The Weekly Connect 6/15/2026

JAMA Network Open: Out-of-Pocket Costs and Health-Related Social Needs Among Households With Children
The present study aimed to understand the relationship between out-of-pocket medical burden (i.e., paying directly for healthcare costs, including copayments and deductibles) and health-related social needs (e.g., food, utilities, and housing). Using data from the US Census Bureau’s Survey of Income and Program between 2014 and 2022, the researchers found that families with children who spent five to ten percent of their income on out-of-pocket medical bills were more likely to have food insecurity in the following year. However, there was no relationship between medical financial burdens and difficulty paying bills or poor housing quality. To understand the link between high out-of-pocket medical burden and food insecurity, the authors cited other research showing that financially insecure adults were more likely to forgo their own basic needs, including food, to ensure their children had food and a stable home. Another study found that short-term economic insecurity was linked to food insecurity and not housing quality. The study emphasizes the importance of supporting families with healthcare costs, as children experiencing food insecurity are more likely to have worse physical and mental health, impacting their development and later-life outcomes. 

Attendance Works: Reducing Elevated School-Levels of Chronic Absence: Urgent and Still Within Our Reach
A new report from Attendance Works found that in the 2024-25 school year, one in five children were chronically absent (defined as missing at least 10% of school). While chronic absentee rates have improved overall since the pandemic, they have not returned to pre-pandemic rates. Of the data obtained from 31 states, nearly half have high or extreme rates of chronic absence. Numerous studies have examined the negative consequences of chronic absenteeism; high rates make it difficult for teachers to teach, and students attending school with chronically absent peers are more likely to become chronically absent themselves by the end of the year. Higher poverty communities are also more likely to have high chronic absenteeism rates. The report suggests that schools with high absentee rates must work with their staff and community partners to develop creative strategies to boost school attendance by understanding the underlying reasons for the high rates of chronic absenteeism.

KSTP: ‘You Are Not Alone’: Minnesota Mandates Mental Health Education For All Students 
In 2025, nearly one-fourth of students surveyed in Minnesota reported long-term mental, behavioral, or emotional difficulties. Starting in the 2026-27 school year, all public and charter schools in Minnesota are now required to provide mental health instruction aligned with the state’s health standards. The initiative, a collaboration between the Minnesota Department of Education and the National Alliance on Mental Illness, will update school guidance and curricula to support implementation efforts. Mental health instruction will be a part of a Comprehensive School Mental Health Systems framework, which requires districts to support students in three tiers, from universal mental health instruction to treatment and intensive support. Students will also be connected to mental health professionals and other providers. The goal of the new requirement is for students to understand mental health diagnoses and symptoms, know how to seek help, and reduce stigma. Districts can choose their own curriculum and will be prepared to support students who need additional resources after the initial classroom lessons.  

WNEG Radio: Georgia Becomes First State to Release School Safety Resource Aligning Student Supports and Threat Assessment
The Georgia Department of Education (GaDOE) has released the first-of-its-kind state resource to improve school safety. In recent years, GADOE has focused on student support efforts, including offering the Georgia Seal of Preparedness to incentivize school safety best practices, running Mental Health Awareness Trainings, and investing more than $300 million to strengthen school security across the state. In collaboration with the GaDOE’s Office of Whole Child, the United States Secret Service, and the National Center on Positive Behavioral Interventions and Supports, the initiative aims to focus on preventive efforts to support students’ mental health and well-being in a positive and safe school environment. One part of the resource is a behavioral threat assessment, which helps school staff respond early to students’ behaviors to reduce the risk of a situation escalating into violence. Partners who collaborated on the guidance agree that it is a practical framework for schools to improve prevention and intervention efforts, helping school staff work more effectively with students.

National Public Radio: Screens Are Leaving Schools Fast, Though Some Students With Disabilities Rely on Them

With more than 30 states banning cellphones in schools, including some removing screens entirely from the classroom, families are concerned about how these policies will impact students with disabilities. Many students with accommodations rely on assistive technology during the school day to support note-taking, reading, and writing. While the majority of the new state and district rules mention an exception for assistive technology, advocates still worry about challenges students will face while using devices in class. For example, a ninth grader from Concord, California, who uses her phone for note-taking, shared that because the cellphone ban is new, many of her teachers are still adjusting to her accommodations. She also feels singled out when she is the only person using her phone in class. To improve school technology policies to support students with disabilities, the CEO of an educational research nonprofit recommends that policies using technology intentionally in an education space should be developed by both educators and students with disabilities. 
See also: ‘Teachers Are Going to Hate It’: How Social Media Apps Hooked Teens at School

Concord Monitor: School Breakfast Participation Has Nearly Doubled at Winnisquam Regional. The Strategy: Giving Students a Second Chance
New Hampshire ranks 46th in school breakfast participation. This low ranking has led educators and community partners to seek creative ways to ensure students are receiving the food they need. Twelve schools in New Hampshire have implemented second-chance breakfast programs, which are served during the school day so students can eat breakfast between classes or in the study hall. The initiative has led to increased breakfast participation, likely because middle and high school students often are embarrassed or unwilling to come before school to eat. The program models a state initiative, Breakfast After the Bell, that has successfully reduced barriers to school breakfast participation across the state. The family student support liaison at one school also invited students to sample breakfast offerings to better understand which food would be the most enjoyed by students. 

The 74: At This Ohio High School, Students Can Skip Lectures and Work On Their Own
Mayfield High School in Ohio lets students decide how to structure their school day. Students can skip lectures, work independently, and earn credit based on what they learn, rather than attendance. Students also leave school to complete a paid internship and earn class credit through relationships developed by the school with local businesses and organizations. Twenty percent of students have chosen these pathways, which they call “The Option.” The purpose of the program is to allow students to “exercise agency over their own learning so they have voice and choice.” Educators have reported that students in the program develop better time management skills and have greater responsibility over their learning experience. States including Indiana, Vermont, and Virginia have also focused recent efforts on advancing personalized learning options for students, with additional schools using this approach in Washington, D.C., and Chicago.