The Weekly Connect 9/14/2026

Translational Psychiatry: Gene-Environment Interplay in Internalising and Externalising Psychopathology in Adolescence

Researchers from the United Kingdom and Norway examined the extent to which an adolescent’s genes and environment are related to their development of internalizing (e.g., anxiety and depression) and externalizing (e.g., conduct problems) symptoms. Utilizing data from over 3,000 twins, the researchers collected surveys of participants’ feelings and home environment between ages nine and 16; internalizing and externalizing symptoms at age 16; and certain polygenic measures (e.g., ADHD, bipolar disorder, and OCD). Results indicated that both genetic and environmental measures impacted respondents’ internalizing and externalizing symptoms. Polygenic scores accounted for 2.7% of the variance in symptoms, while environmental measures accounted for 7.1%. Children with a higher genetic risk had higher levels of internalizing symptoms, especially when experiencing more chaos at home and a harsher parenting style. The research highlights how different factors impact adolescents’ psychopathology, and as a result, interventions should be created with a multi-faceted approach. 

Chalkbeat: U.S. Ranking on PISA International Test Improves As Other Countries Decline

Results from the Programme for International Student Assessment (PISA), a key international test, showed that students in the United States scored well above the average in science and reading, with math scores on par with those of other developed countries. However, this improvement is largely attributed to other countries’ scores decreasing over the last decade. PISA is administered by the Organisation for Economic Co-Operation and Development (OECD), an intergovernmental organization, and measures 15-year-olds’ problem-solving skills in math, reading, and science worldwide. Results from the U.S. indicated that the country’s average performance in math and reading is at or near its lowest level historically. The gap between the top and bottom performers in science and reading was also larger in the U.S. compared to other countries. While it is unclear why test scores have declined globally, OECD officials suggest it may be due to increased student absenteeism rates, more classroom disruptions, or higher phone and screen usage. 

See also: U.S. Reading Scores Plummet on Global Exam

K-12 Dive: STEM in After-School Programs Sees ‘Extraordinary’ Growth

A new report from The Afterschool Alliance found that more children now have access to STEM after-school programming compared to previous years. The research organization collected data from over 30,000 households in early 2025. Between 2014 and 2025, access to after-school computer science, technology, and engineering activities more than doubled, with 92% of parents reporting that their child’s after-school program had STEM learning opportunities—a record high. Boys and girls participate in these programs at nearly identical rates, in contrast to previous years, when boys had higher access to STEM-related programs. Children across the country continue to have unequal access to STEM learning opportunities and after-school program access in general. The report found that rural families living more than 30 miles from a metro area were the least likely to have the opportunity to attend a recurring STEM program and reported lower satisfaction among the programs they did participate in. 

National Public Radio: Federal Civil Rights Data About Students Is Finally Out. It’s Different Under Trump

The U.S. Department of Education released the 2023-24 Civil Rights Data Collection (CRDC), biannual data that typically would have been made available last December. The information, which has been released to the public over the last 50 years, includes data on a variety of topics. For the first time, the release included information about teacher retention, whether schools evaluate preschoolers for English learner or disability status, and whether students who needed Wi-Fi devices for learning actually received them. Additionally, the data are typically delivered in an accessible way, with a report for public use, as well as individual data files for researchers. This year, only the raw data files were released. The Education Department also removed data about how nonbinary students are treated at school, which would have been the first time the CRDC released the data. Researchers and data analysts have shared that they will work to analyze the data and make it more accessible to wider audiences.

See also: Trans, Nonbinary Students Miss School Over Safety Concerns, Report Says

WBUR: As Millions of Kids Lose SNAP Food Benefits, Free School Meals Are Also At Risk

Dozens of schools across the country have ended their universal free meal programs. While it is unclear whether the decline in participation is fully due to changes to the Supplemental Nutrition Assistance Program (SNAP), schools are often eligible to receive universal free meals if at least a quarter of students participate in the program. As a result, when food stamp participation declines, federal funding decreases, and schools must stretch their budgets to pay for the program. Currently, nine states offer permanent universal free school meal programs, funding more than 49,000 public schools. Though the programs are costly, advocates argue that universal free meal programs are often healthier for students and are linked to improved educational outcomes. It is estimated that losing access to free meals costs families nearly $1,000 per student each school year, a challenge for those already struggling to afford rising living costs, making them need to forgo other expenses. 

Sahan Journal: Minnesota Schools Lost At Least 1,700 Students After ICE Operation 

An analysis from Sahan Journal, a nonprofit focused on covering immigrants in Minnesota, found that as many as 1,700 students left Minnesota schools following Operation Metro Surge, the largest U.S. immigration enforcement operation, beginning in December 2025. The decline in enrollment impacted urban, suburban, and rural districts and charter schools with high English language learner populations. Minneapolis and St. Paul each lost nearly 500 students. Children, families, and educators have reported feeling the impact of students who did not return after virtual schooling in the winter; many of them left without saying where they were going, some moved in with family members as they were no longer able to afford housing, and others decided to “self-deport” back to their native countries. Additional budget constraints in some districts have also led to cutting positions like English language teachers and counselors, both essential to supporting immigrant children. 

Los Angeles Times: How an L.A. charter school has all but eliminated chronic absenteeism among homeless students

Scholarship Prep South Bay, a charter school in Wilmington, California, works with 50-plus community partnerships to support its homeless students, none of whom were chronically absent in the past year. The school enrolls 421 students from transitional kindergarten through eighth grade, with 93% of students coming from low-income households. Wraparound services offered by the school include free breakfast and lunch, before- and after-school care, and hygiene supplies, as well as support for transportation, hotel assistance, and access to mobile phones preloaded with resources. Students experience social and emotional learning in their classes, participate in health and wellness services, and can do laundry at the school. The school’s principal shared that the high rates of attendance and engagement of students are due to an increased sense of belonging and connection, and that incorporating these accessible resources into the school ensures that “loving the whole child includes the family.”