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

Anxiety has become a top reason that students miss school, according to an EdWeek survey. 

Canada has committed $30 billion over five years to establish its first federally-funded child care system.

Two New York City after school programs teach children about healthy eating. 

To read more, click on the following links.

Research & Practice

Students Are Missing School Because They’re Too Anxious to Show Up
EdWeek: ​​Anxiety has become the top reason students miss school, according to a survey by the EdWeek Research Center. The survey, conducted among 1,034 high school students, found that 16% of those who were absent for reasons other than physical illness missed school due to anxiety, while 12% felt too sad or depressed to attend. These findings highlight the growing youth mental health crisis. Experts stress the need for schools to play a major role in helping students access mental health services, but staffing shortages and limited funding hinder this effort. The National Association of School Psychologists recommends one psychologist for every 500 students, but the current national ratio is 1,127 students per psychologist. Schools are urged to partner with community health organizations, invest in social-emotional learning, and openly discuss mental health to reduce stigma.

Pre-enrollment data may help reduce disparities in early interventions
K-12 Dive: A report by the U.S. Government Accountability Office (GAO) suggests that collecting federal data on infants and toddlers who were referred, evaluated, and found eligible for early intervention services under the Individuals with Disabilities Education Act (IDEA) could help identify and address disparities in services. The report reveals that 28 states already collect demographic data for pre-enrolled babies, and the percentage of infants and toddlers advancing from referral to evaluation differs significantly by race. The GAO also highlights a lack of qualified providers as a top challenge cited by state early intervention leaders. While participation in IDEA Part C, which provides grants for early intervention services to children under 3 with developmental delays or at risk for delays, varies among states, the report underscores the need for more equitable access to services based on race, income, and other factors.

Policy

Who Runs the Best U.S. Schools? It May Be the Defense Department.
The New York Times: The Defense Department’s school system, which educates the children of military members and civilian employees, is achieving remarkable academic results, outperforming most U.S. public schools. These schools have high scores on the National Assessment of Educational Progress in math and reading. They also show significant progress over the past decade while U.S. student achievement overall has stagnated. These schools are well-funded, racially integrated, and have a centralized structure that’s insulated from some of the issues plaguing American education. The Pentagon allocates around $3 billion annually to its schools, resulting in competitive teacher salaries and well-stocked classrooms. Families have access to housing, health care, and job stability. While challenges still exist, such as achievement gaps among student groups, the Defense Department’s results illustrate the potential of students to achieve academically when provided resources and support similar to middle-class families. This includes access to housing, health care, and quality teachers, which is not available to many public school students. 

Schools Are 100K Counselors Short. Here’s a New Approach to Student Mental Health
The 74: As the new school year begins, concerns about students’ mental health and well-being are growing, with chronic absenteeism and behavioral issues on the rise. Schools are facing challenges in addressing these issues, especially as federal stimulus funds diminish, leaving them 100,000 mental health counselors short of what’s needed. To tackle this crisis, a new approach is needed, and one effective method is integrated student support.

Integrated student support involves organized efforts to understand and meet students’ strengths and needs, leading to improved social, emotional, and academic outcomes. Four models—Building Assets Reducing Risks (BARR) Center, City Connects, Communities in Schools, and New York City Community Schools—serve as examples of integrated support programs. These organizations came together, along with researchers, to develop The National Guidelines for Integrated Student Support to provide a roadmap for schools seeking to implement such systems.

Key features of effective integrated support approaches include building on existing operational infrastructure, supporting every student, and using data to align individual plans with school and community decision-making. These comprehensive approaches aim to address students’ needs, promote positive peer relationships, engage families, and connect with community resources, ultimately improving academic outcomes and overall well-being.

Inside Canada’s 50-year fight for national child care
The Hechinger Report: In 2021, Canada committed $30 billion over five years to establish its first federally-funded child care system, aiming to provide child care for an average of $10 a day in licensed settings and create 250,000 additional child care spots by 2026. This significant investment was influenced by decades of advocacy efforts that framed child care as a public good and right that’s akin to K-12 education. The presence of women in influential positions, such as Finance Minister Chrystia Freeland, played a crucial role in advancing the program through Parliament. 

Quebec’s successful subsidized child care system, initiated in 1997, demonstrated the benefits of government funding, contributing to increased female workforce participation and economic growth. The nationwide child care initiative drew inspiration from Quebec’s flat-fee plan and British Columbia’s “$10 a Day” initiative. Canada’s approach offers insights for child care advocates in the United States, although in the United States there are different social attitudes about government support that could present challenges.

Around the Nation

What California Transitional Kindergarten Needs to Succeed
The 74: California’s transitional kindergarten (TK) program, designed to prepare 4-year-olds for elementary school, is seeing increased enrollment due to effective outreach strategies. However, advocates emphasize that the quality of the program is crucial for its success. High-quality TK classrooms offer a balance between playful activities and academic readiness, helping children develop social, emotional, and academic skills. Research has shown that TK can improve math and literacy skills, especially benefiting English learners and low-income students.

To boost enrollment, schools are using various marketing techniques, such as TikTok videos, billboards, and word-of-mouth recommendations. Some districts have achieved high retention rates and improved student outcomes through TK. Nevertheless, staffing challenges remain as California faces a shortage of qualified TK teachers. The state is working on credentialing requirements and curriculum updates to ensure TK’s continued success and maintain program quality as it expands.

North Carolina’s Promising Approach to Learning Recovery
EdNote: North Carolina’s Department of Public Instruction has implemented a strategic plan called Operation Polaris to address the long-term effects of interrupted instruction caused by the COVID-19 pandemic. The Office of Learning Recovery and Acceleration (OLR) plays a crucial role in this initiative, with a focus on using data insights to empower district leaders. OLR employs a collaborative structure with teams dedicated to research and evaluation, program administration, and innovation strategy, all contributing to student learning and district support. A matrix developed by OLR helps districts analyze program implementation, identify challenges, and align for change. Additionally, the department’s allocation of ESSER funds allows districts to tailor resources to their specific needs, and the state’s COVID-19 allocation expenditure dashboard provides transparency on fund utilization. North Carolina’s data-driven and collaborative approach may be a blueprint for creating a more resilient and responsive education system.

From hip hop to ‘Top Chef’: How two NYC after-school programs teach students about healthy eating
Chalkbeat: The Hip Hop H.E.A.L.S. (Healthy Eating and Living in Schools) after-school program, developed in a collaboration between Columbia University neurologist Olajide Williams and hip-hop artist Doug E. Fresh, is using music as an educational tool to teach students about healthy eating. This program is one of two after-school healthy eating initiatives being studied by New York Edge in partnership with Columbia University. Approximately 300 students across 20 school sites participated in these programs, with their nutritional choices tracked over 10 or more weeks. Researchers aim to determine whether these educational interventions can help students make healthier food choices, especially at chain restaurants. The programs are seen as a way to address childhood obesity and promote better nutrition, particularly among lower-income students who may live in “food swamps” with limited healthy food options.

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