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Here are some of the things we’ve been reading about this week:

Unequal access to parks limits efforts to reduce kids’ device use.

Funding schools based on past enrollment offers financial security.

Educators support displaced students amid California’s fires.

To read more, click on the following links.

Research & Practice

Science Daily: Efforts to reduce kids’ screen time weakened by unequal access to green space
A study from the University of Michigan highlighted the link between green spaces and reducing children’s screen time. Programs whicho sought to limit screen use were more effective in neighborhoods with access to outdoor spaces like parks and fields– yet these spaces are less common in communities of color, contributing to racial and ethnic disparities in program effectiveness. Data revealed that almost two-thirds of the children screened exceeded recommended screen time limits, and of these children, the majority belonged to communities of color and lived in areas most likely to lack outdoor space. Researchers emphasize that inequities in accessible green space may hinder behavior change and success of community initiatives. Additionally, they highlight that equitable investment in green spaces is crucial to support children’s overall health and contribute to the overall decrease in use of digital devices.

EdWeek: Is Student Behavior Getting Any Better? What a New Survey Says
A study by the EdWeek Research Center recorded data from 900 educators to track how student behavior has changed since the COVID-19 pandemic. In 2024, 48% of those interviewed reported a sharp increase in student misbehavior compared to pre-pandemic levels compared to only 33% in 2023. Educators observed disruptive classroom behavior, hallway fights, and social challenges such as struggles to focus and phone addictions. Behavioral concerns have impacted teacher morale and many reported feeling unsupported and overwhelmed. Additionally, many found that guidance to manage such disruptions is impractical or unclear. Only 9% of educators observed behavioral improvements and credited leadership effectiveness. Some schools have tried to address these challenges by focusing efforts to increase student engagement and strengthening relationships. However, many teachers say they need more support to maintain the learning environment and limit burnout. 

The 74: Students Need Human Relationships to Thrive. Why Bots May Stand in the Way
OpenAI released an updated safety advisory highlighting the risk of developing emotional reliance on AI as bots become increasingly able to mimic human interactions. In education, this challenge is particularly important as limited access to guidance and school counselors prompt more schools to utilize AI chatbots for advising. AI often imitates human traits while offering emotional and motivational support. While these tools provide immediate support and bridge personale gaps, they risk replacing human connection. Some students may over-rely on bots or avoid interacting with real people. Ideally, AI should be used to strengthen relationships (such as enabling offline social interactions or coaching students on networking) rather than replace them. Authors encourage schools to teach students about the risks of using AI and to provide support for students who may be isolated.

Policy

The 74: Funding Public Schools Based on Last Year’s Enrollment Could Help Stabilize Budgets
As U.S. school enrollment declines, projected to drop by 5% by 2031, understanding education funding models is crucial. K-12 public school funding is often tied to enrollment in the U.S., with states utilizing current or prior-year attendance numbers to calculate funding. Thirty-one states rely on prior-year enrollment, providing stability for districts with declining numbers, while others use current-year data, causing immediate budget impacts from enrollment changes. Critics of the prior-year enrollment model argue that it funds “ghost students” and is unfair, while proponents say that the flexibility to reallocate funds during years with declining enrollment causes less disruption to the school. Arizona’s 2017 shift to current-year funding highlighted these differences. Data from 2011-2020 showed that districts with declining enrollment immediately lost funding under the new policy. High -income districts were more likely to cut spending on instruction, administration, and less experienced teachers, likely because they had more budget flexibility than low-income districts, which already operated leanly and may have less room to cut spending. The end of federal pandemic relief funding underlines the growing importance of state-level decisions in managing school finances.

EdWeek: Private School Choice Will Keep Expanding in 2025. Here’s Where and How
Private school choice is becoming increasingly common across the U.S., with lawmakers in almost 12 states drafting legislation for new or expanded programs in 2025. 28 states and Washington D.C. have programs allotting public funds for private education, with 12 states making all K-12 students eligible for vouchers, tax credits, or education savings accounts (ESAs). Georgia and Tennessee, whicho have established school choice programs, plan to broaden eligibility while others like North Dakota may focus on introducing such opportunities for the first time. Critics highlight concerns about state budgets and the impact on public schools while supporters argue that these programs enhance parental choice. Amid debates, school choice is poised for growth, with new federal tax credit proposals and state-level momentum.

Around the Nation

EdWeek: As Wildfires Devastate Los Angeles, Educators Offer Help and Refuge
California’s wildfires are disrupting education and displacing communities. Over 211,000 students have been affected as 335 schools close due to evacuation orders and devastating structural damage due to the fires. Teachers emphasize the need for schools to address students’ emotional recovery and resilience before resuming school lessons. These fires have caused widespread damage, insurmountable loss, and hazardous air quality. Los Angeles school districts have implemented supports for displaced staff and students with educators and communities rallying to assist, offering housing and resources. Experts express concern over the long-term impact on academic performance and school community mental health, stressing the need for tailored support for victims of natural disasters.

K-12 Dive: Pennsylvania elementary school builds ‘Bridges’ to student connections
Avonworth Elementary School in Pennsylvania launched the Bridges program in 2022, aimed at fostering connections between its 600 students and staff. The school community was organized into 11 mixed-grade groups led by staff members to facilitate the development of relationships across grades 3-6, as students remained in the same group throughout their time in the school. Monthly “Bridge Days” were dedicated to these groups to celebrate kindness and empathy with team activities, awards, and group discussions. Staff emphasized that the program bridges gaps between students and staff heightened by pandemic driven interruptions in school connectedness.

The 74: Philanthropic Partnership Aims to Expand Access to High-Quality Child Care
The Investing in American Child Care Partnership, initiated by several foundations and funded by seven other organizations, raised $9.6 million to improve quality child care access in the United States manufacturing communities. Inspired by the CHIPS Act, which requires manufacturers seeking large grants to provide child care plans, the initiative aims to address the economic and social impact of limited child care options. Pilots are underway in Arizona, Ohio, Michigan, and New Hampshire, focusing on creating solutions with local stakeholders. Collaboration among businesses, governments, advocates, and funding leaders, including Community Development Financial Institutions (CDFIs), is central to the program. The partnership seeks to expand care supply, support working families, and demonstrate effective government investment while advocating for a national early childhood strategy.

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