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Here are some of the things we’ve been reading about this week:
A study finds that relationships with caring adults protect children’s mental health, even if they have been exposed to ACEs, adverse childhood experiences.
The White House urges schools to address absenteeism.
New Mexico has made early childhood education a state constitutional right and provided dedicated funding to early childhood programs.
To read more, click on the following links.
Research & Practice
Science Daily: Relationships with caring adults provide a buffer against depression, anxiety, regardless of adverse childhood experiences
A Columbia University study reveals that positive relationships with parents and other adults during childhood contribute to better mental health in adulthood, irrespective of exposure to adverse childhood experiences (ACEs). Published in JAMA Psychiatry, the findings suggest interventions fostering supportive adult connections during childhood could mitigate mental health risks, including depression and anxiety, in young adults. The study focused on marginalized and minoritized youth, examining sociocultural factors associated with resilience. It involved 2,000 participants from the Boricua Youth Study and accessed ACEs and sociocultural factors linked to resilience. While social relationships correlated with lower depression and anxiety, family religiosity, usually considered protective, was unexpectedly associated with higher perceived stress in those with high ACEs. The study underscores the need for comprehensive approaches, including structural interventions, to reduce adversities and promote resilience.
EdWeek: What’s the Secret to a Long, Healthy Life? Staying in School, a Study Finds
A comprehensive international research analysis published in The Lancet Public Health suggests that each additional year of schooling for children can significantly reduce adult mortality. The study, spanning over 40 years and 59 countries, found a nearly 3% decrease in mortality for adults under 50 with each added year of schooling. Completing 18 years of education, equivalent to K-12 plus a four-year college degree, lowered adult mortality by 34%. The benefits were consistent across genders and socio-demographic groups. The study did not explore the specific reasons for the link between education and lower mortality but noted associations with improved access to healthcare, enhanced professional opportunities, building social networks, and promoting healthy lifestyles. Understanding these long-term links could motivate students at risk of dropping out, addressing a significant health burden comparable to heavy alcohol consumption or prolonged smoking. Future research will explore connections between educational attainment and specific health issues.
The Washington Post: Report finds drops in policing and mental health services in schools
The National Center for Education Statistics report on the 2021-2022 school year shows increased social and emotional support amid pandemic challenges but fewer schools addressing mental health disorders. The report found that the overwhelming majority of schools increased social and emotional supports for students affected by the coronavirus, but that fewer schools provided treatment and diagnosis of mental health disorders. The survey found schools nationwide reporting a lack of staff and money. Thirty-nine percent of public schools reported “inadequate access” to both licensed mental health workers and funding in 2021-2022, according to the survey. Among the other findings: violent incidents remained unchanged since 2017-2018, with 2 in 3 public schools recording at least one; there was a decline in drug-related incidents in high schools; and the presence of armed officers dropped from 49% to 44%, aligning with efforts to remove police from schools. However, some schools have reinstated officers, indicating a mixed trend. See Also: NCES data sheds light on post-pandemic shifts for SROs, mental health resources and A Snapshot of Crime and Safety in Schools
Policy
The Washington Post: White House urges schools to address absenteeism amid troubling data
A federal survey by the National Center for Education Statistics revealed that 90% of students attended school on a typical day this fall, prompting concern over rising chronic absenteeism. Experts argue that this figure remains troublingly low, impacting the learning experience for all students. The Biden administration is urging states to address the issue by offering high-dosage tutoring and summer and after-school learning opportunities. Chronic absenteeism, defined as missing at least 18 days or 10% of the academic year, poses challenges for educators, leading to declines in test scores. A previous report found that two-thirds of schools faced severe chronic absenteeism in the 2021-2022 school year, doubling from pre-pandemic levels. The Biden administration recommends proactive measures, such as contacting parents and individualized programs to overcome attendance barriers.
Around the Nation
EdWeek: How These Principals Nip Apathy in the Bud After Winter Break and Long Weekends
Principal Scott Wisniewski of Pompton Lakes High School in New Jersey has adopted a unique approach to combat student absenteeism and apathy. Wisniewski uses Instagram to share photos of students and teachers engaged in various school activities, emphasizing the positive aspects of school life. Recognizing the impact of breaks on attendance, school leaders like Mike Randolph of Leesburg High School in Florida focus on reiterating school goals and limiting cellphone use during the first week back. Randolph believes reducing distractions will enhance student engagement. Both principals emphasize the importance of creating a school environment where students and teachers choose to be present, requiring consistent efforts throughout the year. Strategies include reinforcing school purpose, addressing cellphone policies, and fostering teacher-student connections through regular interactions. The goal is to cultivate a sense of belonging and motivation among students, ultimately improving attendance and overall school atmosphere.
The 74: New Mexico Leaders Are Striving to Ensure That ‘Your State is Your Village.’
In 2022, New Mexico became the first state to secure a constitutional right to early childhood education, with 70% voter approval for Amendment 1. This landmark decision placed early care and education on par with K-12 education, tapping into the state’s Land Grant Permanent Fund for consistent funding. The state’s journey towards universal early care began in the early 2010s when the state faced economic challenges that fostered bipartisan support for early intervention. The Thornburg Foundation played a pivotal role, emphasizing governance, funding, and workforce development. The establishment of the Early Childhood Education & Care Department in 2019 streamlined services. New Mexico boasts two permanent funding streams: the Land Grant Permanent Fund and the Early Childhood Education and Care Fund. These investments, totaling $300 million annually, have alleviated financial cliffs faced by other states and improved access and quality in early childhood programs. The state now faces the challenge of further strengthening the early childhood workforce.
EdWeek: How This State Is Creating an Asian American Curriculum—and Why It’s Doing So
The demand for K-12 curriculum focusing on the experiences of Asian Americans and Pacific Islanders has increased nationally in the past three years. At least five states, including Connecticut, have passed legislation mandating such instruction. In Connecticut, a law passed in May 2022 requires K-8 AAPI curriculum in public schools by the 2025-26 school year. Jason Oliver Chang, an associate professor, formed a curriculum lab to develop model lessons aligned with state social studies standards. These materials aim to facilitate the incorporation of AAPI studies in classrooms while meeting state standards. The curriculum lab is collaborating with local schools to pilot the lessons, recognizing the ongoing need for improvement and expansion. The goal is to enhance students’ connection with local AAPI communities and teach skills aligned with state standards. Additionally, Chang is working on certifying high school teachers to offer an Asian American studies course for dual credit in the University of Connecticut’s Early College Experience program.
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