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Here are some of the things we’ve been reading about this week:
Embracing tough feedback may enhance learning outcomes new study finds.
New cellphone policies for schools gain momentum.
In Washington D.C., educators are eaching teens to navigate misinformation.
To read more, click on the following links.
Research & Practice
NCES: Trends in International Mathematics and Science Study (TIMSS)
This study explored how low confidence in performance drives feedback-seeking behavior, enhancing learning outcomes. The study asked 59 participants to complete a memory task where they decided whether to pay for feedback to improve test performance and earn monetary rewards. Results revealed that participants sought feedback more often when uncertain about their accuracy, and corrective (negative) feedback significantly boosted learning and test performance. Emotional responses and physiological arousal, such as skin conductance, did not strongly influence feedback-seeking decisions. The findings underscore the value of teaching individuals to embrace critical feedback, as it offers powerful learning opportunities despite emotional discomfort. These insights have practical implications for education, workplace training, and rehabilitation, emphasizing the role of feedback in fostering success and learning.
See Also: Public school enrollment dips 2.5% from 2019 to 2023
Policy
K-12 Dive: IDEA 2004 turns 20: How the landmark reauthorization changed special education
The Individuals with Disabilities Education Act (IDEA), reauthorized in 2004, has driven significant progress in inclusive education by emphasizing access to the general curriculum, accountability for academic outcomes, and supports for students with disabilities. The law introduced Universal Design for Learning and multi-tiered systems of support, enabling early intervention and personalized strategies to meet diverse learning needs. It also strengthened postsecondary transition requirements, preparing students for employment and higher education. Despite its success, implementation challenges persist, primarily due to chronic underfunding and educator shortages. The federal government’s contribution to special education costs remains far below the promised 40%, straining local resources. Additionally, staffing shortfalls in special education roles hinder consistent delivery of services. While IDEA has safeguarded rights and opportunities for students with disabilities, advocates caution against reauthorization without addressing systemic barriers, fearing potential rollbacks in protections. Instead, they call for increased funding and holistic support to meet the law’s intent.
The 74: U.S. Education Department Pings States, Schools to Set Policies on Cellphone Use
The U.S. Education Department urged all states, schools, and districts to adopt policies on cellphone use, emphasizing the need for clear, research-based guidelines that reflect local community needs. While not mandating specific policies, the department highlighted the risks of social media on students’ mental health, including sleep deprivation and depression. Secretary Miguel Cardona stressed that there is no universal solution, and local input from parents, educators, and students is vital. With more than half of U.S. states enacting restrictions on cellphone use in schools, the department released a resource to help education leaders create balanced policies. This guidance coincides with U.S. Surgeon General Dr. Vivek Murthy’s warning about the potential harms of social media on youth mental health, while acknowledging its potential benefits.
Watch: Now It’s Law: Social Media Banned for Minors
Around the Nation
EdWeek: Inside a Class Teaching Teens to Stop Scrolling and Think Critically
In a Washington, D.C., middle school, teacher Brie Wattier is piloting a year-long course that helps students critically assess information online. The course, part of a new curriculum supported by the University of Maryland, teaches digital civic inquiry, focusing on identifying credible sources and evaluating information’s trustworthiness. Students learn skills like “lateral reading,” which involves checking multiple sources to confirm claims, and identifying biases in online content. The course, driven by growing concerns over misinformation, is designed to help students navigate social media responsibly and become informed citizens. Wattier’s students, some eligible to vote in upcoming elections, have already started applying these skills to spot fake news and assess the reliability of sources. With more states emphasizing digital citizenship education, Wattier’s class represents an effort to equip young people with tools to critically engage with the increasingly complex information landscape.
The New York Times: Spying on Student Devices, Schools Aim to Intercept Self-Harm Before It Happens
AI-powered monitoring software in schools is designed to detect self-harm and suicidal ideation by analyzing students’ activities on school-issued devices. While these systems have saved lives by alerting school staff to critical moments, they are not without challenges. False positives, privacy concerns, and distressing interventions—such as late-night police visits—have sparked debates about their use. Critics argue the technology disproportionately affects vulnerable groups and emphasizes liability over mental health support. However, proponents highlight its potential to identify students in silent crises, offering them support. In Neosho, Missouri, alerts helped break a local “culture of silence” around suicide, credited with reducing deaths among students. Despite its limitations, many believe the software provides a vital safety net for struggling youth.
WMAR: Howard County schools partner with Roving Radish food initiative
Howard County, MD, is expanding its Roving Radish initiative to provide free produce and ready-to-cook meal kits to students at eight schools. The meal kits, which include ingredients for two meals for a family of four and two recipes, will be distributed at Cradlerock, Deep Run, Ducketts Lane, Guilford, Homewood Center, Lake Elkhorn, Laurel Woods, and Stevens Forest Elementary Schools. Superintendent Bill Barnes emphasized the importance of nutrition for student success, stating that students can’t learn if they are hungry. The Roving Radish program, launched in 2014, also includes a Mobile Market van, and continues to grow its partnerships with local organizations to support student well-being.
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