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

The pandemic generated stresses in families that can be addressed by meeting parents’ mental health needs. 

How school districts are using federal funds to provide free school meals.

A high school meets the needs of pregnant and parenting students.

To read more, click on the following links.

Research & Practice

JAMA Psychiatry: Transmission of Mental Disorders in Adolescent Peer Networks
This study, involving over 700,000 individuals in Finland, investigated whether having classmates diagnosed with a mental disorder in ninth grade was linked to a higher risk of receiving a mental disorder diagnosis later in life. The findings suggest that such exposure during adolescence is associated with an increased risk of developing a mental disorder, with a higher risk observed when multiple classmates had diagnoses. This risk was most significant during the first year of follow-up. The study implies that mental disorders might be transmitted within adolescent peer networks, possibly through mechanisms such as normalization of mental health issues or direct interpersonal contagion. These findings highlight the importance of understanding peer influences on mental health in adolescence for prevention and intervention efforts.

Child & Family Social Work: Family Stress Processes Underlying COVID-19–Related Economic Insecurity for Mothers and Fathers and Children’s Internalizing Behaviour Problems
The COVID-19 pandemic caused significant financial insecurity, particularly affecting socioeconomically disadvantaged families. This study uses the family stress model to explore how pandemic-related economic hardship impacts children’s mental health. Survey data from 259 parents, collected in April 2020, revealed that economic insecurity increased parental depressive symptoms, which led to worse partner relationship quality and harsher parenting. These factors contributed to children’s internalizing behaviors, such as anxiety and depression. The results indicate that addressing parents’ mental health, relationship quality, and parenting practices can mitigate the negative effects of economic hardship on children’s mental health. The study also notes the need for gender-specific analyses due to differing impacts on mothers and fathers during the pandemic. These findings emphasize the importance of financial support and mental health interventions for families during economic crises.

K-12 Dive: The stress of recess: Here’s how schools are improving playtime
Many children today struggle with initiating and ending games, and conflicts about rules and winners are common. The pandemic has hampered young children’s natural play development, leading educators, pediatricians, and play advocates to promote positive, intentional play experiences at schools due to its academic, physical, social, and emotional benefits. Nine states mandate daily recess, with California joining in next year, requiring 30 minutes of outdoor recess for elementary students when possible. Schools are partnering with organizations to improve playtime, using strategies like structured routines and conflict resolution methods like Rock, Paper, Scissors. Enhanced playtime has shown academic and social benefits, with some schools noticing significant growth in students’ skills. Experts emphasize the importance of adult involvement in play to model positive behaviors and support student engagement.

Policy

K-12 Dive: 3 ways districts are using a federal reimbursement to provide free school meals
Starting this school year, 3,000 additional school districts will be eligible to join the Community Eligibility Provision (CEP), a federal program allowing high-poverty schools to provide free meals to all students without requiring family applications. The eligibility threshold has been lowered from 40% to 25% of students certified for free meals. Despite increased access, lower percentages of eligible students result in less federal reimbursement. CEP participation peaked in the 2022-23 school year with 40,235 schools involved. Experts advise school districts to look for ways to maximize reimbursement, such as applying as a cluster of schools rather than district-wide. Successful strategies include implementing breakfast programs to increase participation and revenue, as demonstrated by districts in Louisiana, Idaho, and Arkansas.

The Hechinger Report: We have tried paying teachers based on how much students learn. Now schools are expanding that idea to contractors and vendors.
Schools spend billions on educational products and services, often without ensuring they improve student learning. Outcomes-based contracting, where payment depends on the effectiveness of services, is a proposed solution. This model, common in healthcare, was tested in education by Harvard’s Center for Education Policy Research and the Southern Education Foundation. Initial pilots involved tutoring companies, with part of their payment contingent on student performance. Implementation challenges included time-consuming planning and incomplete data. In Duval County, Florida, contract adjustments and delayed starts led to fewer tutored students than planned. Despite mixed results, this approach aims to improve accountability and partnerships between schools and service providers. Lessons learned emphasize the importance of the early involvement of teachers, parents, and students. The initiative is expanding to other districts and areas like education technology and software.
See Also: How Does a School District Go Broke With $1.1B in Revenues? When It Spends $1.3B

The Hechinger Report: Suspended for ‘other’: When states don’t share why kids are being kicked out of school
In Texas, 88% of student suspensions are classified under a vague “violation of student code of conduct,” a trend mirrored in other states. This broad category often lacks detail and can include minor infractions, leading to over a million suspensions annually. Experts warn that such ambiguity allows for biased and inconsistent application, disproportionately affecting Black students. Vague suspension reasons like “Code 21” in Fort Worth ISD, where Black students represent 48% of suspensions but only 20% of the student body, illustrate this issue. Calls for transparency and specific guidelines are increasing, aiming to reduce bias and ensure fair disciplinary practices. Some states, like Mississippi, are beginning to require more detailed suspension reporting to address these concerns.

Around the Nation

The New York Times: The Algebra Problem: How Middle School Math Became a National Flashpoint
Across the U.S., algebra is stirring heated debates, lawsuits, and policy changes due to its pivotal role in education. Algebra serves as a critical juncture, with early completion often leading to advanced math opportunities, influencing college admissions and career prospects. Disparities exist, with fewer Black and Latino students accessing early algebra compared to white students. Cities like New York and San Francisco have tried different approaches to address these inequities: New York aimed for universal middle school algebra, while San Francisco initially banned it in middle school; both cities had limited success. These debates reflect broader issues of educational equity and the challenge of catering to diverse student needs within the same classroom. Efforts continue to balance providing advanced opportunities with ensuring all students are adequately supported, highlighting the complexities of educational reform and the passionate responses it elicits.

EdWeek: A New Plan to Raise the Lowest Literacy Rates in the Nation
New Mexico ranks last in reading performance nationwide, prompting Education Secretary Arsenio Romero to launch a $30 million initiative to boost literacy rates. The plan includes a free summer reading program for students in kindergarten through ninth grade, offering four to six weeks of small-group instruction by trained literacy instructors. This initiative addresses literacy issues that start as early as kindergarten, exacerbated by limited preliteracy opportunities at home. New Mexico has embraced the science of reading, training K-3 teachers, and now expanding to higher grades. Early results show a 4.3% increase in reading proficiency for 3rd-8th graders. The program aspires to serve 10,000 students with 2,500 instructors. Romero emphasizes community involvement and long-term commitment to improving literacy statewide.

The Hechinger Report: Day care, baby supplies, counseling: Inside a school for pregnant and parenting teens
Kaleeya Baldwin, 19, turned her life around after discovering she was pregnant in 2020. She enrolled at Lumen High School, a Spokane charter for pregnant and parenting teens, which offers childcare, mental health counseling, and tailored education plans. Before Lumen, Kaleeya had dropped out in 7th grade due to behavioral issues and time in foster care. Lumen High School serves about 60 students, including fathers, providing crucial support often missing in traditional schools. Teen mothers typically have a 50% high school graduation rate by age 22. Lumen’s flexible, supportive environment helps these young parents balance education and parenting. Kaleeya, inspired by her daughter, secured a full-ride scholarship to Gonzaga University. Lumen’s success has prompted interest in similar programs elsewhere.

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