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Here are some of the things we’ve been reading about this week:
A national report reveals black and low-income students face significant barriers to school-based mental health, fueling higher absenteeism rates.
Outdated funding for Head Start programs creates inequities, prompting calls for reform to better serve low-income kids.
Three high school Paralympians balance athletic achievements with academics, inspiring many.
To read more, click on the following links.
Research & Practice
The 74: Stark Racial, Class Disparities in K-12 Mental Health Linked to Absenteeism
A recent national report reveals significant disparities in school-based mental health support, with Black and low-income families facing greater challenges in accessing these services compared to their white and affluent peers. Only 29% of Black and 37% of low-income families report the availability of mental health services at their child’s school, versus 52% of white and 59% of affluent families. Despite lower access, lower-income families utilize these services more frequently. The report also links poor mental health with chronic absenteeism, noting that chronically absent students experience heightened emotional and behavioral issues. The findings highlight the need for targeted policies to improve mental health support, particularly for the most underserved student groups.
Journal of Child and Family Studies: Early Life Exposure to Adverse Childhood Experiences and School Readiness Among Preschoolers with Disruptive Behaviors
New research published in the Journal of Child and Family Studies shows a correlation between a high number of adverse childhood experiences (ACEs) and increased disruptive behaviors, anxiety, and depression in rising kindergartners. However, this correlation does not extend to academic and social readiness, which remain comparable to peers with fewer ACEs. The study, involving 115 preschoolers in Miami, highlights the need for enhanced mental health support and trauma-informed care for children facing early adversity. Despite high levels of ACEs among participants, their academic skills were unaffected, emphasizing the importance of addressing behavioral and emotional challenges separately. Educators and parents are encouraged to provide supportive environments and teach coping strategies to help manage these behaviors.
K-12 Dive: Are chronic absenteeism interventions working?
According to a recent analysis by Rand Corporation and the Center on Reinventing Public Education, about 23% of school districts found their strategies for combating chronic absenteeism ineffective. Interviews with district leaders suggested that the shift in perception of school attendance as less critical, following COVID-19 closures, contributed to this challenge. The analysis, which covers the 2023-24 school year, found that chronic absenteeism affects about 19% of students, or 9.4 million nationwide. Despite efforts like early warning systems and home visits, no single approach was deemed universally effective. The report recommends improving post-pandemic strategies, emphasizing the importance of attendance to families, and fostering a welcoming school environment to enhance student engagement and attendance.
Policy
The Hechinger Report: In 2024, Head Start programs are still funded by a formula set in the 1970s
Head Start, established in 1965 to support low-income children with early learning and services, has grown significantly in funding, reaching nearly $12 billion in 2023. However, its funding allocation is still based partly on a 1974 formula, creating inequities that fail to address the current distribution of child poverty. A report by the Southern Education Foundation highlights that funding disparities lead to varied experiences, with some states serving as few as 7.7% of eligible children while others serve up to 50%. The report calls for a $1 billion funding boost over five years and a revised formula to ensure equitable per-child funding, reflecting poverty rates and needs. The urgency is heightened by a new federal rule increasing Head Start teachers’ salaries by $10,000, risking reduced enrollment without additional funding. Ensuring fair funding would help maintain quality and serve more children across all states.
See Also: The Hechinger Report: Old school buildings give new life to child care centers
The 74: South Carolina Board of Education Passes Statewide Cellphone Ban for Public Schools
South Carolina’s new state policy mandates that school districts ban students from using cellphones during the entire school day, including lunch and breaks. Schools must ensure phones are turned off and kept in backpacks or lockers from the start to the end of the school day, but districts have the discretion to implement stricter rules and determine disciplinary actions. The policy also allows for exceptions for educational purposes or students with disabilities. Districts have until January to enforce this policy and must report back on its implementation. Concerns about the policy include potential negative impacts on teachers and students, such as increased disciplinary actions or disrupted communication during emergencies. The policy aims to reduce distractions and improve student focus but has sparked debate about its effectiveness and potential unintended consequences.
K-12 Dive: Was ESSER funding successful? Superintendents say it’s hard to generalize
A recent AASA report reveals that most school districts allocated federal COVID-19 emergency funds from the American Rescue Plan to expand learning time through summer and after-school programs, and to enhance mental health and behavioral supports. However, the report notes that it is challenging to assess the overall effectiveness of these investments due to varied fiscal priorities and methods across districts. While some districts, like Fargo Public Schools, reported positive outcomes from their spending, there is a call for further research to evaluate the impact of these funds more comprehensively. The ARP funds, totaling $189.5 billion for K-12 education, must be obligated by September 30 and fully spent by January 28, 2025, with any unspent funds returned to the Department of Education. The survey also found that if given more time, districts would likely invest further in mental health supports and additional instructional programming.
Around the Nation
The 74: Students Turned Superstars: 3 High Schoolers at the Paris Paralympic Games
At the 2024 Paris Paralympics, 16-year-old Arelle Middleton, a track and field athlete from Rancho Cucamonga, California, won a silver medal in the F64 shot put and placed 10th in the discus. Despite physical challenges due to a congenital limb deficiency, Middleton excels in both Paralympic and high school track meets. She is joined by fellow high school Paralympians Jordan White, 15, who is competing in archery after breaking national records, and Maylee Phelps, 17, who has made a mark in wheelchair tennis. Phelps, from Portland, Oregon, began competing nationally at age 12 and recently secured a win in the first round of women’s singles. All three athletes are balancing their sports careers with academic responsibilities and have inspired many with their achievements and dedication.
Prince William County Public Schools: Elementary students prepare to embark on their musical journey
As we celebrate National Arts in Education Week, elementary students in PWCS are excited to begin playing instruments through the elementary strings program, which has positively impacted the community for 57 years. Established in 1967, the program has grown significantly, with dedicated strings classrooms introduced in 2011 and expanded to all elementary schools, making it accessible to fifth graders and some fourth graders. Dr. Keith Wright, a dedicated strings teacher, emphasizes that starting strings early fosters independent cognitive thinking, self-discipline, and leadership. The program also motivates students to attend school, nurtures social and emotional skills, and strengthens community bonds through performances and events. Recognized as a key component of a well-rounded education, the program contributes to PWCS being named one of the Best Communities for Music Education by the National Association of Music Merchants Foundation for five consecutive years.
WKBW: ‘It’s a beautiful thing’: Como Park Elementary students growing their own food
Jacque Galas’ second-grade class at Como Park Elementary in Lancaster is cultivating a love for gardening with their classroom-to-table initiative. The students grow a variety of vegetables, including cauliflower, peppers, tomatoes, and a class favorite—watermelons. Galas highlights that the garden allows all students to thrive, making connections and engaging in hands-on learning outside the traditional classroom setting. Once harvested, the produce is prepared by school cook manager Margaret Baumgart, who turns them into bite-sized treats for the students. While some children claim they don’t like vegetables, Baumgart notes they are adventurous eaters, enjoying items like beets and Swiss chard. As the fall harvest wraps up, the school looks forward to planning a new menu for the next growing season, continuing this engaging educational experience.
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