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

Belief in academic ability boosts academic success for low-income students.

California’s new law mandates phone-free schools, aiming to protect students’ mental health and boost focus.

Nearly a third of Michigan students are chronically absent, putting their academic futures at serious risk.

To read more, click on the following links.

Research & Practice

Science Daily: Belief in academic ability key factor in academic success for low-income students
New research from Trinity College Dublin reveals that children from low-income families can achieve academic success through a strong belief in their own abilities, particularly in mathematics. The study examined data from 1,715 children in the Growing Up in Ireland study. Despite poverty’s negative impact on academic outcomes, many disadvantaged children excel academically. Key factors associated with better maths performance include lower socioemotional and behavioral difficulties, high parental educational expectations, less parent-child conflict, and a strong intellectual self-concept. The research highlights the importance of addressing emotional, behavioral, and self-concept issues, and calls for targeted interventions from parents, educators, and policymakers to support academic resilience in disadvantaged youth.

The 74: Excessive Screen Time Leads to More Anger, Outbursts for Preschoolers
A new study published in JAMA Pediatrics found that preschoolers who spend over 75 minutes a day on tablets show increased anger and frustration by age 4½, leading to more screen time by age 5½. This creates a “vicious cycle” where excessive tablet use delays emotional regulation, causing children to rely on screens to cope with negative emotions. The research, from the University of Sherbrooke, tracked 315 children over three years and found that increased tablet use correlated with a 22% rise in emotional outbursts. The study suggests parents delay introducing young children to screens and follow recommendations from the World Health Organization, prioritizing physical activity, play, and sleep over screen time.

K-12 Dive: The average U.S. student is less than halfway to full academic recovery
A report from the Center on Reinventing Public Education (CRPE) highlights the ongoing challenges American students face due to the COVID-19 pandemic. While relationships in school communities have strengthened, academic recovery is slow, with students less than halfway to full recovery. Vulnerable groups, including students with disabilities, English learners, and those experiencing homelessness, are experiencing significant setbacks. The special education population has grown since the pandemic, but the reasons remain unclear. The report emphasizes the need for targeted strategies to support students. Promising practices, such as efforts to reduce absenteeism in Rhode Island and improving English proficiency at DC Bilingual Charter School, offer hope. CRPE calls for reforms in partnering with parents, eliminating outdated systems, improving accessibility, and increasing transparency to support student progress.

Policy

The New York Times: California Schools Must Restrict Phones Under New Law Signed by Newsom
California Governor Gavin Newsom signed the Phone-Free Schools Act, giving school districts until July 1, 2026, to restrict or ban cellphones during school hours to address concerns over social media’s impact on children’s mental health. The law aligns with similar efforts across the U.S., where over a dozen states, including Louisiana and Indiana, have enacted restrictions. Advocates, like the California Teachers Association, argue that phones distract students and harm their academic focus, while opponents, including some parents, highlight the importance of phones for emergencies. Newsom stated that excessive smartphone use has been linked to anxiety and depression among youth. Although many schools in California already have cellphone policies, the law ensures statewide compliance. Critics, such as the California School Boards Association, called the law redundant, but Newsom emphasized the need for students to prioritize their learning and development during school hours.

See Also: Newsom Signs Bill That Adds Protections for Children on Social Media
See Also: Why Schools Are Getting a Jump on Their Smartwatch Policies

EdWeek: How One Grant Can Help Schools Recover From Shootings
The Sept. 4 school shooting at Apalachee High School in Georgia has reignited national concern over gun violence in K-12 settings, highlighting the long-lasting emotional and economic impacts of such tragedies. Schools often require immediate financial aid for emergency services and community rehabilitation, which can be accessed through Project SERV (School Emergency Response to Violence). This federal program provides short-term funding to help schools recover from traumatic events. Established in 2000 following the Columbine shooting, Project SERV has funded significant recovery efforts, including hiring mental health counselors and security personnel. However, its current budget is just $5 million annually. Advocates suggest that the Education Department should increase funding and improve accessibility for schools affected by non-fatal shootings and natural disasters, ensuring that all educational institutions have the support they need to heal and rebuild.

Around the Nation

The 74: Nearly 30% of Michigan Students are Missing Too Much School
In Michigan, nearly 1 in 3 K-12 students were chronically absent, missing 10% or more of school days during the past academic year. This figure, although slightly lower than the previous year, remains significantly higher than pre-pandemic levels. Factors such as poverty, health issues, and transportation difficulties contribute to absenteeism. Chronic absenteeism is notably prevalent among economically disadvantaged students, with 40.1% affected compared to 16.1% of their more affluent peers. Some districts, like Detroit Public Schools, reported rates as high as 65.8%. The relationship between attendance and academic achievement is critical; without regular attendance, students struggle to benefit from educational supports. Districts are implementing strategies to address barriers, such as providing laundry facilities and temporary transportation. Overall, Michigan ranks seventh in chronic absenteeism among 45 states, underscoring the urgent need for interventions to ensure students can consistently attend school.

Boston Globe: 2024 MCAS scores show Massachusetts falling further behind post-pandemic
Massachusetts’ recently released MCAS test results indicate that students have not recovered from pandemic-related learning loss. Acting DESE Commissioner Russell Johnston expressed concern over the plateau or decline in scores across all demographics, particularly in English Language Arts (ELA). Experts noted a widening achievement gap between wealthy and low-income communities, contrasting trends in other states where poorer districts have improved faster due to federal aid. The Massachusetts Teachers Association highlighted that poverty significantly impacts student performance and supports a November ballot initiative to remove MCAS passing requirements for high school graduation. Experts suggest that additional classroom time, especially in lower-income areas, is necessary to help students catch up, advocating for substantial summer learning programs in the future.

EdWeek: A Surge of Violent School Threats Creates a Communication Crisis for Districts
Schools across the country are facing a dramatic increase in violent threats, prompting swift responses from districts and law enforcement. The surge in threats—many of which are false—has caused concern that students may become desensitized, making it harder to identify legitimate risks. Districts are partnering with local law enforcement to investigate every threat, treating even vague or joking posts seriously. For instance, in Hillsborough County, Florida, the district received nearly as many threat reports in two weeks as they did for the entire previous school year. School safety officials, like those in Austin, Texas, are warning that a continuous flood of false alarms could weaken their ability to respond effectively. Additionally, schools are enhancing collaboration with federal agencies and other districts to share intelligence and monitor trends. Schools are also working with parents, encouraging them to talk to their children about the seriousness of online behavior and potential legal consequences.

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