In essence, City Connects weaves supportive relationships and resources around each student, and creates a proactive, responsive system of support that functions like a shock absorber during times of change. During periods of dramatic school turnaround restructuring, City Connects can ensure that each student is seen and supported, and that important relationships, resources, and opportunities that keep students engaged, provide a sense of belonging, and meet their out-of-school needs are in place. The research employs a quasi-experimental design to analyze data from a large school district in Massachusetts. The study compares standardized test scores in Math and English Language Arts (ELA) for students in grades 3-8 across two groups of underperforming schools undergoing turnaround. This included schools that implemented City Connects and schools that did not implement City Connects in order to measure the role of comprehensive student support during school turnaround.  The findings pointed to a positive link between turnaround schools that implemented City Connects and greater student academic achievement compared to those that did not implement City Connects.  Specifically, the findings from the most conservative estimates show that receiving City Connects during turnaround was associated with an increase of: 0.163 standard deviations in Math. 0.139 standard deviations in ELA. “This can be translated to about one quarter to one third of a school year’s instruction,” says Jiang. This research strongly suggests that while instructional reforms are essential components of school turnaround improvement, they are most effective when paired with comprehensive student support efforts.  For policymakers and schools, these results hold significant implications for implementing effective turnaround strategies. “For policymakers that intend to improve schools and address achievement gaps, it's important for them to know that in order for schools to have effective restructuring, they have to combine this effort with interventions that can address student out-of-school factors. A multi-tiered intervention tailored to a student’s specific needs is very important to achieve the academic goals of restructuring,” explains Jiang. Though many school turnaround efforts have been challenged to produce improved educational outcomes for students, these research findings point to the complementary role that comprehensive systems of student support can play in efforts to improve instruction and restructure a school, so that every student is supported to learn and thrive.  SEARCH Newsletter sign-up [...] Read more...
December 8, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice Journal of Research on Education Effectiveness: Can Personalized Attendance Information Mitigate Student Absenteeism? Evidence from Six Randomized Field TrialsAs chronic absenteeism has impacted schools across the country, especially since the COVID-19 pandemic, educators are seeking ways to increase attendance through low-cost methods. In the present study, the researchers examined the effects of different modes of communication (e.g., text message, mail, backpack delivery) on children's attendance at six urban and suburban schools across the United States. The personalized messages to families reduced absences by 1.9%, which amounts to 0.19 fewer days missed by each student. By calculating the cost of the personalized messages and financial impact on attendance, the researchers estimate that the intervention yields $3-5 in additional benefits for each text message sent. While there was an impact on attendance, the small effect size may be due to each school implementing its own initiatives without additional staffing support. The research highlights the value of schools creating personalized interventions based on student and family needs to reduce chronic absenteeism.  The New York Times: A Smartphone Before Age 12 Could Carry Health Risks, Study SaysNew research from the journal Pediatrics found that children who had a smartphone by age 12 had higher rates of depression, obesity, and insufficient sleep compared to those the same age without smartphones. Researchers analyzed 10,500 children through the Adolescent Brain Cognitive Development Study, the United States' largest long-term research study on children's brain development. Of those who participated in the study, children received their first smartphones at the median age of 11. Children who received their first smartphone between the ages of 12 and 13 had greater odds of reporting a diagnosed mental health disorder and lack of sleep compared to those who did not receive a phone in the same time period. While the research does not explain the causal relationship between owning a smartphone and poor mental health outcomes, previous research suggests that adolescents with smartphones often spend less time socializing in person, exercising, and sleeping, which may undermine well-being.  Policy National Public Radio: 50 Years After the Birth of Special Education, Some Fear For Its Future Under TrumpFifty years after the Education for All Handicapped Children Act was signed to guarantee public education for children with disabilities, many families, educators, and advocates are concerned about the future of special education. The Trump administration has made several changes to the Department of Education to shift education priorities and decision-making to the states. The administration has fired or attempted to fire many federal staff who enforce federal disability law. Additionally, the priorities and work of the Office of Civil Rights (OCR), which investigates allegations of disability discrimination, have shifted. The Education Department asserts that these changes will enable states to take on responsibilities according to their communities' needs and that funding for students with disabilities "will continue indefinitely."  See also: Teacher Shortages Hinder Special Education Progress. What Are the Solutions? AP News: Long-Awaited $3.6B in Heating Assistance Released to States and Tribes$3.6 billion in funding for the Low Income Home Energy Assistance Program is now available to households across the United States. The program, which helps low-income families pay for heating and cooling for their homes, was put on pause due to the federal government shutdown. States were supposed to receive funding at the beginning of November. Millions of households benefit from the program, and 68% of recipients also receive SNAP food benefits. The cessation of funds was especially detrimental to families whose houses use oil or propane, as they are not typically included in state moratoriums for utility shutoffs during the winter. State agencies have now received award letters that they can distribute to households, which will be impactful to families during a time of rising energy costs in the winter.  Around the Nation The Hechinger Report: As the Supply of Applicants Declines, College Admissions Gets Kinder and GentlerWhile the college admissions process continues to be anxiety-inducing for students and families, the steps to apply and get into college have gotten easier. By creating one-click applications, offering direct admissions programs, and waiving application fees, admissions officers are working to simplify the college application process to encourage more high school seniors to apply and enroll. In general, colleges are easier to be admitted into; now, colleges accept six in ten students compared to five in ten students a decade ago. Students’ perceptions of the difficulty of getting into college can also impact applications, as 45% of high schoolers believe that it is harder to get into college now than it was for their parents’ generation. Colleges are working to implement these strategies in anticipation that higher education enrollment is projected to drop over the next 15 years by 13%. Direct admissions programs, which are offered in public universities in 16 states, help increase enrollment, especially for first-generation students, but are most effective when paired with financial aid and other resources.  The 74: ‘A Dying Art’: With Butchers Disappearing, Schools Look to Step InA high school in Lewiston, Montana, works to connect students with agriculture and prepare them for careers as butchers. At the new public charter school, students are taught the "dying art" of cutting meat, farm business management, and soil health. The school offers five pathways: welding, natural resource and conservation, meat processing, animal science, and agricultural mechanics. Only three percent of food in Montana is produced in-state, and the number of butchers and meatpackers has been shrinking in recent decades. The program ensures that students have a hands-on learning experience and can enter the workforce to support food production. One teacher shared a larger goal of the program, "2050 is right around the corner, and there's going to be two billion more people on the face of the planet, and how are we going to feed them all? I think it all starts with education and understanding." SEARCH Newsletter sign-up [...] Read more...
December 4, 2025When students returned to the classroom after the COVID-19 school closures, many brought with them the effects of trauma, the experience of isolation, and the impact of missed social and academic development. Like in so many schools across the nation, the staff at Revere High School in Massachusetts was stretched to the brink as they tried to support students facing new and unique challenges. Absenteeism soared and bullying and fights became more common challenges.  “We didn’t have a perfect system prior to the pandemic, but it was working,” said Chris Bowen, Principal of Revere High School. “Returning to school after the pandemic was a major stress test on all the systems, and it felt like everything broke.”   Bowen knew something had to change.  “We had lots of good people doing good work to support students, but we realized we didn’t have a strong set of processes and systems for student support,” Bowen said. At the time, Revere High School—which serves more than 2,000 students—had an assistant principal for each grade and school counselors and social workers whose caseloads were split alphabetically across grades.  “Every student had a school counselor, a social worker, and an assistant principal but it was never the case that there was one group of adults that shared the same students. Every counselor was working with five assistant principals and multiple social workers, every assistant principal was working with eight counselors and five social workers. Everyone was working hard, but there was not necessarily a process,” Bowen explained. Bowen wanted to create Student Support Teams that could collaborate to better support each student. To do that, the school needed to be restructured into multi-grade houses, each with a designated assistant principal, two school counselors, and one social worker. Bowen and his team also created two new positions—a Student Engagement Coordinator and a Student Support Specialist—and there would be one of each on every Student Support Team.  But getting this new structure up and running would be a challenge, and Bowen knew he couldn’t do it alone. That’s when he reached out to Boston College’s Mary E. Walsh Center for Thriving Children.  Having earned his undergraduate and graduate degrees from Boston College, Bowen was familiar with the City Connects model. And while he felt his school wasn’t ready to adopt City Connects, he knew the team at the Center for Thriving Children could help him rethink the school’s Student Support Teams. “In a big school like this, it’s hard to ensure that every student is known. Chris came to us with this idea to make sure kids weren’t falling through the cracks. We knew we could use the Center’s knowledge and expertise to help,” said Cynthia Scheller, Director of Student Support Programs and Practice at the Center for Thriving Children. Scheller and her team dove into the work by doing a landscape analysis based on interviews with dozens of staff members. Once they understood the needs of the school, they created a handbook—based on best practices— that laid out details for how students can be referred to a Student Support Team, who should be part of each Student Support Team meeting, and what role each member of the team would play. They provided professional development for staff and sat in on Student Support Team meetings to provide feedback. They also worked with teams around identifying the root cause of challenges facing each student and helped develop systems to foster students’ strengths. “These are the students with the biggest needs, but they also have their own strengths and interests. There are so many resources within the school and within the community. If there is a student who needs mentorship, for example, maybe there is a club at the school that could meet that need and an interest,” said Scheller. “We wanted to capture all those resources in one place, so we created a database that staff can refer to during Student Support Team meetings.”  After working with the Center for Thriving Children for two years, Revere High School now has a robust system of student support, with teams meeting weekly to develop support plans for students in their cohort. Teachers, school staff, and community members know when and how to refer a student to the Student Support Teams. And attendance rates are increasing. “The systems we created with our colleagues at Boston College have become internalized,” said Bowen. “Three years ago, we were focusing on fights, bullying, kids missing a significant amount of school or not going to class, and other more complicated challenges. Now we can shift our focus to more proactively supporting students, instead of reactively.” Bowen says working with the Center for Thriving Children helped the school through a difficult post-pandemic era while setting up systems to support students well into the future. “Being able to lean on them as very competent colleagues with expertise to offer was such a blessing,” said Bowen.  “Working with an engaging and visionary leader like Chris, who you know is going to see this project through, makes the work exciting and meaningful,” said Scheller. SEARCH Newsletter sign-up [...] Read more...
December 1, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice K-12 Dive: Access to 8th Grade Algebra Divided Along Socioeconomic, Racial LinesResearch released from NWEA, a national testing group, found that access to algebra is divided along socioeconomic and racial lines. While three in five schools offer algebra in eighth grade, schools in low-income and rural areas, as well as those serving predominantly Black students, often have less access to the course. Additionally, when schools offer algebra courses, Latino and Black students are less likely to enroll in the class, even if they are considered high-performing. Students who take algebra in eighth grade are more likely to perform better in high school math, become a STEM major in college, and earn a higher salary in adulthood. Often, class placements are decided due to standardized test scores, teacher recommendations, or parent requests, which may be biased. Instead, the NWEA recommends that schools implement universal screenings to determine courses, which is already being implemented in several states.  The 74: Public Montessori Outperforms Other Early Ed Programs, Study FindsThe first nationwide study of public Montessori programs found that the schools cost $13,127 less than traditional preschool and kindergarten programs, and have additional benefits for children. Montessori education is based on the theory that children learn through imitation, choice, and materials that teach them practical and academic skills. Traditionally, Montessori schools were attended by wealthy families due to the high cost of education; however, due to these public programs, more low-income families have enrolled. The study found that the schools cost less due to their lower teacher-to-student ratios, where 3- and 4-year-old children are encouraged to help each other solve problems. Students who won a spot in a Montessori public school through a lottery system had higher scores after kindergarten on standardized reading tests, executive function, and understanding others' perspectives compared to their peers. However, students who were not enrolled in the Montessori school performed better at sharing and perseverance tasks. Policy K-12 Dive: Education Department Breakup Divides K-12 CommunityThe U.S Department of Education's announcement that it will shift the management of select federal grant programs to other federal agencies received support and criticism from the education community. One aspect of the plan is that $28 billion in funding for students who are low-income, homeless, or migrant, programs for academic support, after-school, and Impact Aid will now be administered by the  Department of Labor. The goal of this change is to streamline K-12 programs and give states more latitude to use federal funds to align education and workforce programs. One organization for school equity shared that the change would hurt minority students, as the Department of Labor does not have experience or staffing capacity to administer funds that are vital to providing educational access for underserved students. However, another organization shared that these changes will reduce costs and enable states to have more flexibility to meet the needs of families. Other educational leaders request more information on exactly what programs will be impacted and the processes going forward to receive guidance and funding from the federal government.  Ed Surge News: Orders, Lawsuits, Rulings: Districts Struggle with DEI Amid a Flurry of Legal ActionsIn April, the Trump administration announced that schools that held any diversity, equity, and inclusion (DEI) programming were no longer eligible for federal funding. Through the Reminder of Legal Obligations Undertaken in Exchange for Receiving Financial Assistance document, school officials were required to submit that they were meeting federal laws to receive Title VI funding. However, educators are still confused about the administration's definition of DEI. Additionally, schools that lost funding soon received money after federal court judges ruled that the federal government's reasons for ending funding were unlawful. Nineteen states sued the Trump administration, stating that DEI policies did not violate the Civil Rights Act of 1964, which prohibits programs that discriminate by race, color, or national origin from receiving federal funding. School districts have also protested the changes through letters. The targeting of DEI and gender in school funding has impacted a variety of student programs, including sports teams and leadership initiatives. Around the Nation The 74: With Bees, Drones & Ancient Technology, New Mexico Schools Engage Students to Save Precious Water for the Next GenerationThe Rio Grande High School in New Mexico has a focus on environmental sustainability, motivated by the community's proximity to the Rio Grande. Students at the high school can choose from six college and pre-professional tracks, including agriculture, conservation, and water and land management. The initiative aims to increase attendance by providing relevant education to students, and early data have shown that the program is successful; attendance rates increased by 11% in the past three school years. Many of the students’ families grow crops around the river and are impacted by its health. One lesson taught students how people used to measure water health before chemical analyses were invented, by examining the health of the river’s organisms. In nearby elementary and middle schools, students learn how to grow their own crops and use water sustainably.  National Public Radio: This Civics Competition Lets High School Students Have Their Day in CourtStudents from 30 high schools in New York City prepared for a month-long competition where they served as prosecutors, and the justices were college students. The trial involved a high school student who was questioned for a prank, and a school resource officer searched her phone without reading her Miranda rights. Students argued that the search was unlawful, while others shared that the meeting was not an interrogation. The city's curriculum encourages students to use their own voice to "challenge ideas, not people." The program, now in its 41st year, is a part of the city's growing civic education initiative. Assessments from the Nation's Report Card found that eighth-grade civic scores had been on the decline in 2014. The Trump administration has also made efforts to increase civic knowledge in schools by revamping the curriculum to focus on the country's founding principles.  SEARCH Newsletter sign-up [...] Read more...
November 24, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! States face continued special education staffing shortages and varied turnover patterns that require tailored policy responses.The federal government is reallocating key education programs to other agencies as part of broader efforts to dismantle the Department of Education.Students of color are less likely to be identified with dyslexia, contributing to disparities in reading support and outcomes. Research and Practice The 74: The Looming $90 Trillion Cost of Learning Loss — and the Policy Solutions to Address ItNew research from the Hoover Institution at Stanford University shows that student learning loss before and after the pandemic had a significant impact on the economy.  According to results from the Nation's Report Card, public school students have the lowest reading scores in decades, and math scores are still below pre-pandemic levels. Learning loss over the past decade has cost the United States $90 trillion in future growth. If students remained at 2013 reading and math levels, the country would have a 6% higher GDP every year. Additionally, restoring achievement to 2013 levels would increase an average student's lifetime earnings by 8%. While large-scale interventions are hard to implement to improve academic scores, some states have made progress to improve students' math and reading scores by focusing on measuring proficiency and growth.  Brookings: States Face Different Special Education Staffing Challenges that Require Targeted ResponsesAlmost all states and half of school districts reported special education teacher shortages in the 2023-2024 school year. Government officials have made strides to develop policies to increase special educator recruitment and retention, such as salary increases, improvements in working conditions, and apprenticeship programs. To measure the stability of the special education teacher workforce, data from 2017-2018 were analyzed from seven states. For the majority of states analyzed, attrition rates increased in the two years following the pandemic. Staff turnover was measured in three ways: leaving the workforce, moving from special education to general education, or moving from one special education position to another at a different school. In Indiana, Massachusetts, and Texas, staff were more likely to move from a special education teacher to a general educator. Turnover rates also differed depending on school poverty level and whether the school was in a rural or urban setting.  JAMA Network Open: Postpandemic After-School Activities Among Youths in AustraliaThe present study measures children's after-school activities before and after the pandemic. Over 14,000 Australian participants entering year six in 2019 completed surveys on their after-school activity frequency, with follow-up responses collected in 2022. The number of students using social media daily increased, from 26% in 2019 to 85.4% in 2022. The number of youth who participated in music, art, reading for fun, hanging out with friends, tutoring, and sports declined during and after the COVID-19 pandemic. The time spent watching television, doing chores, and playing electronic games increased. Youth participation in arts and reading for fun had the largest decline among all activities surveyed. These associations persisted three years after the onset of the pandemic. Future research is needed to examine the academic and social-emotional impacts of this decline and the effect of new policies on activity participation.  Policy The New York Times: Trump Administration to Announce Steps to Dismantle Education DepartmentThe U.S. Department of Education is shifting the management of six programs to other federal departments. Academic support for elementary and high school students, as well as resources for college, will now be primarily overseen by the Labor Department. The Education Department will also no longer oversee a child care grant program for college students, international education grants, and services for indigenous students. These changes are a step in the federal government's goal to close the agency, as well as to ensure that more control and funding reach the states. Republicans and Democrats have expressed concerns over the legality of the decision and its impact on students. The Trump administration referenced the recent government shutdown to indicate that even without Education Department staff, schools remained open and students continued to learn. See also: Education Department to Offload Grant Programs as Trump Works to Close It The 74: The Shutdown Is Over, But Thousands of Kids Are Still Locked Out of Head StartFederal funding to resume Head Start programs across 16 states and Puerto Rico will likely take two weeks to reach program headquarters. President Trump signed a bill to fund Head Start through January 30 and to use money to backpay expenses from the last month. 9,000 children continue to be impacted by the government shutdown's closure of the early care and education program for low-income families. Once centers are ready to open, they will need to overcome logistical challenges, such as communicating with families and employees who may have found other child care or employment during the shutdown. Funding through January will remain at the same amount as the end of 2024, despite rising costs to run the program. In recent years, the program has received a two to three percentage point increase to cover rising costs. For 2026, the proposed Senate bill suggests that the rate will increase by 0.6%.  Around the Nation The 74: For Decades, Students of Color Denied Dyslexia Diagnosis and InterventionResearch has shown that students of color have a lower likelihood of being diagnosed with learning disabilities, such as dyslexia. One study found that Black eighth graders were 55% less likely to be identified with a learning disability compared to their white peers. With children of color receiving fewer diagnoses and educational interventions, they are more likely to have lower reading scores. Some may also face disciplinary action for behaviors tied to unremediated learning disabilities. While all 50 states have legislation surrounding dyslexia and 41 states have universal screenings, more effort is needed to ensure accurate diagnoses and support for students of color. Parents of color express concern that school officials often assume that students' academic difficulties are due to problems at home, rather than an underlying learning disability. The importance of teacher training and experience, school resources, and partnership between parents and school personnel are key to identifying and addressing students’ learning disabilities, like dyslexia. MassLive: Springfield’s Breakfast in the Classroom Seen as a Model to Be ReplicatedSince 2012, public schools in Springfield, Massachusetts, have run a free Breakfast in the Classroom program. The city receives $29 million to feed the district's 27,000 students. The meals are mostly made fresh and with healthy ingredients, including whole grains, fruit, and milk. At the Rebecca Johnson School, students are happy to talk to their peers or read books while eating breakfast. Ninety-three percent of the elementary school’s students are from low-income families, and the program was especially beneficial when SNAP benefits were paused during the government shutdown. The school also provides dinner to children who stay late for sports, tutoring, and clubs. One teacher shares that she has the opportunity to check in with her students during breakfast to see how they are doing, and by providing them with enough to eat, the school helps to ensure that they will be ready to learn in class. [...] Read more...
November 20, 2025With many students in City Connects schools facing food insecurity at home, City Connects Coordinators and Program Managers have always worked with community partners – local food banks, mobile food pantries, grocery stores, and churches – to ensure that no member of the school community goes without food. Hunger undermines a student’s readiness to learn. Headaches and stomachaches may mean an inability to focus in class, dysregulated behavior, or a trip to the school nurse.  As winter sets in and the holiday season arrives, families are navigating a changing social safety net. The Supplemental Nutrition Assistance Program (SNAP), for example, is impacted by the recent government shutdown and policy changes. Families are making hard choices between food and rent, between food and a child’s winter jacket, between food and a child’s asthma inhaler. City Connects is continuing to weave a network of care around each student and their family.    Building bridges in Gary, Indiana At GEO 21st Century Academy in Gary, Indiana, Coordinator Martin McCary makes sure that students and their families are aware of every potential resource pertaining to food access in town.  “Whether checking in, giving me an update, or having a social or emotional need, I’m here for them,” McCary said. McCary has been able to connect students to community resources focused on food insecurity, including local churches, a brick-and-mortar food bank, and a mobile food bank via the Food Bank of Northwest Indiana that operates every Saturday in November and December. When he started in his role, McCary noticed that many students’ families were either unaware of food assistance resources in Gary or didn’t feel comfortable communicating their needs.  “ didn’t have a person to be a bridge,” said McCary. As he learned more about the students and families who are part of the school community, and more about the organizations available to help, McCary worked with partners to develop solutions that better meet the needs of the school community. For example, he recently spearheaded the creation of a temporary food pantry on the GEO campus. “One of the best things that Coordinators do is delve into their communities,” said City Connect’s Director of Student Support Programs and Practice Cynthia Scheller. Community solutions in Salem, Massachusetts Program Manager Elizabeth Yoder, who’s also Director of Student Support at Salem Public Schools, has observed a growth in hunger in her district, which is home to more than 3,600 students.  “ developed drastically in the past few weeks and months,” said Yoder. “Our team remains committed to serving the needs of Salem families and partnering with community agencies to meet these needs.” Partnerships across Salem have afforded the Salem Public Schools opportunities to think creatively about addressing the current issue of food insecurity in the community. Planned collaborations include a “food drop” offered in conjunction with the Salem Pantry and a co-sponsored family dinner with ROOT. To address this increased need, The Greater Boston Food Bank (GBFB) has awarded a $2 million grant to The Salem Pantry to lease a 20,000-square-foot warehouse in Salem, strategically located on the borders of Lynn and Peabody, to better serve the surrounding communities. This resource allows not only for more food to be readily available, but also for more to be available in general. Previously, a high percentage of food items had to be trucked in from out of town, making it difficult to respond to increases in community needs. With added storage, more food will be readily available, and the new process will lead to more fruitful distributions. Food insecurity during the holidays Scheller emphasized Thanksgiving week as a critical time for City Connects partners, noting the work of community partner Every Meal in Minnesota. The nonprofit is an active partner in six of the 10 City Connects schools in the state: Ascension Academy, Blessed Trinity, Community of Saints, Risen Christ, St. John Paul II, and St. Pascal. Their mission is to fight child hunger through community and school partnerships.  Coordinator Anne Mee of Blessed Trinity Catholic School said, “I love the accessibility of Every Meal weekend food bags. I always have enough on hand that I can provide to a family in need without any additional planning, meaning that I know they will have something at home immediately.” Earlier this month, Minnesota Program Manager Peyton Schick and several other team members volunteered at Every Meal’s modern facility. Along with dozens of other volunteers, they completed an orientation and broke into assembly lines to pack non-perishable food items for local students. The event resulted in 3,504 bags packed, the equivalent of more than 13,000 meals. “Working with Every Meal has exceeded all of my expectations,” said Schick. “Not only are they a wonderful organization to work with, but their mission also aligns with the work we do at City Connects by addressing external factors, such as hunger, that may be impacting students’ ability to thrive at school.” SEARCH Newsletter sign-up [...] Read more...
November 17, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! New data highlights schools exceeding expected literacy performance despite high poverty rates.Federal mental health grants for schools were canceled and later revived with revised priorities and requirements.Cuts to SNAP increase demand for school and community food pantries serving students and families. Research and Practice Frontiers in Psychology: How Does Mindful Awareness Impact Academic Performance in Junior High School Students? A Chain Mediation Effect Based On Academic Self-Efficacy and Academic Buoyancy Previous research has established a relationship between mindful awareness and academic performance due to academic buoyancy (i.e., response to academic adversity) and academic self-efficacy (i.e., belief in the ability to complete academic tasks) in university students. The current study examined whether this relationship was true for junior high school students. Over 3,000 adolescents from China completed surveys to measure their mindfulness and academic performance, buoyancy, and self-efficacy. Results indicate a significant positive correlation between mindfulness awareness and academic performance. The relationship is moderated by both academic self-efficacy and buoyancy, with academic self-efficacy having a larger impact on the association. These findings suggest that educators can create opportunities for mindfulness sessions in school, which may lead students to have increased academic performance.  The 74: These Schools Are Beating the Odds in Teaching Kids to ReadNew data released by The 74 identifies schools that are “beating the odds,” with increased literacy scores compared to predicted rates. The data covers 3 million students in 42,000 schools, with each school represented on interactive state- and district-level graphs. Third-grade proficiency scores are used to measure literacy rates because research suggests they are an indication of a student’s future academic achievements. Additionally, poverty level is measured by the rate of students who qualify for Free or Reduced Lunch. Schools that are in the top five percent of their state in outpacing their expected reading proficiency are considered “exceptional schools.” While high poverty rates are linked to lower literacy scores, the strength of that relationship differs between states. These data point to schools that are successful in increasing students’ literacy skills in high-poverty areas, despite the downward trend in national student literacy rates.  Policy K-12 Dive: ‘A Case of Life or Death’: Behind the Trump Administration’s Revoked Mental Health GrantsIn April, the Education Department canceled $1 billion in mental health grants through the School-Based Mental Health and Mental Health Service Professional Demonstration Grant programs. The grant was created after the school shooting in Parkland, Florida, and the funding aimed to increase school-based mental health providers to support students' individual needs. The McKinleyville Union School District in California received the grant to recruit diverse mental health professionals for its 800 students after a student died by suicide in 2019. The funding was cancelled due to the new administration's change of priorities. The district sued the Trump administration because the cancellation occurred before a performance review was conducted. While the grants were revived in September, the original awards given to schools were not restored. The new program’s priorities include recruitment and training for school psychologists, rather than school counselors or school social workers. The new requirements also indicate that services cannot be tied to "particular ideologies or stereotypes." Previous grantees will need to submit updated applications that align with the new requirements. See also: Education Department Ordered to Reinstate Mental Health Grants  Indiana Capital Chronicle: 3,000 Children Repeating Third Grade Under New Indiana Literacy RequirementDue to legislation approved in 2024, 3,000 students are repeating third grade due to not meeting the state's reading standards. Senate Bill 1 aimed to improve Indiana's child literacy rates by requiring third-grade students who did not meet IREAD standards on their third attempt to be held back a year. While 87.3% of students had proficient reading skills in the 2024-2025 school year, 10,600 children did not meet the new standard. The majority of them were given "good cause exemptions" and did not have to repeat third grade, which included special education students and English language learners who had received certain services for fewer than two years. The number of students who passed the test improved by five percentage points since the previous school year, but the number of students retained is seven times the amount from the last school year. Educators in the state believe that the new retention requirement ensures that students focus on mastery of literacy skills to support their future learning. Around the Nation Chalkbeat: How SNAP Uncertainty Affects School Food PantriesSchool and city food pantries have been working to serve more students and families who need food assistance amid cuts to SNAP. In Indiana, around 600,000 people benefit from SNAP, with over 40% of them children. Indianapolis’ Perry Township Academic Center once served ten families a week, and now 150 people are seeking services. For the second time in the program's history, food pantry volunteers had to turn away families in need. Menus are written in multiple languages, and the pantry provides families with produce, dairy, meat, and packaged goods. Families are welcomed even if they do not meet the household income requirement for services. Another organization, Teachers’ Treasure, assists schools in supplying resources to their food pantries; in one private school, nearly 75% of students seek nonperishable goods and hygiene products.  ABC News: From a Few to Over 350, Children and Parents Ride Together to School as a 'Bike Bus' In Montclair, New Jersey, over 350 families bike to school every Friday as part of their 5-mile “bike bus” route. The tradition was started by five parents who wanted to find ways to bike safely with their children to school. Now, families report that the initiative encourages their children to engage in healthy habits and strengthens the school community. The initiative happens year-round; in the rain and snow, students will wear winter gear and reflective vests. The route ensures that children bike on low-traffic streets and understand the best safety practices for biking on roads. Families frequently advocate for safe-bike safety legislation so more communities can participate in the “bike bus.” Parents and educators report that students are more enthusiastic about attending school on Fridays so they can participate. One parent shared about his son, “He’s more excited to get out of bed for the bike bus than for the regular bus. So actually, I have an easier time getting him ready for school.” SEARCH Newsletter sign-up [...] Read more...
November 14, 2025When children receive the right supports at the right time, they will thrive in school. That’s how a new article in InTouch Magazine describes the impact of City Connects in Irish schools. The article in the publication’s November-December issue describes the five-year history of City Connects’ implementation in Ireland, as well as some of the value teachers and administrators have seen from the program.  As the article states, “Attendance figures for the NEIC City Connects schools over the last four years are promising. Principals have highlighted more motivation in children to go to school as they are excited about the opportunities afforded to them based on their strengths, needs, and interests. As one principal said: ‘Attendance is better...we’ve really seen an impact across the board in terms of the pupils’ engagement in school.’” InTouch Magazine is the in-house publication of The Irish National Teachers’ Organisation (INTO). INTO was founded in 1868 and is the oldest and largest teachers’ union in Ireland, representing 52,000 teachers. Its InTouch member magazine is read by teachers, principals, and deputy principals across Ireland. The article describes how The National Centre for City Connects Ireland (NCCCI) was founded in 2024 at Mary Immaculate College in Limerick, in partnership with the Irish Department of Education and Youth, who funds it, and Tusla Education Support Service (TESS). Since 2019, City Connects and Mary Immaculate College have been collaborating on the program’s acculturation and implementation within the Irish context. City Connects has been piloted since the 2020-2021 academic year in 10 of Dublin’s North-East  Inner City primary schools. These schools are part of the national Delivering Equality of Opportunity in Schools (DEIS) program, which serves students who are designated as being at risk of educational disadvantage and social exclusion. This fall, City Connects expanded into post-primary schools, which are equivalent to middle schools in the U.S. education system, thanks to promising results from the pilot program.  A principal quoted in the article described why he values having City Connects in his school. “The children know there is something bigger than the life they live at home through City Connects... they’re building connections based on their interests. These activities are sustaining them and building their resilience. That is the truth.” Read the article here. SEARCH Newsletter sign-up [...] Read more...
November 10, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice K-12 Dive: Students Express Hope — and Fear — Over Classroom AI UseProject Tomorrow, an education research nonprofit, surveyed sixth through twelfth graders on their opinions surrounding AI in the classroom. Conducted across the 2024-2025 school year, responses came from 65,000 students, school employees, and parents across 670 schools. Two-thirds of students shared that they believe AI will significantly improve their education and introduce them to new concepts. AI helps them access more resources to support learning in the classroom and to prepare them for college and careers. However, students are concerned that AI spreads misinformation and harms others, and that their teachers may falsely accuse them of cheating. The majority of students reported being unsure about what their school's AI policy is, and the usage of AI is typically uneven across classes in the same school. Educators believe that creating clear instructions for AI in classrooms should be K-12 leaders' top priority to support students. See also: Heightened AI Use in Special Education Brings Elevated Risks Peabody Journal of Education: The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment: Intersections of School Context and Student CharacteristicsSchools often concentrate English learners (ELs) in the same classes for logistical reasons or targeted language support. Concentration can happen at both the school and individual level; schools might be more likely to cluster students in certain classes, and a student's language proficiency may impact their class placement. In the present study, researchers examined the frequency of concentrating ELs in the New York City Public Schools system and its impact on graduation rates, college enrollment, and retention. The concentration of ELs at the school and individual level was associated with a lower likelihood of graduating from high school and enrolling and staying in college. All students had worse outcomes in more concentrated classes compared to their EL peers at the same school. The research points to schools using alternative methods for placing ELs in classes to support their academic growth and life outcomes.  Policy The Washington Post: Trump Administration Says It Is Paying Out Half of November’s SNAP BenefitsThe Trump administration will release partial funding for food assistance benefits. After the Supplemental Nutrition Assistance Program (SNAP) lost funding on November 1 due to the government shutdown, the government will use contingency funding, which will cover half of all households’ current allotments. SNAP provides food assistance benefits to 42 million Americans and costs $9 billion a month for the federal government to run. Funding will also be allocated for food assistance programs in Puerto Rico and American Samoa. There will be no additional funding for new SNAP applicants or emergency assistance. Lawmakers have urged the president to tap into other food insecurity-related funds to support the full cost of SNAP; however, the Trump administration asserted that taking those funds would leave gaps in other initiatives. The federal government reports that the partial assistance will be delayed and could get to recipients anywhere from the next few weeks to months. See also: Gov. Healey Launches SNAP Resource Hub, Announces $8M in Food Aid Amid Federal Benefit Freeze The New York Times: WIC Food Aid Program for Families Gets Funding StopgapThe Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) received an additional $450 million from the Trump administration to continue benefits into November. In mid-October, the U.S. Department of Agriculture (USDA) used $300 million to continue funding the program through customs revenue that is typically used to fund child nutrition programs. WIC provides nutrition support, infant formula, and healthy produce for 6.7 million women and children and 41% of infants across the country. The program costs $150 million a week to run, and with the government shutdown, states have seen an increase in applications and recipients using their benefits at a faster rate. Due to disruptions to SNAP, administering services have also been impacted; clinics that deliver support have staffing shortages, delays in providing benefits, and interruptions to services. The USDA believes there are sufficient funds to support WIC services during the shutdown.  Around the Nation Chalkbeat: NYC Pilots ‘Panic Button’ and Direct 911 Access for 51 SchoolsNew York City public schools are piloting an emergency alarm system to alert 911 in case of an active shooter. The devices, which come with a red button that can be affixed to the wall or worn as a lanyard, will initiate a 911 response in under 10 seconds. The devices will be tested at 51 public schools in 25 school buildings across the city. The pilot is the first of its kind in the United States and builds upon other safety measures already in place. The device informs schools that 911 has been alerted, and the call goes straight to dispatch rather than to a call center. The new technology will help schools receive a quicker response in emergencies. The number of school safety agents, New York Police Department employees stationed at schools, has decreased by 28% in the past six years. Across the United States, the highest number of school shootings and the number of victims in school shootings occurred in 2023 and 2024, respectively.  Fox 13 Tampa Bay: Middle School Trades in Traditional Desks for Movement-Based LearningThrough an Action-Based Learning initiative, students in St. Petersburg, Florida, use furniture to promote movement-based learning. Instead of traditional desks, students in every classroom can use pedal desks, balance stations, boomerboards, and treadmills in class. The magnet school has a focus on health and wellness and partners with the YMCA to support these goals. Movement on the equipment is also built into their curriculum; for example, in math class, students might count or do exercises based on the answer to a word problem. Educators and students have reported that the alternative equipment helps students have structured movement and keeps them more engaged, especially for those who often fidget in class. Students are also performing better academically and have fewer behavioral difficulties. One student shared, " more fun for me, because usually I sit and do work, and sometimes I fall asleep when I'm bored." SEARCH Newsletter sign-up [...] Read more...
November 6, 2025Opportunities matter. There’s a powerful link between access to opportunities in childhood—like high-quality child care, excellent classroom instruction, and structured after-school activities—and educational attainment and success in early adulthood. Research from Boston College’s Center for Thriving Children underscores the power of opportunity, showing that when children from low-income backgrounds are exposed to additional opportunities, their chances of graduating from a four-year college skyrocket.  “With more opportunities, kids have better math and literacy skills, better attitudes towards school, stronger connections with teachers, and are more likely to report being hopeful about their futures. All of those things matter for how far they go in their education. But there is also something more robust that happens when children are exposed to opportunities throughout their life. They land in a culture and community of thriving that surrounds them like a river. The current of opportunity is something that’s bigger than any one of those individual impacts on a child,” said Eric Dearing, Executive Director of the Center for Thriving Children.  Dearing is a leading expert on the impact of opportunity. His research over the past two decades has emphasized the power of families, early education and care, and neighborhood supports to bolster achievement for children growing up in poverty. Now Dearing and his team have launched the Growing Opportunities Lab, a key component of the Center for Thriving Children that will reframe their work through the lens of opportunity.  “It’s a misnomer to define the differences in achievement between children as achievement gaps, because it’s not an achievement issue, it’s an opportunity issue,” Dearing said. “For most of my career I was thinking about my work from an antipoverty standpoint. But we realized how valuable it would be to rebrand the work we’ve been doing—which has been going on in various forms for more than 20 years now—to connect with the very powerful framing around opportunities. This helps us identify and inform others about the things in life that build a child’s chances of thriving.”  The Growing Opportunities Lab has a three-pronged approach to improving developmental and educational opportunities for children: research when, how, and why opportunities matter; investigate how government policies impact opportunities for children; and partner with practitioners to bring more opportunities to more children.  Researching When, How, and Why Opportunities Matter  A cornerstone of the work of the Growing Opportunities Lab is conducting descriptive studies using long-term, longitudinal data to better understand the impact of opportunity on children.  A pivotal 2024 study by Dearing and his associates analyzed 26-year longitudinal data of children from low- and higher-income families in the United States to determine the impact of opportunities on educational attainment and life success. They found that the majority of children born into low-income households experienced one or fewer opportunities for thriving at home, childcare, school, afterschool, and in the neighborhood while nearly all children born into higher-income households repeatedly gained access to these opportunities. For children from low-income backgrounds, an increase from none to four opportunities was associated with increasing the likelihood of graduating from a four-year college from about 10 percent to about 50 percent. Now, the Growing Opportunities Lab is expanding on this work by investigating when opportunities matter most.   “How much do early childhood opportunities matter? What about middle childhood and adolescent opportunities? The short answer is that opportunities matter in all of those stages. They are all associated with going further with your education and having a higher salary. But none of them can compete with getting repeated opportunities across all three stages. Children who get opportunities at each stage, are much more likely to graduate from college than anyone else. Opportunities always matter, they matter early and they matter later,” said Dearing. Next, the Lab is investigating why opportunities matter.  “Is it because opportunities improve your math and literacy skills? Is it because they improve your attitude toward yourself and toward school? Is it because it improves hope? Is it that it allows you to find your niche in life? We’re finding that it’s all of the above and then some,” said Dearing. “When you’re in a neighborhood, in a home, in a school, and in an afterschool context in which you are being given repeated opportunities, you are exposed to a social and cultural capital of opportunity that has an even bigger impact than any individual opportunity.” Identifying Policies to Increase Opportunities for Children The Growing Opportunities Lab is also working to investigate how national policies can impact opportunities for children. The team is currently partnering with the Center for Educational Equity at the University of Oslo to study the impact of Norway’s progressive universal childcare and family leave policies.  “We want to find out how variations in national policies are impacting opportunities," Dearing said.  One study is looking at the impact of affordable, high-quality, universal childcare on educational outcomes for children. The longitudinal study of hundreds of thousands of children has, so far, found that children who attend Norway’s universal childcare see improved academic performance through eighth grade. A second study is looking at ways in which Norway’s early childcare policy affects women’s wellbeing as they return to work from family leave and how that impacts overall family wellbeing. Partnering with Communities to Grow Opportunity  The Growing Opportunities Lab team isn’t just researching the impact of opportunity, they’re working to create more opportunities for more children. Through a number of research-practice partnerships, the Lab is working to grow opportunities for early math learning. “For children who have less access to opportunities because of poverty, even one additional opportunity can make a really big difference. So our work with different partners to grow opportunities in health clinics and libraries and other places where families are spending their time can impact children’s life outcomes,” said Sara Schnitzer, Programs Director for the Growing Opportunities Lab. The team has partnered with Brookside Community Health Center in Jamaica Plain and MathTalk to make playful early math learning opportunities a part of pediatric visits through physical installations outside the health center and in its waiting and exam rooms. They also worked with Math Talk and a number of community organizations to create and study the impact of physical and virtual math trails in Boston’s Nubian Square. And next year, they’ll be installing math trails in Boston’s Franklin Park Zoo.  The team is also partnering with Revere Public Library to expand early math opportunities for local families.   “Libraries are doing an amazing job already in growing opportunities for children. But how can we grow opportunities within libraries for families, especially for math? Families think about libraries as being a place for reading opportunities, but we are working with librarians to think about what we can co-design and implement to bring more math opportunities to the community that utilizes that library,” said Schnitzer. A Critical Piece of the Center for Thriving Children  The Growing Opportunities Lab is a pivotal part of the work of the Center for Thriving Children, which also houses City Connects. Dearing and his colleagues see the two working symbiotically to grow opportunities, with the scholarly work of the Lab directly informing the work of City Connects. Dearing added that City Connects itself offers a prime example of the power of opportunities. “The opportunities that are being provided through City Connects—when children get tutoring, when children get to be in a club or activity they really enjoy, when they get support for social and emotional needs—they are building these connections that, when combined, are greater than the sum of their parts,” said Dearing. Eric DearingExecutive Director Center for Thriving ChildrenGrowing Opportunities Lab “When opportunities surround a child and their family, it builds to something more than just skill growth or just improved social-emotional wellbeing. It creates a social and cultural community of hope.” SEARCH Newsletter sign-up [...] Read more...
November 3, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice The 74: Survey: Nearly Half of Families with Young Kids Struggling to Meet Basic NeedsNew data from the Stanford Center on Early Childhood found that almost half (49%) of American families with children under six years old report being unable to access basic needs. Due to financial hardships, families cannot afford food, housing, and child care. The percentage of families experiencing hardships is 13 points higher than the last research released in June and is among the highest recorded since the research began in 2020. Since the pandemic, at least a quarter of families share that they cannot afford necessities. Caregivers with financial hardships are likely to experience emotional distress, such as increased rates of anxiety and depression. These stresses often affect children; three out of four parents shared that their kids also have poor mental health symptoms. Families report having to skip meals to afford food for their children and are concerned about the rising costs of diapers, infant formula, and utilities. American Enterprise Institute: Why Were You Absent? Students’ Reasons for Missing School Before and After the PandemicResearchers compared why students were chronically absent—defined as missing 10% or more of the school year—before and after the pandemic. Data was analyzed from Rhode Island students in grades three through 12 between the 2017-2024 school years. The main reasons that students missed school pre- and post-pandemic were due to illness, lack of sleep, disengagement, or safety concerns. Absences due to illness rose in 2024 compared to 2020, with rates increasing between 2.4-3.6 percentage points depending on grade level. The likelihood of missing school due to lack of sleep increased post-pandemic, particularly among elementary and middle school students and students in lower-performing schools. Third-grade students were the most likely to report missing school due to feelings of disengagement. Safety-related concerns, such as those due to acts of bullying or rumors, have increased slightly since the pandemic.  Chalkbeat: Virtual Tutoring is Here to Stay. New Research Points to Ways to Make it Better. Two research studies from Stanford University's National Student Support Accelerator investigated the benefits and drawbacks of virtual tutoring. After the pandemic, virtual tutoring continues to be used by school districts because it is cheaper, easier to schedule, and providers can support students outside of their immediate geographic area. Researchers measured tutoring sessions to assess the literacy skills of young children. The first study measured the time spent on topics during virtual tutoring sessions and found that 19% of the tutoring time was lost to disruptions, including technological issues and distracted students. The second study focused on the relationship between the tutor and tutee. While tutors spent more time talking in the session when working with two students, only 21% of their speech was individualized instruction, compared to 65% of the time during one-on-one sessions. These findings indicate that while virtual tutoring can be effective, schools should provide a dedicated space for students to meet without disruptions and have an adult present to help with any issues.  Policy The Hechinger Report: ‘The Clock is Ticking’: Shutdown Imperils Food, Child Care for Many On November 1, families and children lost access to education and nutrition programs due to the government shutdown. Head Start, which serves 58,400 children across the country, did not receive its annual funding at the start of November, though some states are not impacted if they are on a different financing cycle. Families did not receive money for the Supplemental Nutrition Assistance Program (SNAP) on the first of the month. The $300 million in emergency funding for the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) was also depleted. Many lawmakers have advocated for alternative funding sources for food assistance programs and will pay to keep WIC going in their states. Head Start may use local money to fund its programs on a temporary basis. These changes will impact low-income families who rely on government assistance for food, child care, and essential items. *This is a developing story.* Chalkbeat: NYC is Piloting Free Child Care for Kids Ages 2 and Under. These Neighborhoods Get Priority. New York City will open 240 free child care seats for children ages two and under, regardless of family income level. The funding is part of a $10 million pilot initiative to create a system of care for children and families in the city. Seats are subsidized for up to 10 hours a day throughout the year, which differs from other programs that only provide funding during the school year. The program will prioritize high-needs neighborhoods, which are designated based on poverty rates, the number of eligible children not already enrolled in programs, and families who fall slightly above the income level to qualify for city-subsidized programs. Previously, free child care seats were given to families who made below 85% of the state median income. The city had difficulty filling the spots and, thus, had over 4,100 unfilled seats, likely due to the intensive application process. Applications for the 2026-2027 school year will open in January.  Around the Nation K-12 Dive: Educators Push for Virtual Schooling in Response to ICE RaidsSchool officials are pushing to increase virtual schooling options for students concerned about the presence of Immigration and Customs Enforcement (ICE) officers who are stationed in schools. In January, the Trump administration changed a policy that prohibited ICE agents from entering school grounds without a judicial warrant. This school year, several people were arrested on or near school grounds in Chicago. Families and educators have created initiatives to ensure students feel safe attending school, through school patrols, walking school buses, and neighborhood watches. However, students are concerned about walking to and from school, and educators hope to increase virtual schooling opportunities for these students. To create a remote learning policy, the Illinois governor would need to declare a state of emergency. New York State and Los Angeles, California, created similar opportunities for students to attend school virtually. A report released in July found that uncertainty surrounding immigration policies causes chronic anxiety in students, and federal immigration policy is linked to absenteeism, classroom disengagement, and heightened emotional distress.  AP News: Mobile College and Career Planning Services Offered to Students in Mississippi DeltaSchools in the Mississippi Delta are receiving free college and career planning services through a 17-foot truck equipped with private offices. The Get2College Mobile Center serves rural and underserved areas that traditionally face barriers to college admissions. The new space is the fourth in the state and its first mobile center. The mobile center is available for students outside of regular school hours, which is especially helpful for parents who cannot make meetings during the school day. The truck is parked at church events, apartment complexes, and football games. Because the majority of high schools in the area have one or two school counselors to serve all students, counselors from the mobile center work as a team to provide additional support and act as invested adults in students’ progress. A mobile center’s counselor shared, "It's an all-hands-on-deck effort... Those students need way more than that one person pulling the load." See also: More First-Generation Students in Texas are Applying for College SEARCH Newsletter sign-up [...] Read more...
October 31, 2025Ensuring that every child in a City Connects school is seen and known means going deeper than their academic performance.  It means discovering their needs as well as their passions. One student may be hungry at home, and love to play and invent with LEGOs. Another student may be worried that dad is out of work and mom is sick, but finds joy and comfort in singing on stage with friends. City Connects is intentionally designed to understand and support the whole child. It provides tailored support that addresses needs while also helping each child to flourish and grow. The reason behind City Connects' commitment to supporting each student's strengths, interests, and needs is rooted in developmental science. “Access to diverse opportunities, including after-school programs, the arts, and sports, are vital to helping children build self-confidence, mastery, and connections to peers and adults. Approaches to student support that address needs and cultivate student strengths show robust positive outcomes,” City Connects executive director Mary Walsh explained. Centering Student Voices Finding these strengths and interests is at the heart of a City Connects Coordinators’ work. They are learning about students as they talk with teachers, coaches, nurses, counselors, and others in their school as part of a Whole Class Review process. They talk with the child’s family.  Importantly, they also ask students what they are curious about or enjoy doing. That’s why Coordinators have a student interest survey available to them. The survey helps students to tell the Coordinator what they enjoy, by selecting activities or interests from a list, or writing in their own choices. The survey is also adapted to meet students on their level. There is flexibility for students to provide feedback via the survey online, on paper, verbally with a teacher or Coordinator, and in both English and Spanish. Surveys for younger students have pictures of activities that they can circle.  Gathering students’ responses and combining them with the information gathered  from a Whole Class Review helps build a more well-rounded understanding of each student – the foundation for creating a tailored, comprehensive, integrated student support plan for each child.  “Including student interests in the Whole Class Review process ensures that student voice is part of every support plan,” said Cynthia Scheller, Director of Programs and Practice. “It helps Coordinators to better understand who students are—their passions and strengths and what motivates them to thrive”. Expanded Possibilities Understanding students' interests is also useful to teachers and school administrators. Teachers who know more about their students can create lessons and projects that tap into a variety of students’ interests. Teachers and administrators can set up after-school activities, such as a LEGO club, film club, or basketball league, or form new community partnerships.  In Springfield, Ohio, Coordinators discovered students' interest in gardening, so the school partnered with Springfield Neighborhood Promise to help students work outside in their community, raking, planting seeds and flowers, and painting murals. “My favorite activity has been the garden,” City Connects Coordinator Shannon Baker said in this blog post. “We have a community garden through Springfield Neighborhood Promise, and they have volunteers who work on the garden and plant food. Then the community is invited to come and reap the harvest of the garden.”  Zoom out on student interests across a whole community, and powerful change can be enacted.  That’s the goal of the ConnectIndy dashboard. This dashboard aggregates information about student interests, service gaps, and community partnerships.   “The goal of ConnectIndy is to show what matters most to our students, schools, and communities,” said Indianapolis Mayor Joe Hogsett in this blog post. “From cooking classes and robotics clubs to reading and math support, our young people have a wide range of interests and needs that can be met through local partnerships with nonprofits and businesses. With the dashboard, these partnerships will be more effective by targeting already-identified needs and interests.” Student voices matter. City Connects helps to amplify them and make students’ strengths, needs, and interests something that teachers, school leaders, community agencies, and even the Mayor’s office, can respond to. They are powerful and important in shaping the opportunities that children need to thrive. SEARCH Newsletter sign-up [...] Read more...
October 27, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Adolescent future planning varies by country's income level and is heavily influenced by family obligations and conformity.Australia will require social media platforms to block access for children under 16, sparking interest in similar global policies.A New Mexico pilot program offering $500 monthly to homeless teens significantly increased their high school graduation rate to 93%. Research and Practice K-12 Dive: Teacher Turnover Contributes to Suspensions and Referrals, Study FindsA new study from New York University found that higher rates of teacher turnover are associated with increased student suspension and disciplinary measures. The study used ten years of data from New York City Public Schools’ sixth through twelfth grades. If a teacher left mid-year, students' likelihood of receiving a suspension or disciplinary referral increased by 20-30% for each year of experience the departing teacher had. Students were also less likely to be disciplined if their teachers stayed through the year; when the rate of teachers leaving midyear dropped by 4.5%, suspensions and discipline referrals dropped by 2.4% and 1.9%, respectively. Students from underrepresented backgrounds were most likely to be impacted by their teachers leaving mid-year. The research highlights the importance of teacher-student relationships and suggests that if school officials and policymakers increase strategies to retain teachers, it could have a direct impact on student well-being and achievement in the classroom.  JAMA Network Open: Screen Time and Standardized Academic Achievement Tests in Elementary SchoolYoung children's technology habits typically inform their behavior patterns later in life. However, most studies focus on the relationship between older children's technology usage and academic achievement. Using Canadian youth data, the study assessed whether screen, media, and video game time were associated with academic tests in third or sixth grade. Results indicate that with each additional hour of total screen time, children had 9-10% lower odds of a higher academic level in grade three reading, grade three math, and grade six math. High television and digital media usage was linked with lower achievement levels in third-grade reading and math and sixth-grade math. Video game usage was associated with lower reading achievement in third grade. There was no relationship between writing achievement and media usage. The data, collected from 2008 to 2023, remained stable in these associations, indicating consistent levels of screen time and academic achievement within the past 15 years. See also: Cellphone Bans Give Modest Boost to Test Scores, New Study Finds Journal of Affective Disorders: Associations Between Multiple Neurodevelopmental Disorders and Mental Health in ChildrenThe diagnosis of neurodevelopmental disorder (NDD), which includes intellectual disabilities and learning disorders, has increased in recent years due to improved tools, increased awareness, and changes in environmental and social factors. The present study assesses the relationship between children with multiple neurodevelopmental disorders and mental health symptoms. Researchers used data from the U.S. National Survey of Children's Health to assess children ages 3-17. Of the sample, 10% of children had multiple NDDs. With each NDD, children had increased rates of depression and anxiety symptoms; compared to children without multiple NDDs, they were 4.7 to 5.3 times more likely to have depression and 5.8 to 12.9 times more likely to have anxiety. Children with five or more NDDs were most likely to have severe depression and anxiety. These findings suggest that children with multiple NDDs are a vulnerable subgroup and further interventions are needed to support their mental health and well-being. Policy Chalkbeat: Indiana Submits Plan for Education Funding Flexibility to Trump OfficialsIndiana officials submitted a plan to use federal education funds with fewer restrictions. If approved, the plan would merge funding for several federal Title programs, which are designated for specific initiatives and groups of students, into a block grant that can then be spent on other education-related needs. The proposal's goal is to ensure that state officials can focus on spending time directly helping students rather than dealing with administrative tasks associated with receiving federal funding. Iowa and Oklahoma also submitted similar proposals, which are aligned with the Trump administration's goal to “return education to the states.” Critics of the plan are concerned that the proposal will take away funds from certain groups of students and transfer money designated for low-performing schools to higher-performing schools. If the proposal is approved, it will go into effect during the 2026-2027 school year.  Chalkbeat: Federal SNAP-Ed Program Cuts Mean Less Nutrition Education for Colorado Students and FamiliesDue to budget cuts to the federal Supplemental Nutrition Assistance Program Education (SNAP-Ed), school districts will no longer receive funding for nutrition education programs. The federal government spent $536 million annually on SNAP-Ed. Research indicates that every $1 spent on SNAP-Ed saves up to $10.64 on healthcare costs due to the program's focus on nutrition and health education. Colorado received over $6 million each year to fund programs, such as teaching families how to eat healthy on a small budget and why it is important for their health. In one district serving mostly low-income students, children were also able to try foods they had never had before and were given recipes they could make at home. The district collaborated on programming with a local nonprofit and the Colorado School of Public Health. Colorado officials have included a proposition in November's election for residents to vote on funding for school meal and food programs, including SNAP-Ed. See also: Upgrades are Coming to MO Head Start Nutrition Programs Around the Nation CalMatters: This Preschool Serves Kids with Traumatic Backgrounds. Here's What Researchers Learned From ThemA preschool in San Diego, California, serves children who have experienced domestic violence and other traumatic events. Mi Escuelita provides students with academic, social-emotional, and health support in the classroom. Each classroom has a therapist, students participate in individual and group therapy sessions, and parents learn best strategies for supporting their children. Researchers from the University of California, San Diego found that children in the program had increased academic abilities and relationships at home compared to students in other preschool programs. After graduating from the program, many children met math, reading, and writing standards and demonstrated high standardized test scores. Families also reported that they saw fewer conflicts from their children and felt closer to them.  K-12 Dive: A Side of Life Skills With Your Coffee? North Carolina School Serves BothA public school in Charlotte, North Carolina, recently opened a cafe run by students with cognitive disabilities. The program is run out of Metro School, which serves 250 students ages 3 to 22. Previously, students ran a pop-up shop throughout the building on a cart. In September, the school opened up a full cafe, where 125 students work each year. Students also designed and built the cafe space. The program aims for students to develop real-world job skills during the school day, which will support them post-graduation upon entering the workforce. Students also develop increased self-confidence and independence. The school has a long history of providing work opportunities for its students, ranging from working in a greenhouse, at a local Goodwill, and in community improvement programs. The programs are created to ensure that school officials are "identifying strengths and making sure tie them to workplaces and work skills that meet their needs." 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October 23, 2025The start of the school year is a busy and dynamic time. For City Connects Coordinators, it’s an exciting and essential period for building relationships—with students, families, and school staff—that form the foundation for success throughout the year. “While the beginning of the year is really busy it’s also such a pivotal time to set a positive tone. Establishing the culture of your school, the mission, the values, and bringing that to life and embodying it,” said Springfield Program Manager Stephanie Sanabria. “Coordinators play a big role in that.” What Is a Whole Class Review? At the heart of the City Connects practice is the Whole Class Review—a process that helps Coordinators get to know every student holistically. Through this review, Coordinators leverage the collective knowledge of teachers, staff, students, and families to understand each individual student’s strengths, needs, and interests. To conduct the review, Coordinators meet with teachers and school staff to discuss every student across multiple domains: academics, social-emotional well-being, family, and health. At the secondary level, a fifth domain—college and career readiness—is also included. Importantly, student interests are gathered and integrated into these conversations, ensuring that each student’s voice helps shape the supports and services they receive. By completing Whole Class Reviews at the start of the year, Coordinators can create individualized support plans that connect students to the right services and opportunities from the outset. This process launches a cycle of follow-up and follow-through that continues throughout the school year—ensuring that students receive what they need to learn, grow, and thrive. “Tailoring services is a critical component of the City Connects Coordinator’s practice,” said Cynthia Scheller, Director of Programs and Practice. “It ensures that every student receives the right support at the right time—and that their strengths continue to be built upon.” "It ensures that every student receives the right support at the right time – and that their strengths continue to be built upon." Making Sure Every Student Is Seen An added benefit of the Whole Class Review process is that it gives teachers time and space to reflect holistically on their students. By engaging in structured discussions about strengths, needs, and interests, teachers deepen their understanding of each student and gain insights that help them support success in the classroom. “The biggest benefit of City Connects is that it helps us support the whole child—not just academically, but socially, emotionally, and even with things going on at home,” said a teacher from a City Connects school in Indiana as part of our anonymous end-of-the-year survey. “It connects students to the right services based on their individual needs, so we’re not missing anything important. It really takes some of the pressure off us as teachers because we know there’s a system in place to help students with challenges that might otherwise get in the way of learning.” Improving the entire school Through the Whole Class Review process, Coordinators set the foundation to ensure that students have the supports they need to be ready to learn. By engaging teachers, families, and other caring adults who support students, relationships are strengthened.  As students get connected to both in-school and community-based opportunities – whether a social skills group or an after-school baseball or theater program, students also build stronger relationships with one another. Together, these relationships and the supports each student receives, help to transform the school and its capacity to care for students.  “I believe student support has significantly improved at our school as a result of City Connects, largely due to the incredible work of our Coordinator,” a principal from Indiana said. “She has been a true asset to our school community. Her dedication, compassion, and relentless commitment to supporting students and staff alike have made a visible difference. She goes above and beyond because she genuinely cares about every child and every adult in the building.” Another principal from Ohio summed up the effect of City Connects and the Whole Class Review process more simply. “Each year that we have continues to build a culture of full student support, for the holistic approach to fulfilling every student's needs.” To learn more about the City Connects practice, visit www.CityConnects.org.  SEARCH Newsletter sign-up [...] Read more...
October 20, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Meta-analysis finds positive childhood experiences linked to lower adult depression, anxiety, and PTSD symptomsCalifornia becomes first state to ban ultra-processed foods in schools under new “Real Foods, Healthy Kids Act.”Detroit high school boosts attendance by giving all students free bicycles to improve transportation access. Research and Practice K-12 Dive: Nearly 3 in 4 Families Lack After-School Program AccessAccording to a new report from The Afterschool Alliance, 23 million families lack access to after-school programming. The organization surveyed over 30,000 parents with school-aged children, and it is the first study to measure after-school initiatives since the COVID-19 pandemic. Low and middle-income families are the most likely to miss out on activities, often due to the high cost of programs and transportation issues. High-income families spend nine times more on out-of-school activities compared to low-income families. Additionally, federal funding has not grown to meet the rising demand for out-of-school activities. Research indicates that after-school programs impact children's social-emotional outcomes and school engagement, while also reducing the likelihood of committing a crime or substance use. After-school activities also help parents to increase their productivity, keep their jobs, and reduce stress. Funding for public after-school programs is largely bipartisan, and parents surveyed reported a 95% satisfaction rate for their children's after-school programs.  Development and Psychopathology: Positive Childhood Experiences and Adult Mental Health Symptoms: A Meta-Analysis The current study examines the relationship between positive childhood experiences (PCEs) and adult mental health symptoms through a meta-analysis of 41 studies. Results indicate that higher levels of PCEs are linked to lower anxiety, depression, PTSD, and overall mental health symptoms. The relationship between PCEs and adult mental health symptoms is the strongest in early adulthood and gradually weakens as participants get older. The number of adverse childhood experiences also acts as a moderator for the relationship between PCEs and mental health symptoms, specifically for depression, PTSD, and anxiety symptoms. The study is the first to understand the impact of PCEs on adult mental health symptoms and variables that moderate the relationship. The research indicates the importance of experiences in childhood and points to creating opportunities for PCEs and reducing exposure to ACEs in order to improve mental health across the lifespan.  Frontiers in Psychology: The Impact of Touchscreen Digital Exposure on Children’s Social Development and Communication: A Systematic Review Recent research has found that children under eight years old spend an average of 2.5 hours per day on screens, and most of their technology usage is influenced by their parents and teachers. The systematic review analyzed 81 studies to understand children's device usage and its impact on social and communication skills. Of the studies examined, children mostly used tablets, smartphones, and interactive whiteboards and tabletops. Touchscreen devices improved children's collaborative learning, peer interaction, social play, and creative expression. Screens increased interactions between friends and family, multilingual language usage, and confidence online. However, excessive screen time impacted children's ability to engage face-to-face with friends and reduced the time spent by parents engaging with their children. The study suggests several research-based initiatives for families and schools to implement, including training teachers on educational apps, promoting screen-free family time, and creating more after-school programs for children to spend time outside. Policy AP News: WIC Food Program Receives $300M to Keep Running During Government ShutdownThe Trump administration provided $300 million in funding for the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). The program provides funding for 6 million low-income parents to purchase nutritious ingredients and infant formula for their families. Due to the government shutdown, WIC did not receive its annual appropriation. Instead, the U.S. Department of Agriculture (USDA) is using $300 million of unspent tariff revenue from the last year. The law allows tariff revenue to fund many USDA programs, and allows for allocated funds to be transferred to keep WIC funded. Alaska and Washington State have reopened their programs; Washington was unable to pay for WIC with state funds due to a budget shortfall, and Alaska only had funds to operate through October 11. Without the stopgap funding, states would have had to fund SNAP and WIC for children and families and later ask for reimbursement from the federal government once it reopened.  The New York Times: California Will Ban Certain Ultraprocessed Foods in SchoolsThe state of California has banned ultra-processed foods in schools through "The Real Foods, Healthy Kids Act." Ultra-processed foods make up 62% of the calories children in the United States consume, and they are linked to health risks such as Type 2 diabetes and cardiovascular disease. The law has created the first science-based legal definition of ultra-processed foods in the United States: foods containing one or more of certain additives and high amounts of saturated fats, sodium, added sugar, or artificial sweeteners. This law will impact several products sold by food companies to schools, including certain cereals, yogurts, and muffins. Now that a definition has been created for ultra-processed foods in school cafeterias, it is likely that other states will adopt similar policies. Scientists at the California Department of Public Health have until June 2028 to determine which foods should be eliminated, and these foods will be banned by July 2035. Around the Nation Chalkbeat: Students at This Detroit School Got Free Bikes. Here’s How They Say It Helped AttendanceAt Davis Aerospace Technical High School in Detroit, Michigan, the principal gave every student a bike as an attempt to reduce chronic absenteeism in her school. Forty-two percent of students missed more than 10% of classes in the 2024-2025 school year, a 14% decrease from the previous school year. Many students shared that the bicycles helped them save time walking to and from school and gave them a sense of independence to travel around the city and get exercise. The principal noticed increases in attendance during nice weather in the fall and spring. The school has employed other methods to increase attendance, including rewarding students who missed less than one day of school per month, and offering free clothing and hygiene products to ensure students are ready to learn. Other high schools in the district may soon follow suit and collect bikes for their students to increase attendance. The Washington Post: School Offers Hikes Instead of Detention. Teachers Are Seeing Results.A high school counselor in Bath, Maine, takes students on nearby hikes for detention instead of spending time in a classroom. During the three-mile hikes, students immerse themselves in nature, chat with each other, and listen to a poem that aims to encourage them to start anew. About 20 hikes were run last year, with some parents opting out of the alternative detention option because they felt it was not a harsh enough punishment. Many students were at first reluctant to leave the classroom and opted for a more traditional detention, but over time, they enjoyed spending time outside. Students shared that the hikes gave them a different perspective on their actions. In the 2024-2025 school year, fewer students have gotten detention in school. However, now even students who do not have detention have discovered a love for hiking and join the trips. Like what you see? Sign up to receive this summary in your inbox as soon as it is published. SEARCH Newsletter sign-up [...] Read more...
October 17, 2025City Connects Program Manager, Stephanie Sanabria, hosted an after school Zumba Class to celebrate Hispanic Culture through dance and movement. MA State Representative, Orlando Ramos, visited the Dorman School to read the incredible story of Roberto Clemente to their second grade class. The students took part in hosting their own Hispanic Heritage Parade in partnership with Bomba de Aquí and The High School of Technology "Pride of Springfield" Band. On a warm Sunday in September, thousands filled Main Street in Springfield, MA for the city’s 35th annual Puerto Rican Day Parade. More than 100 groups participated in the parade, including many of Springfield’s schools. Marching proudly alongside the Freedman Elementary School community were City Connects Program Manager Stephanie Sanabria and City Connects Coordinator Dionisio Perez. “The parade puts the culture on display in such a vibrant way, with music, dance, community organizations, athletic teams, and schools. It's a great way for people to come together in such a positive way. It was really special." said Sanabria. The parade kicked off a slew of Hispanic Heritage Month celebrations in Springfield, where nearly 70 percent of students are Hispanic or Latino. The City Connects team—which supports 40 schools in Springfield—has spent the last month shining a light on the many Spanish-speaking cultures that make the Springfield community so vibrant. “Our school community here in Springfield represents all these different cultures that make up what it means to be Hispanic. We have families from many Spanish-speaking cultures including Mexico, the Dominican Republic, Guatemala, Puerto Rico, Colombia, Ecuador, and El Salvador,” Sanabria said. “Celebrating the richness of all our different Spanish-speaking countries here is so important.”  Sanabria herself has been visiting Springfield schools to teach Zumba classes, each with a special focus on a different Spanish-speaking culture. In addition to enjoying music and movement, students learn about the featured culture, discussing its history, geography, flag, and native animals. As part of the month’s celebrations, several schools brought in local dance and music group Bomba de Aquí to perform and teach Afro-Puerto Rican traditions.   “Music and dance are so important to so many cultures. You can really feel the energy and the culture come alive. Bringing awareness and appreciation to the beautiful diversity of cultures in Springfield enriches the lives of all our students and our community as a whole,” said Sanabria. Danielle Mitchell, City Connects Coordinator at the Dorman School in Springfield, says her school highlighted Hispanic culture of the past and present in many ways. In addition to Zumba lessons and a visit from Bomba de Aqui, the Dorman hosted a Hispanic Heritage Parade and had a visit from State Representative Orlando Ramos who read the story of Roberto Clemente to second grade students.   Hispanic Heritage Month celebrations are an important example of the City Connects model of Integrated Student Support, an approach that centers and taps into the strengths of each community. “It’s about celebrating the strengths of our community, of our students, of our families,” said Sanabria. “But it isn’t confined to a month. This month highlights the important work we need to do to celebrate and support families throughout the year.” Sanabria adds that uplifting the many cultures of Springfield’s students and families is more important now than ever. “In the times we’re living in, there is a fear that lives with many of our immigrant families,” Sanabria said. "For us to acknowledge the vibrancy of the cultures that exist here is so important. These might be some scary times but we want our students and families to know that we see you, we acknowledge you, and we want to celebrate you." SEARCH Newsletter sign-up [...] Read more...
October 14, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Most states now restrict cellphones in schools, and educators report improved focus and engagement.Federal government shutdown pauses education grants and investigations but spares most daily school operations. California filmmaking program improves student academics, collaboration, and engagement. Research and Practice Science of Learning: Sleep Duration and Subject-Specific Academic Performance Among Adolescents in ChinaPrevious literature has established that students sleep less than experts believe is necessary, which can impact their cognitive function, well-being, and physical health. The study measured the relationship between sleep duration and academic performance, utilizing data from 54,102 Chinese eighth-grade students. The majority of students slept for an average of seven hours on school nights. Girls, students living in urban areas, and students attending public schools had higher sleep duration compared to their peers. Across all subjects, sleep duration was significantly associated with increased academic achievement. However, too much sleep (over eight hours) and too little sleep (fewer than seven hours) were associated with lower academic scores. Excelling in certain subjects— like math, science, and Chinese—is linked with increased sleep. Several factors may contribute to decreased sleep and, therefore, lower academic performance, including excessive homework, high levels of screen time, and sleep-related health disorders.  K-12 Dive: Most School Leaders Report Cellphone Restrictions, Widely Seen as BeneficialTwenty-six states now require local K-12 school boards to ban or limit cellphones in the classroom, and the majority of policies have been enacted in the past year. Researchers have explored several trends and impacts of the phone policies on students and teachers. Students, teachers, and principals generally view cellphone restrictions as positive. However, students are happier when bans are more lenient, while teachers prefer a stricter approach. During bell-to-bell bans, students have increased focus, especially when their phones are not in their backpacks or pockets. High-poverty schools were more likely to have strict bans in the 2024-2025 school year compared to low- or medium-poverty neighborhoods. Younger grades were more likely to have stricter bans compared to high school students. While some parents continue to be resistant to the ban, typically because of safety concerns, adult approval of cellphone restrictions has increased. Compared to 68% last year, now almost three-quarters of adults support cell phone policies for middle and high school students.  Policy K-12 Dive: How the Federal Government Shutdown Affects K-12On October 1st, the federal government shutdown began, impacting federal funding and operations for K-12 schools. Most day-to-day operations will not be affected as most funding is through state or local budgets, and schools can still use money from federal grants that were awarded over the summer. Approximately 330 of 2,447 employees at the U.S. Department of Education will remain on the job during the shutdown. The Office of Civil Rights investigations, grant-making opportunities, and technical assistance are paused during this time. Longer shutdowns would impact Head Start programming and school meal reimbursements. Impact Aid, which reimburses school districts for lost revenue and additional spending due to being on nontaxable Federal property,  is the only federal K-12 education program that receives funding after the start of the new school year, and its payment will be delayed. Education advocates and politicians across the political spectrum are concerned about the shutdown and its impact on children and families.  Chalkbeat: Applying to College? Application Fees Waived for NY Students at Many Schools Across the StateNew York State has continued to waive application fees for students applying to college this month. The initiative is in its third year and aims to help reduce financial barriers to college and boost applications, which decreased after the pandemic. 130 universities are participating in the program, including New York state and city schools, and private colleges. The program has seen noticeable effects on applications and enrollment. For example, the City University of New York's (CUNY) enrollment decreased by 10% between fall 2021 and 2022, compared to 2% across the state. After starting the program, CUNY received 60,000 applications from freshmen, which was a 13% increase from the year prior, and students enrolled at higher rates. The increase in applications may be due to schools sending students personalized outreach that detailed the process for waived fees. By omitting fees, students may view college as more financially attainable and may be eager to apply during the fee-waived months.    Around the Nation The Hechinger Report: Fires, Floods and Other Disasters Are Multiplying. Schools Are Adding Training for Workers to Combat ThemHigh schools and community colleges are offering disaster preparedness opportunities due to a rise in natural disasters and student interest. Classes such as fire science and forest management prepare students for fires and floods that may happen close to home and future careers as first responders. In Santa Cruz, high school students take a hands-on fire science course, which teaches them about the responsibilities of firefighters and the path to becoming one. This class and other initiatives work to reduce the shortage of firefighters in California. Another class, "resiliency careers in forestry," trains students as foresters, fire program managers, and log truck drivers, and now enrolls 700 students across five community colleges. When it started three years ago, it had only 37 students. The increase in interest in natural disaster-related classes may be because students are drawn towards fields that “visibly help” during natural disasters, such as paramedics, nursing, fire and rescue, and police officers.  EdSurge: In the Land of Hollywood, Filmmaking Is a Natural Teaching ToolStudents in the Youth Cinema Project learn how to write, shoot, and edit a short film, then attend a premiere showcasing their work. 2,000 students from fifth through twelfth grade participate in the program, which is affiliated with the Latino Film Institute. The program follows an academic approach to filmmaking; students have to revise scripts like they would English papers. The program is a group project, with student directors and assistant directors leading. The Youth Cinema Project reports measurable impacts on students’ academics and social-emotional development. The director shared that students who participate in the program score between 10-30% higher on test scores because they participate more in class. Students' social skills and well-being increase due to the collaborative nature of the project and close-knit relationships developed on set. The program also benefits English Language Learners, as well as students in a dual-immersion school, who participate in the project by creating a film in Spanish.  Like what you see? Sign up to receive this summary in your inbox as soon as it is published. SEARCH Newsletter sign-up [...] Read more...
October 9, 2025How do you create a space where a child feels like they belong? How do inclusive environments foster opportunities for a child to thrive? These questions were top of mind at the first-ever International Leadership for Inclusion in the Early Years (LINC) Conference held at Mary Immaculate College in Limerick, Ireland. Center for Thriving Children executive director Eric Dearing gave the keynote address at the conference and pointed to how inclusion and belonging are intertwined with creating opportunities to thrive.  “The International LINC Conference was a powerful opportunity to renew, strengthen, and widen our efforts to ensure all children get repeated opportunities to thrive, at home, in early education and care, and in their communities,” Dearing said. “While challenges to children thriving appear around nearly every corner of society, the conference demonstrated how we can help children, families, and educators meet these challenges through inclusion and by reinforcing the many strengths that all children possess.” Dearing and colleagues recently published a study on how impactful opportunities early in life can be for children.  “The number of opportunities children have almost entirely explains why those born into low income families graduate at lower rates and have lower levels of income in their mid 20s,” Dearing said. “The strongest predictor of educational attainment that we have in our models is opportunities. It’s not how much money your parents have. It’s not how highly educated your parents are.  “Even more eye-opening is that each opportunity mattered more for the poorest kids. So going from six to seven opportunities for a high income child does not matter nearly as much as going from one to two opportunities for a low income child.” Dearing and his research found a receptive audience in Ireland. The country supports many whole-child approaches to education, building on a child’s strengths while providing supports for out-of-school needs. At the school, community, and government levels, people in Ireland are working to deliver integrated student support to their students. That’s why the Irish Department of Education and Youth established the National Centre for City Connects Ireland last year. It’s why schools in the North-East Inner City area of Dublin embraced City Connects over the past four years, bringing a whole child approach to student support into their schools and communities.  It’s also why Mary Immaculate College, which is a leading University-level College of Education in Ireland, thought it important that their students should hear from Dearing about the impact of access to opportunities early in life. “It was these students’ third week at university,” Dearing said. “They filled an auditorium with 250 first-year teaching students, most of whom will be pursuing careers as primary school teachers. They all had their notebooks out, listening intently. And they were there because the the Dean of Education, Early Childhood and Teacher Education, Prof. Emer Ring wanted them to hear about this work. They want to build this thinking into their foundations, saying ‘this is how we do education’ from their students’ first weeks in university.” That attitude was echoed by the President of Mary Immaculate College, Prof. Dermot Nestor in his welcome address to the LINC conference.  “This was something far greater than an academic gathering; it was a call to action,” Nestor said. “In a context where 225,000 Irish children currently live below the poverty line, the wide-ranging work shows that inclusive practice is fundamental to quality early childhood education. At MIC, we believe the early years are not just ‘preparation for life’ they are life, happening right now.” The National Centre for City Connects Ireland is based out of Mary Immaculate College. It serves as the hub to bring the City Connects practice to schools nationwide, with fidelity and rigor in how the system is implemented.  This fall, City Connects is extending into post-primary schools in Dublin.  City Connects executive director Mary Walsh is encouraged by this growth. “Many people in the government, in schools, and in the community have been convinced this strategy works for Irish students,” Walsh said. “We’ve demonstrated that City Connects is useful and provided additional support the schools and students don’t currently have. It’s providing a way to intentionally narrow opportunity gaps so all children can thrive.” SEARCH Newsletter sign-up [...] Read more...
October 6, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! College enrollment and graduation rates remain far lower for students from high-poverty high schools. Texas expands career and technical education programs to create more non-college job pathways. Phone bans spur a surge in student book borrowing and reading in Kentucky schools. Research and Practice JAMA Network Open: School Provision of Universal Free Meals and Blood Pressure Outcomes Among YouthsA new study from the Journal of the American Medical Association measured the blood pressure of children participating in Community Eligibility Provision (CEP), which provides universal free meals to schools. High blood pressure in childhood can lead to medical problems in adulthood, like cardiovascular and kidney diseases. The study used data from 1,052 schools, with the majority adopting CEP policies between the 2013-2014 and 2018-2019 school years. Participation in CEP meals was associated with an 11% decrease in students with high blood pressure over a five-year span. The relationship was only found in elementary school students and was the strongest for children who participated in the program the longest. These findings build upon previous literature that suggests that implementing CPE and high nutrition standards are associated with decreased obesity rates in children. The research indicates that free school meal programs can be a tool for improving child health.  Humanities and Social Sciences Communications: Preschool Education and Non-Cognitive Skills: Evidence from Rural China’s Junior High Students Researchers examined the impact of preschool education on non-cognitive abilities. Previous literature on the relationship is mixed; some studies show that preschool leads to increased educational outcomes and behaviors, while others only find improvement in cognitive skills. The study utilized data from the China Education Panel Survey, which tracks middle school students across their lives. Non-cognitive abilities were defined across five dimensions: conscientiousness, positive emotion, agreeableness, openness, and extraversion. Researchers controlled for several family characteristics, including parental income and education level. Results indicate that children who attended preschool had increased development in non-cognitive dimensions compared to their peers who did not attend preschool. This relationship was especially true for children’s positive emotions and extraversion tendencies. The study highlights the importance of universal preschool programs that can positively impact child development and yield societal and economic benefits.  Policy K-12 Dive: Education Department Brings Back Mental Health GrantsThe U.S. Department of Education will resume accepting grant applications for programs to support student mental health that were canceled last spring. The $270 million in funding will work to increase the number of school psychologists during a nationwide shortage, through the School-Based Mental Health Services and Mental Health Service Professional Demonstration grants. While the recommended ratio of school psychologists is one for every 500 students, the ratio for the 2023-2024 school year was one to 1,065 students. The money will also bring back school-based services that were eliminated or paused during the start of the school year in accordance with federal priorities. Many educators are pleased with the return of the grants, but they are also concerned that only school psychologists will receive funding through the grant programs. School social workers and counselors are not outlined in the grant, but typically work with school psychologists as part of a student support team.  Ideastream Public Media: Trump Administration Pulls College Mentorship Grants From More Than 200 Schools Over DEIThe Trump administration cancelled grants to fund college mentoring programs for high school students. The funding is through Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), which was founded in 1998. The $170 million served 200 schools across the country to help students plan for college and careers after high school. The U.S. Department of Education shared that the majority of grants will be continuing, but stated that those suspended use "overt race preferences or perpetuate divisive concepts and stereotypes." The cut funds will be reinvested into other programs. Four of the nine canceled grants were in Ohio. Akron Public Schools appealed the decision, which went into effect on October 1, and impacted mentors for 1,500 students and seven staff. Many of the students who participated in the program were the first in their families to go to college. StateScoop: FCC Votes to End E-Rate Funding for WiFi Hotspots, School Bus ConnectivityThe Federal Communications Commission (FCC) voted to end discounts for schools and libraries’ internet connections through the federal E-Rate program. The program was founded in 1996 to provide affordable phone and internet access to schools and libraries, which aimed to lessen the digital divide faced by low-income students. In 2024, the initiative provided $48 million to fund Wi-Fi on buses and for 200,000 hotspot connections for students off school campuses. The FCC decided to end the program because it increased unsupervised screen time for children and duplicated other governmental programs. Advocates of the E-Rate initiative shared that the termination of the program will not only affect students long-term but also others who rely on internet access to complete daily tasks; they stated that the disparity "will likely leave those who we care about less prepared to compete and win the jobs of the future."  Around the Nation Chalkbeat: Mental Health First Aid: NY Schools Train Teens to Help Each OtherStudents in high schools across New York are learning how to provide mental health first aid to their peers. The initiative is run through the National Council for Mental Wellbeing's Teen Mental Health First Aid program, which teaches students how to spot mental health warning signs and take initial steps, such as involving a trusted adult. Governor Hochul announced $20 million to fund the program, which would train 2,500 adults and teens each year. Early results show that Teen Mental Health First Aid training can improve teens' confidence in helping others, reduce stigma towards mental illness, and prepare them to act appropriately during a mental health crisis. The new funding will go towards expanding the program to more rural areas in the state that typically have fewer mental health professionals. While mental health support from peers can help fill needed gaps, mental health advocates believe that teens should not feel the burden of providing services, and their support should not be in place of professionals.  WWLP: Massachusetts to Start AI Curriculum Pilot in 30 DistrictsThirty districts in Massachusetts will soon have a new AI program for eighth-grade and high school students. The Massachusetts STEM Advisory Council and the Massachusetts Technology Collaborative are partnering with Project Lead the Way (PLTW), which provides curriculum on STEM subjects. The course on Principles of Artificial Intelligence will teach students foundational concepts of AI through project-based learning, with a focus on how AI can support fields like science and engineering. The pilot program will teach 45 educators and 1,600 students across the state through a semester-long course. State officials created the initiative to ensure that all students, regardless of background, have access to learning opportunities. The president of PLTW shared, "This partnership marks the next step in preparing students for the age of AI and will serve as a national model to help students understand and create safely, ethically, and with purpose, while giving teachers the professional development and materials to implement with confidence.”   See also: At This Rural Microschool, Students Will Study With AI and Run an Airbnb SEARCH Newsletter sign-up [...] Read more...
October 2, 2025Jillian O’Neil’s passion for education started at an early age. During her summers as a high schooler, she worked as a counselor at a summer day camp hosted by Saint Columbkille Partnership School in the Boston area. The camp was attended by grade schoolers with the goal of providing children with enrichment across disciplines, including various sports and non-academic activities. “Every week had an educational theme,” O’Neil said. O’Neil’s experiences at the camp prepared her to think about student success as something that stems not only from academics, but also from a curated mix of hands-on activities, socialization, recreation, and other factors. Her own academic journey led her on a path to become a school counselor, elementary school assistant principal, high school principal, and now, City Connects’s Senior Manager of Coaching & School Partnerships. “I’m a big believer in the idea that we can’t grow if we aren’t learning, and this role allows me to learn, think, and collaborate with so many talented people,” she said. “I’m a big believer in the idea that we can’t grow if we aren’t learning, and this role allows me to learn, think, and collaborate with so many talented people,” she said. In her role as Senior Manager of Coaching and School Partnerships, O’Neil works with Massachusetts schools and their Program Managers. “The mission of City Connects truly resonates with me,” O’Neil said. “I saw how much of a need there was for our mission when I was working in the field of education. When I was looking for another opportunity, I was lucky to have this opportunity to work directly with City Connects, and to serve students on a wider scale.” As the new school year opened this fall, she is working with colleagues on the City Connects implementation team to prepare their professional development sessions, identifying coaching trends in the MyConnects database, and talking with the Program Managers to learn more about the kinds of support they want in order to better implement City Connects. Prior to her current position, O’Neil experienced City Connects from many different vantage points. She began as a graduate student at Boston College studying under Mary Walsh, founder and executive director of City Connects. O’Neil also introduced City Connects to a middle school where she was a principal. “Jill has been able to establish strong relationships with the Program Managers she supports, as well as with school and district personnel, helping Program Managers navigate challenges, problem-solve effectively, and strengthen Coordinators' implementation of the City Connects practice in their schools,” said Director of Student Support Programs & Practice Cynthia Scheller. What resonated with her about City Connects and integrated student support was its whole-child approach. When she worked at campuses without a system of student support like City Connects, she saw the impacts of out-of-school factors on students’ behavior as well as on academics. “It was kind of like putting out fires instead of building a system for real, holistic student support,” O’Neil said. She learned that grades alone are limited in providing educators with an understanding of how best to support students’ learning, and how important it is to have insight into their lives out of school. When O’Neil became a principal, she brought this broader perspective to her staff to help address common student dilemmas such as dozing off in class, dilemmas that in many cases have more to do with off-campus stress and circumstances than academic motivation. It also led to her bringing City Connects to her school. With City Connects in place, O’Neil worked with faculty and staff to learn  about their students beyond their academic performance, to find the root cause of what was presenting a challenge. The value and importance of that work brought O’Neil back to City Connects, where she is building on her experience as a school counselor, assistant principal, and principal to help schools implement the practice. O’Neil values working with the City Connects team. “There are people here from a wide variety of fields,” she said. “When you have so many experts come together to make a difference for students, it’s really powerful.” To highlight the diverse backgrounds and talents of the people who work at City Connects, we have been releasing videos that showcase our staff members on our YouTube channel.Here are a few of our exceptional staff members whom we’ve posted videos of recently. It really does take a village to provide integrated student support in schools, and we’re glad to have these staff members join us in this mission. SEARCH Newsletter sign-up [...] Read more...
September 29, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! College enrollment and graduation rates remain far lower for students from high-poverty high schools. Texas expands career and technical education programs to create more non-college job pathways. Phone bans spur a surge in student book borrowing and reading in Kentucky schools. Research and Practice K-12 Dive:  The K12-to-College Pipeline is Rockier for High-Poverty StudentsData from the National Student Clearinghouse Research Center's High School Benchmarks report measures college enrollment and performance for students who attended high or low-poverty high schools. The study used data from 2 million students with high school graduation years between 2018 and 2024. Schools were labeled as high-poverty when 75% or more of the student population is eligible for free or reduced-price lunch, compared to low-poverty schools where 25% or less of students are eligible. Results indicated that 74.2% of students who attended low-poverty schools enrolled in college immediately after graduation, compared to 51.4% of students who attended high-poverty schools. Students from low-poverty high schools were over twice as likely to graduate from college within six years compared to their peers. Additionally, students who attended low-poverty schools were almost three times as likely to complete a degree in a STEM-related field compared to students from high-poverty high schools. Development and Psychopathology: Screen Time, Problematic Media Use, and Clinical Concerns in the ABCD Study: Differences by Sex and Race/EthnicityResearchers from the University of Minnesota examined the relationship between screen time, media use behaviors, and mental health concerns. The study used data from the Adolescent Brain and Cognitive Development Study (ABCD Study), which captures information from over 10,000 children. Parents filled out surveys on their children's overall screen media activity, as well as problematic media use. This measure included prompts like "My child's screen media use causes problems for the family." Screen time for educational usage was omitted. Results indicate that while both forms of screen media use are related to youth mental health concerns, problematic media use is more strongly related to suicidal ideations and non-suicidal self-injury. These findings are consistent across child sex and the majority of races and ethnicities surveyed. Results suggest that in order to reduce the negative impact of media on children’s well-being, a larger focus should be on targeting specific technology-related behaviors rather than limiting all electronic usage. Policy The Wall Street Journal: Trump Administration Cancels Annual Hunger SurveyThe Trump administration is ending the annual Household Food Security reports, which analyze data to inform government officials on food-assistance programs. The 2024 report will still be released in October, but the 2025 survey has been discontinued. The survey asks participants to respond to  statements, including "We worried whether our food would run out before we got money to buy more." Around 40,000 households are surveyed each year. The results of the survey highlight causes and consequences of food insecurity and how it relates to disability status and health issues. In 2023, the report estimated that 13.8 million children lived in households that struggled to get food. The administration cancelled the survey due to it being "overly politicized" and an unnecessary initiative of the USDA. The termination of the program coincides with other changes to food insecurity programs, including the Supplemental Nutrition Assistance Program, which is used by many families with children, and an increase in food bank usage by families.  KSST Radio: Governor Abbott Signs Laws To Expand Texas’ Career Training ProgramsGovernor Greg Abbott signed House Bill 20 and House Bill 120 to expand career and technical education (CTE) programs. In the past two years, the state has invested over $7 billion into career training initiatives for students. House Bill 20 created the Applied Sciences Pathway Program, which provides high school juniors and seniors with the opportunity to earn diplomas while also completing certificates. House Bill 120 expanded CTE programs to support military training opportunities and provide college counseling in a more data-informed way. These state initiatives aim to provide students with alternative pathways to completing a traditional four-year college degree. The programs also align with plans to adapt to the quickly changing workforce to ensure that Texas is "making career and technical education bigger and better than ever before." The bills build upon other initiatives prioritized by Texas officials, including the Rural Pathway Excellence Partnership, which increases access to pathways post-graduation for rural students. Around the Nation The 74: Credential Chaos: Career Certificates Boom in High School, But Not All Have ValueMore students have graduated from high school with career credentials, but many have trouble finding jobs. The majority of credentials that students are earning are not appealing to employers. Schools typically offer workplace readiness classes, rather than technical certificates that may be more useful for certain industries. Some states have taken steps to gather information to better curate class offerings. In a recent report, 34 states asked employers what credentials they recommend school districts offer. Eight states began tracking student employment and the impact of credentials on their salaries after graduation. In Ohio, each credential a student can earn is given a “value,” which goes towards their diploma. They also designate credentials of “extra value,” which leads to schools gaining extra funding through the Innovative Workforce Incentive Program. However, even when students are given recommendations by the state on which courses to take, they are more likely to complete certificates that are less valuable to future employers.  AP News: Hurricane Helene Hit North Carolina a Year Ago. Some Students Never Returned to SchoolAfter Hurricane Helene's destructive floods and winds impacted North Carolina in September 2024, over 2,500 students became homeless. The hurricane damaged over 73,000 homes and left residents without electricity and water for weeks or months. The harm to infrastructure, in addition to school closures from snow, led to some students missing over two months of school. Some families enrolled their children in other schools, and others never returned to class. Many districts received federal funding under the McKinney-Vento Homeless Act to support homeless students. However, some schools did not receive funding and have to wait until the next application cycle to request funds. The storm's impact led to increased difficulties for low-income families in the area who struggle with housing and food insecurity. Educators have developed resources to help students process trauma and feel supported in school, as it is anticipated that natural disasters will continue to impact students and school communities.  Newsweek: Students Turn Back to Books as More School Districts Implement Phone BansDue to recent phone bans, students in Kentucky are checking out books at the library at high rates. Jefferson County Public Schools is the largest school district in the state. At one school, the schedule allows teachers to bring their students to the library at least twice a week. The librarian uses book displays and popular titles to encourage students to read. Students borrowed 67% more books in August and 39% more books in September so far this year, compared to the same months in 2024. In another high school, students have borrowed 1,200 books during the first 17 days of school, which is close to half of all borrowed books from the entire last school year. In addition to reading more, teachers have witnessed other positive benefits from the phone ban in classrooms, such as increased student engagement. Like what you see? Sign up to receive this summary in your inbox as soon as it is published. SEARCH Newsletter sign-up [...] Read more...
September 25, 2025City Connects Coordinators Focus on Building Trust and Relationships as School Gets Underway “Trust occurs over small moments,” City Connects Program Manager Stephanie Sanabria said as she reflected on the start of the school year in her city of Springfield, Massachusetts.  Sanabria’s team of City Connects Coordinators—who support 40 schools in Springfield—is focused on creating opportunities for those small moments of connection amid the often hectic first few weeks of school.  “Relationship building takes time,” said Sanabria. “It’s really important that we establish those connections early on so if a student is facing any challenges we already have the rapport that we’ve built with the child or family and they know we are there for support.” Coordinators are greeting families at arrival and dismissal, getting to know students and teachers through classroom check-ins at breakfast and visits to the lunchroom and playground, and connecting with families at back-to-school nights. One Springfield Coordinator volunteered to help with uniform checks each day, a seemingly small act that could have a big impact.  “It gives her a chance to get to know the kids and let the teachers know she is available for support in the school. It can also be a chance for early detection. Maybe a student needs a uniform, or is new to our school district, or the family needs more information about the uniform policy. There are so many different things that come up that could lead to continuous support and outreach,” said Sanabria. Beyond being there for the small moments, Springfield’s Coordinators are starting off the year by leading or taking part in school-wide support teams, coordinating support for students with critical needs, and planning events to celebrate Hispanic Heritage Month. “While the beginning of the year is really busy it’s also such a pivotal time to set a positive tone. Establishing the culture of your school, the mission, the values, and bringing that to life and embodying it,” said Sanabria. “Coordinators play a big role in that.”  Peyton Schick, City Connects Program Manager in Minnesota, says the start of the year is a critical time for connecting and reconnecting with students, families, teachers, and community partners. Her team of Coordinators support 10 Catholic schools across the Twin Cities and are eager to understand the strengths, needs, and interests of their students.  “It's more than just thinking about things students might need in the classroom to be set up for success; it's the things they need both at school and outside of school that we are really focusing on at this time of year to help create that sense of belonging for our students,” said Schick. At the Saint Helena Catholic School in Minneapolis, City Connects Coordinator Nicole Derke hits the ground running at the start of the school year by reaching out to parents of students with accommodation plans and scheduling one-on-one meetings with new students within the first few days of school. She also visits each classroom, starting out with a lesson to help students get to know her and understand her role.  “I do ‘get to know you’ projects with the students that go beyond favorite things—they also touch on how students learn best, how I can recognize when they’re having a tough day, what I can do to help, and what subjects they feel confident or less confident in,” said Derke. “I prioritize being present around the school—joining students at lunch and recess, and being at the car line to greet families. These informal moments are just as important for building trust and relationships as the structured ones.” Coordinators in Minnesota are also focused on reconnecting with community partners. Several schools have already hosted Helen Keller International, a community partner that provides students with free eye exams and glasses. They’ve also connected with Ready Set Smile, an organization that provides free dental cleanings for students, and Every Meal, which provides weekend meals for families.  Fall has only just begun, but Coordinators in Minneapolis are already engaging community partners to prepare for the winter.  “Here in Minnesota at the beginning of the year we are already thinking about winter. We meet with our new-to-country students to make sure they have warm clothing and are prepared for how cold it gets in the winter months. We partner with the Knights of Columbus for winter clothing donations for our families,” said Schick. For City Connects schools across the nation and in Ireland, the first month of school also means student interest surveys. These surveys are part of the City Connects practice and help inform individual student plans and whole class reviews. “This is the time of year we are really focused on student interest surveys. We want to make sure we capture students’ voices and find out what they’re interested in, what they’re excited about, and what they want to explore. Then we are able to share that information with their teacher because sometimes they don’t already know,” said Cynthia Scheller, Director of Student Support Programs and Practice at Boston College’s Center for Thriving Children. Like all the City Connects practices at the start of the school year, interest surveys can be used to make connections and build that sense of belonging for students. “Coordinators have utilized the student interest surveys many different ways. It can inform our clubs, lunch activities, or influence attendance. But really it’s about letting students' voices be heard so that they can be included,” said Sanabria. SEARCH Newsletter sign-up [...] Read more...
September 22, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! California’s community schools program reduced absenteeism and suspensions while boosting test scores, especially for high-need students. New Mexico becomes first state to offer universal free child care, saving families about $12,000 a year. Bronx high schoolers launched a gun violence–awareness streetwear line now sold in the NBA store. Research and Practice K-12 Dive: States Struggle with Increase in Special Education ComplaintsThe Center for Appropriate Dispute Resolution in Special Education (CADRE) released new data on special education state complaints from the 2023-24 school year. The number of written state complaints, which involve a state-led investigation on a special-education-related concern, increased by 22% from the previous school year. The majority of state complaints were resolved within 60 days, though this rate has dropped significantly over the past ten years. Most complaints came from California, Massachusetts, and Texas. Families who worked with mediators had higher agreement rates with the school districts, which may be due to mediators helping families reduce costs for cases and working with school officials more collaboratively. Experts believe that the national rise in state complaints is due to delays from the U.S. Department of Education's Office for Civil Rights, which reviews disability discrimination concerns, as well as a decrease in certified special educators to support students.  Learning Policy Institute: Community Schools Impact on Student Outcomes: Evidence From CaliforniaThe Learning Policy Institute released an analysis of the California Community Schools Partnership Program’s (CCSPP) impact on high-need students. CCSPP was founded in 2021 and is the largest community schools initiative in the United States. The study examines the first cohort of 458 schools that received up to $500,000 annually for five years to sustain existing community school initiatives. CCSPP schools experienced a 30% decrease in chronic absenteeism rates, a 15% reduction in suspension rates, and an increase in English language arts and math scores. Black students, English language learners, and low-income students had the largest improvements on these metrics compared to other students. Schools that had improved rates of chronic absenteeism saw greater gains; for each standard deviation increase in attendance rates, the impact on academic achievement doubled.  Policy K-12 Dive: What Does the MAHA Strategy Mean for School Meals?The recently released "Make Our Children Healthy Again" report promotes initiatives for healthy school meals across the country. The document outlines the importance of limiting artificial dyes and promoting whole foods in school meals. Government officials are working to create a uniform definition for ultra-processed foods to ensure all schools meet the same nutrition standards for purchasing ingredients. The report also emphasizes that the farm-to-school grant should be improved to support relationships between schools and local producers. The spokesperson for the School Nutrition Association shared that recommendations for improving school meals must be "operationally feasible," as schools need to make changes without increases in budget or operational support. The Big Beautiful Bill may also impact schools' ability to alter school meals, as cuts to Medicaid and the Supplemental Nutrition Assistance Program could decrease school funding for meals.  The 74: New Mexico Governor Announces Free Universal Child Care New Mexico is the first U.S. state to offer universal free child care. The Early Childhood Education and Care Department will expand existing rules that offer free child care for families whose income is up to 400% of the federal poverty level. Families will now save an estimated $12,000 annually on child care costs. The state will also allow local governments and schools to apply for low-interest loans to expand or create child care facilities, which could add up to 13,000 new child care slots. Child care providers who meet certain requirements are also eligible to receive additional funding. These policy developments are a result of the state's six years of work on early childhood supports, as well as an increased budget to support these efforts. The law will go into effect on November 1.  Around the Nation The 74: Child Care Scholarships Help Families Experiencing Sudden Household DisruptionsA child care center in Toledo, Ohio, has a scholarship program to help families experiencing unexpected financial difficulties. Research has indicated that parents may quit their jobs or drop out of school to care for their children instead of enrolling in child care due to high costs. This trend is prominent in Ohio, where child care programs have closed or are consistently under-enrolled. Toledo Day Nursery is the oldest child care center in Ohio and the fourth oldest in the United States. It has a long relationship with working-class families. The scholarship program was launched last summer and differs from other initiatives because it is funded by a family foundation, and families do not need to complete a long application process. The director of the child care center started the program because of her personal experience with encountering financial stress while parenting young children. Many families in the program are not eligible for government-subsidized daycare programs and rely on Toledo Day Nursery for support. The New York Times: They Created a Streetwear Line From Scratch. In High School.Students at Earl Monroe New Renaissance Basketball School participated in an after-school entrepreneurship and finance course, where students learned about savings accounts, credit cards, and how to run their own businesses. The school in the Bronx was created to inspire students through basketball, with related courses on sports analytics, journalism, and nutrition. The business program was developed in response to a question posed to the ninth-grade class: “What more do I want out of school?” One group of students created streetwear apparel that would appeal to young customers in their community. The clothing is orange to symbolize gun violence prevention efforts, and is called “EVNTLLY” as a “beacon of hope for young people like us.” The students successfully pitched their products to be included in the official NBA store on Fifth Avenue in Manhattan in a section for emerging designers. 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September 18, 2025The Program Manager for Ohio, Megan Bettelon, knows what it takes to support City Connects Coordinators, because she served as one herself for seven years. She understands deeply how important supporting the whole child can be, and the importance of data in discovering trends that can help schools to better care for and educate the students in their community.These beliefs and experiences give Bettelon a rock-solid foundation to support her team of Coordinators, especially during the beginning of the school year, as they start to implement the City Connects practice. “I believe wholeheartedly that each student, no matter where they are from or their socioeconomic status, deserves the same access to quality education and opportunities,” Bettelon said. “As a Program Manager, I can assist Coordinators in this job by coaching them, being a sounding board for their ideas, and supporting them through the difficult aspects of their work.” Bettelon supports the Coordinators of Catholic Central Elementary and High School in Springfield and Our Lady of the Rosary School in Dayton. She previously served as a Coordinator at Our Lady of the Rosary from 2015 to 2022. As a Program Manager, Bettelon provides leadership, coaching, and supervision to Coordinators. She also builds partnerships with school leaders such as principals and helps them to utilize data to drive decision-making.  For example, if many students could use support making new friends, the principal can work with the Coordinator, teachers, and staff to come up with a range of approaches to help students forge new connections. If many families are facing food insecurity, Bettelon can help Coordinators to identify community partners and resources.  “I found that often the most impact I had with families was not in the tangible work I did, but in just being a supportive presence and friendly face in a school system that they otherwise may have found overwhelming,” Bettelon said. “I found that often the most impact I had with families was not in the tangible work I did, but in just being a supportive presence and friendly face in a school system that they otherwise may have found overwhelming,” Bettelon said. “Now as a Program Manager, I know a lot of the resources that are available to families that I can share with the Coordinators. I can also speak to the importance of the school-family partnership and the real impact it can make in the lives of the students.” “I love the data-driven aspect of this work, so I will start either one of our first coaching sessions or group professional development sessions with goal-setting,” Bettelon said. “Using the data from the previous year, we can work together to identify any new trends for the students—and look to what services we can bring in to meet those emergent needs or interests—or see if there was any practice element they wanted to improve.” At its core, Bettelon’s work centers on supporting her Coordinators. That involves “coaching,” a word she finds especially significant as a Program Manager.  “ requires the ability to look at an issue from an objective lens and see ways forward that the person who is directly experiencing the issue may not be able to perceive. “My 2025/26 school year will have been a success if all Coordinators end it feeling that they have directly impacted the well-being of their students through the program and are ending the year with a sense of accomplishment and hope,” Bettelon said. [...] Read more...
September 15, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! NAEP shows record-low 12th grade math and reading scores, with fewer students college-ready. Texas’ new parental consent law leaves school nurses uncertain about what care they can provide. New York City opens the first HBCU preparatory high school, offering dual enrollment and guaranteed admission to Delaware State. Research and Practice Chalkbeat: NAEP Scores for Class of 2024 Show Major Declines, with Fewer Students College Ready The National Assessment of Educational Progress (NAEP) released The Nation's Report Card, highlighting 12th graders' academic performance. Students scored historically low on math and reading assessments. The gap between high- and low-performing students in math was the highest gap identified in the report’s history, and only the highest performers in the 90th percentile received the same scores as those in 2019. These results are similar to a January report on fourth- and eighth-grade performance, as well as eighth-grade science results released this month. Students who completed the testing missed more days of school in the month before the assessment compared to 2019 test takers. This may be one reason for the decline in performance, as research has shown that higher attendance in school is linked to increased NAEP scores. Students also reported feeling less confident in their math and reading abilities compared to 2019 respondents. Educators are concerned that students will not be as prepared for college-level courses compared to students in past years. K-12 Dive: California Discipline Data Show Widespread Disparities Despite ReformsA new report from the National Center for Youth Law found that despite California's efforts to reduce discipline disparities, some students are still suspended and expelled at high rates. The report uses data from the 2017-19 to 2023-24 school years and includes a metric that calculates the number of school days lost by offense category. Most student suspensions were due to minor misconduct, such as profanity. Researchers found that Black foster youth had the highest discipline rate, which led to 15 times the rate of lost instruction compared to white students. Students with disabilities lost 23.4 days of instruction, which is almost three times higher than students without disabilities. Several schools have made improvements in disproportionate discipline, which may be due to the districts connecting students with individual services rather than focusing on punitive measures. The report suggests that state officials should focus on providing services and increasing support for students who are more susceptible to being suspended and expelled. JAMA Network Open: COVID-19 Pandemic Exposure and Toddler Behavioral Health in the ECHO ProgramA new study measures the relationship between toddlers experiencing the COVID-19 pandemic and parent-reported internalizing (e.g., anxiety and depression) and externalizing problems (e.g., conduct and behavioral issues). Previous research exploring the impact of the pandemic on children showed mixed results. These researchers hypothesized that toddlers assessed during the pandemic would have higher internalizing and externalizing problems due to pandemic-related stressors. Utilizing toddler-aged data from the Environmental Influences on Child Health Outcomes program, researchers found that toddlers born before or during the pandemic and assessed during the pandemic had fewer internalizing and externalizing problems compared to toddlers born and assessed before the pandemic. These results suggest that the pandemic did not have a strong impact on toddlers’ behavioral difficulties, and future research can explore what promoted resilience in toddlers during this time.  Policy The Hechinger Report: State Preschool Program Helps Kids Catch Up — But Many Are Missing OutIn the 1980s, the landmark court case Abbott v. Burke (1985) aimed to equalize state funding for public schools in New Jersey. Districts in areas with higher property values were spending more than schools in low-income districts, which violated the state's constitutional obligation to provide a strong education for all children. The ruling led to important legislation, including a ruling in 1998 that required free preschool for children in New Jersey's highest-poverty urban districts. Recent research has shown that in the program's 25th year, over 10,000 eligible children are still not enrolled in the program. Educators believe that this may be because families are unaware of the programs or do not want to send their children to school at an early age. Research has shown that these preschools have closed educational gaps for Black, Latino, and low-income children and have led to higher scores in academic tests and decreased grade retention.  The Texas Tribune: Texas' New Parental Consent Law Leaves School Nurses Confused About Which Services They Can Provide to Students In June, Governor Greg Abbott signed the Texas Parents Bill of Rights, which outlines a diversity, equity, and inclusion ban in K-12 schools. One aspect of Senate Bill 12 requires school health providers to ask for parental consent so their children can receive medical services at school. School nurses expressed concerns that the bill had vague language, which led to some refusing to provide Band-Aids or ice packs without parental consent in fear of legal repercussions. New guidance was shared after the September 1 release, stating that school nurses can provide "general caretaking" for students, such as feeling a child's forehead or applying a Band-Aid. School districts have responded in various ways to the new bill, with some sending families a list of medical services a student may need and asking if families want to opt out. Other schools have told parents that if they want to opt out of one service, the school will call them for each issue, regardless of severity, unless it is life-threatening. See also:New Texas Education Agency Guidance for Healthcare and Consent in Schools Amid "Fear ... and Vague Language" Concerns Around the Nation K-12 Dive: Immigration Enforcement Causing Trauma and School Avoidance, Educators and Advocates SayEducators across the country have reported that families are fearful of returning to school due to concerns over Immigration and Customs Enforcement officers. School districts have taken different approaches to prepare for the school year and lessen concerns from parents and children. For example, in Los Angeles, school staff called 14,000 families and went to 2,000 homes to provide resources to families on students' legal rights. The school district increased on-site counselors and social workers and is working to distribute money from the district’s foundation to families for legal aid. Teachers' unions have collaborated with school boards to adopt safe zone policies, which provide information for the community and procedures for law enforcement. A child clinical psychologist shared the importance of creating safe spaces in schools to support all children: "a sense that no one and nowhere is safe is fundamentally damaging.”  ABC News: 'It's Important Because it Doesn't Exist': First-of-its-Kind HBCU Prep School Opening in New York CityNew York City officials have opened the first Historically Black College and University (HBCU) preparatory high school in Queens. 1,000 students competed for only 100 spots, with students’ applications including responses on how they will use their degree to help others in their community. The school is designed to prepare them to be active members of society, with the new principal sharing, "We want them to know that from the minute they walk into the doors, how much we love and care for them." Starting in 11th grade, students can begin dual enrollment and obtain college credits. Upon graduation, students will receive up to 64 college credits for an associate's degree and are guaranteed admission to Delaware State University. HBCUs enroll 10% of all Black undergraduates, with high numbers of students becoming doctors, lawyers, and judges. Students in New York may have less exposure to HBCUs compared to students in other states, as the northernmost HBCUs on the East Coast are in Pennsylvania. Like what you see? Sign up to receive this summary in your inbox as soon as it is published. [...] Read more...
September 11, 2025Thanks to Assistant Superintendent of Student Services Sara Stetson and a $345,000 grant from Beth Israel Deaconess Hospital–Needham, City Connects has been implemented in Dedham’s early childhood center and in its four elementary schools.  Stetson started working in Dedham in 2022-23, and she was working with Dedham’s student services team to achieve the goal of increasing students’ sense of belonging in ways that could be measured by mental health screening tools like the Metro-West Adolescent Health Survey.  “We reviewed district data and developed a strategic plan with specific action steps,” Stetson says. And along the way, Stetson discovered City Connects.  “Our action steps included many elements that are embodied by the City Connects model. For example, we had an action step for acuity mapping in each school, which is similar to the City Connects’ protocol for interviewing teachers to conduct whole class reviews.” The City Connects model also meets other needs, helping to achieve Dedham’s goals of being proactive, improving family engagement, increasing cultural competence, and creating a global system that would provide a structure for the district’s existing Multi-Tiered System of Support (MTSS).  “We had a lot of interventions but there was no organization structure,” Stetson says. “This raised concerns about efficiency and the management of resources, but more importantly it raised concerns about equity.” “City Connects encapsulated everything we were trying to do in one model.”  Dedham is providing City Connects with more insight about how the model can be used in an urban ring community.  Dedham has a strong economic profile. In 2022, according to the U.S. Census Bureau, Dedham’s median household income was $118,877, which is higher than the state average of $96,505.   However, economic well-being is not spread evenly across the city. There are also health disparities. And just over 40% of students are in the state’s “High Needs” category, meaning they live in low income households or have disabilities or are English language learners.  Another challenge, Stetson says, is that the city’s population of Multilingual Learners has doubled. And Stetson wants to avoid the problem of “overidentification,” which can happen when students who would benefit from support are referred to special education programs because there is nowhere else to send students.  City Connects addresses this problem by identifying each students’ strengths and needs and ensuring that students are referred to a range of customized services and opportunities. Recruiting community partners who can provide these services and opportunities is a key part of our model.    Stetson says City Connects helps Dedham track the impact of the student support that it provides at the individual level, the school level, and over time — all to help create a stronger school culture that boosts students’ success.  One advantage Dedham has in this work, Stetson says, is a “talented and well staffed mental health team, led by clinician Dr. Ashley Dube. Because we have existing staff in all schools, we are able to incorporate the City Connects model.” Another advantage is Dedham’s strong commitment to students.  “Dedham’s leadership is just wonderful,” Cynthia Scheller says. She is City Connects’ Director of Student Support Programs and Practice. “They want to ensure that their students have what they need to succeed and thrive academically. And to do that, they’re looking at the whole child, and they are excited about supporting all students and about supporting students with the most intensive needs.” And a third advantage is local knowledge. As it turns out, Dedham’s City Connects coach is Jillian O’Neil, who grew up in Dedham. O’Neil is City Connect’s Senior Manager of Coaching and School Partnerships. She is also a former principal and the City Connects coach in Salem and Springfield.  One early sign of success in Dedham, Scheller says, is that school leaders are already asking powerful questions.  “We met with principals, and they didn’t just want to hear about City Connects' overall success. They wanted to know how, specifically, on a daily basis, City Connects would help them make a difference for their students.”   [...] Read more...
September 8, 2025Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox! Study finds bullying is linked to higher anxiety and depression, but school connectedness helps reduce impacts. Hawaii allocates $8 million to improve student safety through the Safe Routes to School program. Princeton camp teaches AI to students from low-income families to bridge digital divides. Research and Practice BMC Public Health: Peer Bullying Victimization, Psychological Distress, and the Protective Role of School Connectedness among AdolescentsIn the United States, approximately 20% of youth are victims of bullying, which has been consistently linked to increased rates of depression and anxiety. The present study uses information from over 2,000 students to measure the relationship between peer bullying victim experiences and mental health outcomes, and how school connectedness and extracurricular involvement can impact this relationship. Results indicate that peer bullying victimization was linked to increased anxiety and depression symptoms. This relationship was more significant for adolescents who were bullied at age 15 compared to age nine. School connectedness, but not extracurricular involvement, impacted the relationship between bullying experienced during adolescence and rates of depressive symptoms, with students having higher school connectedness being less mentally impacted by bullying. The study highlights practical implications for schools to increase connectedness to foster peer relationships. K-12 Dive: Severe Weather Eroding School Finances and Learning Natural disasters are occurring more frequently, which has an impact on children’s ability to learn in school. A new report from NWEA found that for every day students are out due to hurricanes and wildfires, they experience an average of 3.6 days of instructional loss. Similarly, students in schools without air conditioning and a 1-degree warmer school year have a 1% reduction in learning. Extreme weather events also impact students' mental health, leading to increased rates of anxiety, post-traumatic stress, and depression, and worse physical health outcomes. These impacts are higher for families of color and from more disadvantaged backgrounds; for example, Black and Hispanic students' test scores decreased due to extreme heat at a rate three times higher than those of white students. The report suggests several actions for states and school communities to take, including investing in school infrastructure and expanding mental health resources. Policy The 74 Million: Trump Administration Takes on School Emails as Parental Rights IssueThe U.S. Department of Education recently resolved a 2013 complaint: Should parents be allowed to read staff emails about their children? The Family Educational Rights and Privacy Act (FERPA) asserts that parents have the right to inspect their children's educational records. However, courts have disputed whether emails should be considered a part of it, as they can be difficult to track and easily deleted. Despite rulings, families continue to request email files from school districts, which is often an expensive process, and the emails are usually heavily redacted. In March, Secretary of Education Linda McMahon issued a statement reminding schools about FERPA guidance, signaling possible changes in parents’ rights to access internal school communications about students, including those regarding student mental health and wellbeing.  Governing: Hawaii’s $8 Million Push to Get Kids Walking Safely to SchoolHawaii schools will receive $8 million to make it easier for students to walk or bike to and from school. The money is from the Safe Routes to School fund and will support improvements to infrastructure, including raised sidewalks and better lighting. The state's largest elementary school in Waipahu will receive funding from a $1 million project to install crosswalks, curb ramps, and other elements. The Safe Routes to Schools program was created by Congress 20 years ago to address traffic and pedestrian safety, and was dormant until 2023. The infrastructure improvements across the state are currently focused on students who live within a one-mile radius of the school, which encompasses 75% of Hawaiian residents. While the program was intended to serve low-income communities, future funding and initiatives will work to reach students who live further from schools, as a lack of transportation typically leads to higher rates of chronic absenteeism.  Around the Nation NPR: An AI Divide is Growing in Schools. This Camp Wants to Level the Playing FieldResearch has shown that there is a digital divide in technology education between affluent and less-resourced districts, which has continued in the new age of AI. A summer camp hosted by Princeton University invites 30 high school students from low-income families to learn about the math behind generative AI. One lesson for the students was learning how AI can help drones fly more efficiently, and how math can account for unknown variables, such as the impact of weather on flight. Participants of the program expressed wanting to be part of who is building AI, and that coming from under-resourced areas can position them to better solve challenges facing their communities. Educators have mixed opinions on the benefits of AI in the classroom, and almost half of Generation Z students believe that AI impacts their ability to critically evaluate information. However, many agree that as AI becomes more widespread in education spaces, students should learn how to use AI in a hands-on way.  The Washington Post: In Phone-Free Schools, Analog Entertainment Brings Lunchrooms to Life34 states and Washington D.C. have passed laws restricting phone usage in schools. These new policies were informed by concerns over student mental health and distractions from technology. Now, in the new school year without phones, educators have noticed shifts among students. Spaces like the lunchroom have become much louder, with students playing “analog” forms of entertainment and interacting more with their peers. In Dayton, Ohio, students can be found playing classic games, like Pay Day, cards, and chess. In Poughkeepsie, New York, students can play with a jumbo Connect Four set, an air hockey table, and "old-school" arcade games, which, as the principal noted, lets them "continue to be kids." One student shared that the phone bans let them see "a lot more people being outgoing and finding people to talk to when they might not have in the past." Like what you see? Sign up to receive this summary in your inbox as soon as it is published. [...] Read more...
September 4, 2025Eric DearingExecutive DirectorThe Mary E. Walsh Center for Thriving Children Dear Friends:I’m excited to welcome you to a new year at the Boston College Mary E. Walsh Center for Thriving Children. In a time of challenge and change, we are continuing to grow our work promoting thriving for children, families, schools, and communities. This work includes new research and continuously improving practices that build on strengths and meet needs so that all children have a better chance to thrive. By moving our research into the real world, we are co-designing, testing, and refining strategies that truly make a difference in the lives of children, putting the wisdom of educators, practitioners, and families at the center of our work. Through these research-practice partnerships we are co-constructing evidence-based and scalable strategies for improving educational opportunities at home, in schools, and in their communities. I invite you to keep apprised of the latest developments in our long-standing work on City Connects, the nation’s leading approach to integrating school and community resources to transform students’ near- and long-term outcomes. A note from Founding Executive Director, Mary Walsh and Associate Director, Claire Foley on City Connects and the new school year is below. I also invite you to learn more about our work in the newly established Growing Opportunities Lab. In the GO Lab we are doing rigorous research and development studying and creating more educational opportunities at home and in the community. Examples of our work include co-creating enriching early math learning experiences throughout the neighborhood, including while visiting the pediatrician, the grocery store, the community center, and the zoo or while walking to school. Our aim is to surround young children with chances to learn in playful, family-centered, and meaningful ways. Thank you for joining us in these efforts to promote thriving! We wish you a productive and rewarding year. Sincerely, Eric Mary WalshExecutive DirectorCity Connects Claire FoleyAssociate DirectorCity Connects Dear Friends:The hum in the hallways. The excitement of connecting with familiar and new faces. Fresh pages and fresh starts. A new school year brings hope and a few questions for students and the educators and administrators who make schools places of connection, care, and learning. Many of our partners in the Midwest have already begun welcoming students into their schools, while many on the East Coast are opening their doors this week. Our current moment makes the work of our City Connects Coordinators even more important. Alongside colleagues in each school, we are working to ensure every student is seen, supported, and connected to a personalized set of resources and opportunities that will help them to be ready to attend, engage, and learn in school.  Empowering teachers, families, and the local community to build the human community around each student is work that inspires each of us. We endeavor to provide leading-edge technology and actionable science about child development and learning to support our exceptional Coordinators and their schools. We also apply a pragmatic lens to quality implementation: helping schools to more effectively and efficiently build on existing personnel and processes; and helping schools, districts, community partners, and municipalities make data-informed decisions about how they can best direct limited resources in alignment with student and family needs and interests.  As a testament to how much City Connects student support is valued, our network continues to grow. This fall, we will welcome schools in Missouri and expand our domestic footprint in New York and overseas in Ireland. Our new sites recognize the large body of evidence that City Connects makes a difference for students, helping schools to ensure that each child has an opportunity to grow, learn, and thrive. Thank you for your continued support of City Connects. Now, as ever, it is vitally important to make sure the strengths, needs, and interests of every child are met, so they can take full advantage of this new school year and build lives commensurate with their talents, interests, and promise. With gratitude, Mary & Claire [...] Read more...
August 22, 2025A clear theme emerged at a recent gathering of state legislators from across the nation: learn more about shared concerns and find common ground.  This bipartisan spirit filled the Thomas M. Menino Convention and Exhibition Center in Boston as thousands of state legislators gathered for the 50th annual National Conference of State Legislators earlier this month. Some found the common ground they were looking for at a presentation on supporting the strengths and needs of students. The presentation—including Joan Wasser Gish, Director of Systemic Impact at Boston College’s Mary E. Walsh Center for Thriving Children—highlighted the power of integrated student support. “There was a sense of real bipartisanship, a feeling that regardless of which side of the aisle members sit on, everyone really connects to wanting to help the children and families in their districts and are looking for evidence-based ways to do that,” said Wasser Gish. “I was really heartened by how many conversations pointed to the potential for bipartisan support and collaboration to make continued progress.” Wasser Gish was a panelist in a breakout session on Life Success: The Impact of Early Learning, Afterschool and Community Schools, which also featured remarks from Indiana State Representative Robert Behning, California State Assemblymember Darshana Patel, and University of California-Irvine Professor Sandra Simpkins.  Integrated Student Support is an evidence-based approach that any school can use to systematically and intentionally identify every student’s strengths and needs and connect them with school and community resources to support both. Wasser Gish gave legislators an overview of how this approach works in rural, urban, and suburban communities and how it significantly improves long-term outcomes for students. “I spoke to legislators from Vermont, from North Dakota, from Maryland, from Massachusetts, with such different experiences. Folks really resonated in different ways with the importance of helping children to find opportunities that spark their interest, to ensuring that kids are not trying to learn while hungry. There were just a whole host of ways that people from very different corners of the country found resonance in the importance of the research and evidence we are generating here at the Center,” said Wasser Gish. The Center for Thriving Children has decades of data from its City Connects program, an evidence-based model of integrated student support being used in schools across the United States and Ireland. Evidence links City Connects with increased attendance and reduced dropout rates, improved academic achievement, and increased teacher retention and satisfaction. Data also shows that this model improves cost effectiveness by using school and community resources more efficiently and effectively. City Connects produces $3 in benefits for every $1 invested. That means existing investments in children and families could produce triple the benefits if effective integrated student support were widely implemented. “Policy makers can make small investments for big gains, particularly in a time when resources are tightening and students’ academic and mental health needs remain acute,” said Wasser Gish. “There are states using different types of strategies to scale more effective approaches to student support.” At least 26 states are at some stage of policymaking to advance integrated student support. Some states are doing so by promoting frameworks and best practices. Washington, for example, will be requiring schools to implement an integrated student support protocol. Other states are promoting specific evidence-based models. Indiana, for example, used state and federal funds to create a City Connects technical assistance center at Marian University. Other states are scaling the implementation of interventions like BARR Center and Communities In Schools. A couple of states are taking a hybrid approach, promoting best practices and evidence-based approaches. In Massachusetts, the education department sponsors a school and district learning academy tied to the National Guidelines for Integrated Student Support, and state funding is available for comprehensive approaches to student support like City Connects.  Wasser Gish hopes the legislators she spoke with on both sides of the aisle left the conference with a greater understanding of the influence they can have when it comes to supporting the youngest members of their districts. “State legislators have an important role to play in providing smart and sustainable investments in children and families,” added Wasser Gish. “In addition to ensuring core services are available, they can make a huge difference by better leveraging existing resources and supporting coordination of those resources through an approach like integrated student support that we know can vastly improve outcomes and children’s futures.”  [...] Read more...

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