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

School health workers are facing huge demands for their services, which makes some of them want to quit. 

Now that the universal free meal waiver has expired, participation in free school meals programs has dropped. 

Colorado has become a leader in early childhood education.

To read more, click on the following links.

Research & Practice

Helping adolescents to feel competent and purposeful — not just happy — may improve grades
ScienceDaily: Recent research from the University of Cambridge, in England, suggests that focusing on adolescents’ sense of purpose and capability, rather than just on their happiness, can improve both their academic performance and mental health. The study, which involved over 600 teenagers from seven English schools, examined two aspects of wellbeing: life satisfaction and ‘eudaimonia,’ which refers to how well individuals feel they are functioning. Students with higher levels of eudaimonia consistently outperformed their peers in academic assessments, particularly in Mathematics. In addition, efforts to improve self-awareness and sense of purpose may raise math scores “by a couple of grades,” according to the researchers. By contrast, no such link was found between academic performance and life satisfaction. This study highlights the need for schools to shift their focus from promoting happiness to nurturing qualities such as self-awareness, confidence, and a sense of meaning and purpose in adolescents. The findings suggest that emphasizing these aspects of wellbeing for all students could potentially improve academic outcomes. For more on the link between social emotional skills and academic outcomes read: Edweek “What New Research Shows About the Link Between Achievement and SEL.”

‘It’s So Overwhelming’: Demands on School Health Workers Are Making Them Want to Quit
EdWeek: School nurses, psychologists, and other health workers in schools are facing overwhelming workloads and a lack of support and resources. A national survey conducted by the EdWeek Research Center reveals the challenges faced by these professionals in meeting the increased physical and mental health needs of students in the post-pandemic era. The survey indicates an increase in student struggles with anxiety, depression, substance use, and obesity, while many school health workers feel ill-equipped to address these challenges. Staff shortages also contribute to the overwhelming conditions, leaving health workers with excessive caseloads. The survey shows that a significant number of school health workers are considering leaving their current jobs due to low salaries and inadequate support. Insufficient professional development tailored to their needs further compounds the problem. School health workers are calling for increased investment and support to address the rising demands of addressing students’ mental health. 

Policy

Student participation in school meal program dips after universal meals end
K12 Dive: Millions of U.S. children lost access to free meals when a universal school meal waiver expired in the fall of 2022. According to a recent report by the Food Research and Action Center (FRAC), the 2022-2023 school year saw a decrease in both breakfast and lunch school meal participation nationally. FRAC cites the expiration of the universal school meal waiver as one of the factors in this decrease, as schools are now required to collect individual applications from families and caregivers for free and reduced meals, a return to the pre-COVID-19 eligibility system. Child hunger advocates have railed against the expiration of the universal waiver, as collecting forms can be arduous and may induce social stigma and fears related to immigration status for families who would otherwise benefit from the program. Several states, including California, Colorado, Maine, Minnesota, New Mexico, and Vermont, implemented universal meal programs, while others made efforts at the local level. The Universal School Meals Program Act of 2023 was introduced in May, but similar legislation has failed in the past. 

Ed Dept says some ARP-funded activities may extend beyond liquidation deadline
K12 Dive: The U.S. Department of Education has clarified that districts and states can, in certain cases, continue using funds from the American Rescue Plan (ARP) past the obligation and liquidation period. The department stated that the decision to extend services beyond the deadlines should be made on a case-by-case basis, considering factors such as the length of contracts and cost differences. However, services cannot extend beyond the date when unused funds must be returned to the Department of Treasury, which is four years after the obligation deadlines. The guidance was issued in response to states’ concerns about possible audits if funds were used beyond the deadlines set by the Elementary and Secondary School Emergency Relief. The department intends to communicate any updates regarding liquidation extensions prior to the current ARP Act obligation deadline in September 2024. The department also stated its commitment to promptly reviewing liquidation extension requests for previous ESSER funding pots. (ESSER is the federal government’s Elementary and Secondary School Emergency Relief program.)

Around the Nation

How Colorado Went From ‘Laggard to Leader’ in Early Childhood Education
EdSurge: Colorado Governor Jared Polis recently made phone calls to congratulate families who had matched with their preferred provider for Colorado’s free universal preschool program. Colorado has made early childhood education a priority, driven by the strong data showing the positive benefits of early childhood education in reducing the achievement gap and improving long-term outcomes. With bipartisan support, Colorado has made significant progress in this area, including the implementation of full-day kindergarten and the upcoming launch of universal preschool. The program is funded through a dedicated source, a vaping or nicotine tax, and has already received strong demand from families. The state is also focused on supporting early childhood educators by providing robust funding and making training for early childhood education free. 

Department of Early Childhood awards $15M in grants
Longmont Leader: The Colorado Department of Early Childhood has awarded $15.3 million in Capacity Building Grants to 1,141 Universal Preschool (UPK) providers in the state. The grants, funded by the American Rescue Plan Act (ARPA), support education materials, healthcare supplies, technology, furniture, and site infrastructure. These grants aim to equip preschool providers with the necessary resources for the upcoming launch of universal preschool in the state. Governor Jared Polis expressed the importance of providing children with a strong start in education and commended the providers for applying for the grants. The grants are available to all UPK Colorado participating providers, with grant awards based on selected use categories. A second round of grants, totaling $18.8 million, will be awarded in the next fiscal year. UPK Colorado is a state-funded voluntary preschool program available to all Colorado children in the year before kindergarten, resulting in significant cost savings for participating families. See this related story from The 74: “Governors Ask Congress for Federal Child Care Funds as Pandemic Relief Dries Up.”

North Carolina Lawmakers Recognize School Setting Newcomer Kids Up for Success
The 74: The Doris Henderson Newcomers School in Guilford County, North Carolina, serves as an example of an effective program for newcomer students in public schools. The school, which will soon have a second location, provides a comprehensive educational experience for students who are new to the United States. Students receive English language instruction and remedial instruction in core academics, and they go on field trips to enrich their experience while learning about American culture. The school also actively involves families in the education process by offering adult literacy classes and providing childcare during those sessions. The program at Doris Henderson ensures that students have equal access to educational opportunities and comply with the law by allowing them to spend a maximum of one year in the program before transitioning to their base school.

From Bus Stops to Laundromats, Cities Embrace Play to Help Kids Learn
The 74: The Playful Learning Landscapes Action Network, based in Philadelphia, is utilizing the combination of play and urban design to support children’s learning outside of school. By transforming everyday spaces into interactive learning environments, the network aims to enhance educational opportunities for all children, particularly those from low-income backgrounds. The installations include activities such as hopscotch variations, color pattern recognition games, and basketball courts designed to teach fractions. Preliminary research suggests that these interventions increase parent-child conversations, promote STEM discussions, and engage families in meaningful learning experiences. The concept is gaining traction globally, with cities such as Chicago, Lima, and Tel Aviv implementing similar projects. These playful learning spaces can not only benefit education but also strengthen community bonds and support local businesses.

What Graduation Rates for English Learners Look Like
Newly-released federal data shows that while the graduation rates for English learners in the U.S. have improved over the past decade, they still lag behind their peers. In the 2019-20 school year, English learner graduation rates stood at around 71 percent nationally, compared to an overall rate of 86 percent. The growth in English learner graduation rates may be partially attributed to improved data collection. However, the data does not include graduation rates from Texas, which has one of the largest English learner populations, and different states calculate graduation rates for English learners differently. Suggestions for further improvement include considering a five or six-year graduation timeline to account for late-arriving immigrant students and addressing the needs of long-term English learners who struggle to demonstrate proficiency on tests. These students often lack access to rigorous academic courses and may face challenges due to immigration policies affecting their families.

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