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

An online program for teachers helps them address the bullying of students with disabilities. 

Children have lost Medicaid coverage because of state errors.

Schools need 100,000 more mental health professionals to address students’ needs. 

To read more, click on the following links.

Research & Practice

Homeless Students Come Into School With Above-Average Social-Emotional Skills, Study Finds
EdWeek: The Monarch School in San Diego, which serves homeless students and their families, partnered with the University of San Diego’s Jacobs Institute for Innovation in Education to conduct a research study assessing the social-emotional learning of 3rd through 12th grade students from 2016-2019. The study measured 12 facets of social-emotional learning, including restorative mindset, emotional regulation, grit, self-esteem, and collaboration. The results, published in May 2023, showed that students at the Monarch School, who often face homelessness, were already coming in with above-average social-emotional learning scores and either sustained or improved these scores over time. This positive outcome is attributed to the students’ pre-existing social navigation skills and grit, which they developed while coping with challenging circumstances. The findings emphasize the importance of measuring and fostering social-emotional learning skills in addition to academic skills to support students’ overall well-being and success. The school aims to scale its whole-child approach to help unhoused students nationwide.

Researcher combats bullying of students with disabilities
ScienceDaily: Researchers at the University of Missouri have developed an evidence-based, online professional development curriculum to help teachers recognize, respond to, and prevent bullying towards students with disabilities. The curriculum emphasizes building a strong rapport with students, noticing changes in behavior as potential warning signs, incorporating social and communication skills into classroom objectives, and practicing behavior-specific praise to showcase students’ strengths and encourage collaboration with peers. This online curriculum, which takes four hours to complete, has been positively received by elementary school teachers in a pilot study. The researchers hope to make it accessible to teachers nationwide with additional federal funding. The program aims to improve classroom climates and reduce bullying targeting students with disabilities, who are often socially excluded at higher rates.

Many American Parents Have No Idea How Their Kids Are Doing in School
Time: Many American parents are unaware of their children’s academic performance, believing they are doing well when they may be significantly behind. Research shows that 90% of parents think their kids are reading and doing math at or above grade level, but in reality, only 26% of eighth graders are proficient or above in math, and 31% in English. The COVID-19 pandemic exacerbated these issues, leaving many students behind academically, especially low-income and minority students. To address this, parents need accurate information about their child’s performance and available support resources. Initiatives like “Go Beyond Grades” encourage parents to ask teachers about their child’s grade level, understand grade-level expectations, and connect to support programs. Clear communication and timely feedback can help parents and educators work together to improve student outcomes.

Policy

Many Children May Have Lost Medicaid Coverage Because of State Errors
The New York Times: Federal officials have identified significant errors in the systems used by some states to verify Medicaid eligibility, potentially causing many children to lose health coverage despite still being eligible. As pandemic-era policies that allowed continuous Medicaid coverage without regular eligibility checks were phased out, at least a million children have lost coverage, even though they have higher eligibility limits than adults. Technical errors are believed to be the primary cause of these disenrollments, resulting from states conducting automatic checks that sometimes inadvertently disenrolled eligible individuals. The Biden administration has ordered states to rectify these errors, pause removals, and reinstate those affected. 

Can a longer school year help students recover from pandemic learning loss?
PBS: Three years ago, schools received a record $190 billion in federal funds to address pandemic-related academic setbacks. One Virginia district, Richmond Public Schools, extended its academic year by 20 days, starting in late July, to combat learning loss. Fairfield Court Elementary School is part of this pilot program, aiming to boost student achievement. The program offers teachers bonuses for the extra work and incorporates hands-on learning experiences like field trips. Education experts agree that extending learning time can benefit student achievement when implemented effectively. Richmond school officials believe the combination of additional days and small-group tutoring will benefit students. However, funding sustainability beyond the current federal support remains a question. The program’s success will guide future decisions about similar initiatives.

Around the Nation

In a crisis, schools are 100,000 mental health staff short
The Washington Post: Schools across the United States are facing a student mental health crisis, and, at the same time, there is a shortage of counselors, psychologists, social workers, and therapists. The pandemic has exacerbated these problems, with an increasing number of students needing mental health support. The shortage of mental health professionals is due to both a lack of graduates in these fields and attrition from the mental health workforce. According to professional groups, it would take thousands of additional school counselors, psychologists, and social workers to reach recommended levels. Some universities are expanding counseling programs, while schools are hiring interns and trainees. States like California are offering scholarships to attract students into mental health professions. However, experts argue that there needs to be a more expansive approach, using the skills and training of a wide range of individuals to address the immediate need for mental health support in schools.

Student Voice: When Our Schools Are Broken-Down, Our Mental Health Suffers
The 74: Students from the Nevada Youth Legislature are linking student mental health to school building design. The students encourage schools to incorporate architectural features and structures that promote happiness and emotional security in their designs to support students’ mental health. Research has shown that building design can impact stress levels, mental health, physical well-being, and student achievement. Students themselves often express concerns about their school facilities, and their grievances are often related to the physical features of their schools. Students’ design recommendations to enhance mental well-being in schools include having more windows and natural light, additional common areas, quiet zones, and meditation rooms as well as having natural materials like wood and stone, greenery, painted landscapes on walls, warm colors, and outdoor spaces like courtyards. Architectural standards like the WELL Building Standard can guide renovations. Schools can also involve students in beautification projects, such as murals, meditation areas, and gardens, to create inviting and soothing spaces.

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