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Tag: Students

  • Smoking ‘a few harmless joints’ a month can hurt school performance, study says

    Any amount of regular marijuana use has a negative impact on teens’ academic performance, new research suggests.

    Using cannabis products just once a month was associated with worse grades and more emotional turmoil in teenagers, according to a study published Tuesday in the journal Pediatrics.

    MORE: Pennsylvania, New Jersey join lawsuit against federal rules restricting gender-affirming care for minors

    “A few ‘harmless’ joints can snowball into real academic consequences,” said Dr. Ryan Sultan, the study’s lead author. “Teens using it regularly often struggle to focus, miss school, and may lose interest in their future plans.”

    The findings come at a time when overall drug use has been at historically low levels among teens. Marijuana is the exception — with about 1 in 5 high schoolers reporting using cannabis, according to the National Center for Drug Abuse Statistics.

    At the same time, cannabis products have become much more potent in recent decades. Levels of THC, or Delta-9-tetrahydrocannabinol — which causes the mood-altering effects of the drug — rose from about 4% in 1995 to more than 16% in 2022. Most cannabis products available now have potencies over 20%, according to a recent report.

    For the new study, researchers analyzed data from more than 160,000 eighth-, 10th- and 12th-graders from national surveys conducted between 2018 and 2022. More than a quarter of the group said they used cannabis products, with 18% reporting near-daily use, 14% weekly use and 18% monthly use.

    Monthly users were twice as likely to do poorly in school and get into fights compared with students who did not use. Students who used cannabis products were also at higher risk for depression and anxiety.

    Students who used weed nearly every day were four times more likely to have low grades and to be disengaged from school, the study found.

    “A teenager’s brain is still developing the circuits for learning, self-control, and emotional regulation,” said Dr. Tim Becker, one of the study’s co-authors and a child and adolescent psychiatrist at NewYork-Presbyterian Westchester Behavioral Health. “Using cannabis, even casually, during these critical growth periods interferes with those processes and can derail normal development.”

    Courtenay Harris Bond

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  • DEI in education: Pros and cons

    eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

    Key points:

    Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

    One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

    DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

    In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

    Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

    Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

    Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

    The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

    Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

    In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

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    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

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  • How an AI-generated song transformed my ELL classroom

    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • Why every middle school student deserves a second chance to learn to read

    Key points:

    Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.

    Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.

    Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.

    “I am more comfortable when I read,” she shared. “And can I speak more fluently.”

    Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.

    Lifting up the learners left behind 

    At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns. 

    These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back. 

    Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.

    To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:

    • Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
    • Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
    • Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.

    The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.

    Taking a new step on a nationwide level

    The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school. 

    The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students. 

    Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning. 

    To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.

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    Kim Hicks, Southwestern Jefferson County Consolidated School

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  • More teens are using summer for college and career prep

    Key points:

    The academic landscape has evolved dramatically, especially when it comes to summers. More students are embracing year-round learning to build strong study habits and develop the critical thinking, application, and retention skills they need for success in higher education and the workplace. They’re treating AP®, SAT®, and ACT® practice and preparation as long-term investments rather than temporary obligations where they are last-minute cramming for these high-stakes exams.

    Trends and research support this approach. The Pew Research Center found that 36.6 percent of U.S. teens had a paying job during the summer of 2021–the highest rate since 2008. According to their research, 86 percent of U.S. teens say having a job or career they enjoy is extremely or very important, and 58 percent say having a lot of money is highly important. Their drive for meaningful, financially secure careers is reshaping how they spend their time, especially during the summer.

    Beyond earning money, today’s teens are using their summers for skill development through jobs, internships, and academic prep. This dual focus on work and learning shows maturity and foresight. Students are preparing not just for the next school year but for the professional expectations they’ll face later in life.

    What the Surge Says About Student Ambition

    This rising engagement in AP coursework aligns with a broader cultural shift toward early academic specialization. Students see AP coursework as more than a way to earn college credit. It’s the first step into their intended career path.

    • Future healthcare professionals are diving into AP Biology, AP Chemistry, AP Physics 1, and AP Psychology as early tests of their aptitude for the MCAT® and various medical fields.
    • Aspiring attorneys and policymakers turn to AP Government and AP U.S. History to build knowledge of our legislative and judicial foundations, as well as analytical and writing skills.
    • Future accountants, entrepreneurs, and business people gravitate toward AP Calculus, AP Macroeconomics, and AP Statistics to develop quantitative fluency and business reasoning.

    The Associated Press-NORC Center for Public Affairs Research found that six in 10 teens say graduating from college is extremely or very important to getting a good job. Many recognize that advanced coursework in high school can make college more manageable and scholarships to their dream schools more attainable.

    The rise in AP participation isn’t just academic enthusiasm. It’s strategic planning. Students are approaching high school as a career laboratory where they can test their interests, gauge their strengths, and start aligning their goals with future opportunities.

    Summer as the new launchpad

    For this generation, the summer is a launchpad, not a pause. Teens are blending part-time work with academic enrichment, community involvement, and skill-building activities that align with their future ambitions. Many see the summer as the perfect window to study at their own pace, without the pressure of a full course load or extracurricular overload. 

    More students are using summer break strategically to strengthen their understanding and prepare for challenging AP and SAT content. This behavior echoes findings from Pew’s 2025 survey: Teens are more focused on professional and financial success than on traditional milestones such as marriage and family life. They’re motivated by the pursuit of independence, stability, and purpose, values that translate directly into how they approach school and learning.

    When I talk to students, what stands out is how intentional they are. They want to be prepared, and they want options. They see every AP class and every practice question as one step closer to a career that excites them, and a future they can control.

    From short-term learning to lifelong skills

    This trend toward early preparation also reflects a shift in how students define success. They understand that knowledge alone isn’t enough; the ability to apply, adapt, and persist will carry them through college and into their careers.

    With the research in mind, educators and edtech tools must prioritize active learning over memorization. By helping students understand the why behind each step, not just the correct answer, we build the problem-solving and analytical reasoning skills that mirror the expectations in fields more students are pursuing, including medicine, law, engineering, and business.

    The Future Belongs to the Prepared

    The surge in AP course engagement this summer isn’t an anomaly. It’s a glimpse into the future of learning, and we see that as a positive sign. Students are no longer waiting for senior year or college to take their goals seriously. They’re taking ownership of their learning, developing study skills that extend far beyond exams, and connecting their academic effort to real-world ambition. They’re not just preparing for tests; they’re preparing for life.

    High school may be where lifelong learning begins, but for this generation, it’s also where futures are built.

    Laura Ascione
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    Philip Bates, UWorld 

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  • Fairfax Co. middle school eyeing 14th straight Science Olympiad state title – WTOP News

    Longfellow Middle School’s team has won 13 consecutive state Science Olympiad titles, and is eyeing a 14th. The school has won the state championship 19 times.

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    Fairfax Co. middle school eyeing 14th straight Science Olympiad state title

    After seventh grader Chloe Kim finished taking a practice test as part of the Science Olympiad team, she researched some of the questions she got wrong.

    Then, she added new information to her cheat sheets, with the hope of improving her understanding. For the events Kim participates in, the cheat sheet can be double sided with information in small fonts. The font gets smaller as she adds to the sheet throughout the year.

    Kim is one of 30 students who secured a spot on Longfellow Middle School’s prestigious Science Olympiad team. Over 100 competed for one, taking tests and building devices, with the hope of keeping the Fairfax County school’s reputation in tact.

    Longfellow’s team has won 13 consecutive state titles, and is eyeing a 14th. The school has won the state championship 19 times.

    “It’s a big commitment,” seventh grader Will Stacy said.

    Once students earn a spot on the team, they pick from one of 20 science topics to learn about over the course of the year. Many of the options are displayed on the wall outside the school’s technology lab, where the team meets.

    Competitions range from tests to building events, which require students to construct something from a set of materials. Some events involve creating a binder with relevant information.

    “It’s a great experience if you want to major in science or if you want to be a doctor,” seventh grader Ava Jain said. “It helped me feel like I belong somewhere.”

    Jain spends 16 hours each week studying and taking practice tests. For her track focus, she builds upper and lower rotors and motor sticks for “fragile helicopters.” The team meets three times per week, and some students organize late-night Zoom calls to review.

    “It takes up a lot of time, so you can’t really do other stuff, like MathCounts and debate,” seventh grader Delina Gessesew said.

    Coaches and parent volunteers work with the group, helping to review with the goal of ensuring the school’s standard is upheld. Many of the concepts students learn are high school level.

    “The coaches are really dedicated,” parent Amit Sharma said. “They have created a legacy of winning this over decades.”

    Notes from each year are saved and shared with the next team’s kids, and there’s a network of former team members to reach out to if students get stuck.

    “Getting our device to work consistently, it’s a big problem,” said eighth grader Mattias Gessesew. “Our device just doesn’t work sometimes.”

    As for handling the pressure of participating in a program that’s had routine success, Kim said it’s “more of a motivation for me, because I can see how well others have done before me, and I want to live up to that example.”

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    Scott Gelman

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  • Billionaire Palantir cofounder calls elite college undergrads a ‘loser generation’ as data reveals rise in students seeking support for disabilities | Fortune

    That reality is showing up on a campus. A growing share of college students are seeking medical evaluations for ADHD, anxiety, and depression—and requesting academic accommodations such as extended time on exams and papers. At some of the country’s selective universities, the numbers are striking: more than 20% of undergraduates at Brown and Harvard are registered as disabled. At UMass Amherst, it’s 34%; Stanford, 38%, according to data analyzed by The Atlantic.

    While it’s clear that many students requesting accommodations do so for legitimate medical reasons and that increased diagnoses may reflect greater mental-health awareness, some experts have raised concerns about overdiagnosis and whether universities are making it too easy for students to qualify. And the debate has set off a wildfire on social media this week, catching the attention of high-profile business leaders, including Joe Lonsdale, the billionaire venture capitalist and Palantir cofounder.

    Lonsdale’s response offered no sympathy. “Loser generation,” he wrote in reaction to a graph showing the rising number of undergraduate students reporting disabilities.

    “At Stanford it’s a hack for housing though and at some point I get it, even if it’s not my personal ethics. Terrible leadership from the university.”

    He argued that families have been slowly using disability accommodations to give their children an academic advantage—when they might not actually need it.

    “Claiming your child has a disability to give them a leg up became an obvious dominant game theoretic strategy for parents without honor in the 2010’s,” Lonsdale wrote earlier this month on X. “Great signal to avoid a family / not do business with parents who act this way.”

    And while it’s unclear how many students, if any, are trying to game the system, Lonsdale has made his broader view clear: he doesn’t think universities are preparing young people—or evaluating them—in ways that matter.

    “No great companies are interested in the BS games played by universities,” he added.

    Fortune reached out to Lonsdale for further comment.

    Lonsdale’s complicated history with higher education

    Though a Stanford alum himself, Lonsdale has a complicated history with the institution and higher education more broadly.

    In the early 2010s, while serving as a mentor in a Stanford tech entrepreneurship course, Lonsdale was accused of sexual assault by a student—and banned from mentoring undergraduates for 10 years and from campus entirely. The assault charges were later dropped, but Lonsdale acknowledged violating a rule prohibiting consensual relationships between mentors and students.

    Less than a decade later, in 2021, Lonsdale cofounded his own school—the University of Austin—with Niall Ferguson, Bari Weiss, and others. The institution prides itself on freedom of speech and overcoming the “mediocrity” of traditional higher education. It welcomed its first group of undergraduates last fall and remains unaccredited.

    The school has drawn support from Lonsdale’s fellow Palantir cofounder and Stanford alum Alex Karp, who has also criticized the college system.

    “Everything you learned at your school and college about how the world works is intellectually incorrect,” Karp, Palantir’s CEO, told CNBC earlier this year.

    Instead, the 58-year-old said Palantir is building a new credential “separate from class or background,” that is the “best credential in tech.”

    “If you did not go to school, or you went to a school that’s not that great, or you went to Harvard or Princeton or Yale, once you come to Palantir, you’re a Palantirian,” Karp said during an earnings call earlier this year. “No one cares about the other stuff.”

    Preston Fore

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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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    ESchool Media Contributors

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  • Teaching math the way the brain learns changes everything

    Key points:

    Far too many students enter math class expecting to fail. For them, math isn’t just a subject–it’s a source of anxiety that chips away at their confidence and makes them question their abilities. A growing conversation around math phobia is bringing this crisis into focus. A recent article, for example, unpacked the damage caused by the belief that “I’m just not a math person” and argued that traditional math instruction often leaves even bright, capable students feeling defeated.

    When a single subject holds such sway over not just academic outcomes but a student’s sense of self and future potential, we can’t afford to treat this as business as usual. It’s not enough to explore why this is happening. We need to focus on how to fix it. And I believe the answer lies in rethinking how we teach math, aligning instruction with the way the brain actually learns.

    Context first, then content

    A key shortcoming of traditional math curriculum–and a major contributor to students’ fear of math–is the lack of meaningful context. Our brains rely on context to make sense of new information, yet math is often taught in isolation from how we naturally learn. The fix isn’t simply throwing in more “real-world” examples. What students truly need is context, and visual examples are one of the best ways to get there. When math concepts are presented visually, students can better grasp the structure of a problem and follow the logic behind each step, building deeper understanding and confidence along the way.

    In traditional math instruction, students are often taught a new concept by being shown a procedure and then practicing it repeatedly in hopes that understanding will eventually follow. But this approach is backward. Our brains don’t learn that way, especially when it comes to math. Students need context first. Without existing schemas to draw from, they struggle to make sense of new ideas. Providing context helps them build the mental frameworks necessary for real understanding.

    Why visual-first context matters

    Visual-first context gives students the tools they need to truly understand math. A curriculum built around visual-first exploration allows students to have an interactive experience–poking and prodding at a problem, testing ideas, observing patterns, and discovering solutions. From there, students develop procedures organically, leading to a deeper, more complete understanding. Using visual-first curriculum activates multiple parts of the brain, creating a deeper, lasting understanding. Shifting to a math curriculum that prioritizes introducing new concepts through a visual context makes math more approachable and accessible by aligning with how the brain naturally learns.

    To overcome “math phobia,” we also need to rethink the heavy emphasis on memorization in today’s math instruction. Too often, students can solve problems not because they understand the underlying concepts, but because they’ve memorized a set of steps. This approach limits growth and deeper learning. Memorization of the right answers does not lead to understanding, but understanding can lead to the right answers.

    Take, for example, a third grader learning their times tables. The third grader can memorize the answers to each square on the times table along with its coordinating multipliers, but that doesn’t mean they understand multiplication. If, instead, they grasp how multiplication works–what it means–they can figure out the times tables on their own. The reverse isn’t true. Without conceptual understanding, students are limited to recall, which puts them at a disadvantage when trying to build off previous knowledge.

    Learning from other subjects

    To design a math curriculum that aligns with how the brain naturally learns new information, we can take cues from how other subjects are taught. In English, for example, students don’t start by memorizing grammar rules in isolation–they’re first exposed to those rules within the context of stories. Imagine asking a student to take a grammar quiz before they’ve ever read a sentence–that would seem absurd. Yet in math, we often expect students to master procedures before they’ve had any meaningful exposure to the concepts behind them.

    Most other subjects are built around context. Students gain background knowledge before being expected to apply what they’ve learned. By giving students a story or a visual context for the mind to process–breaking it down and making connections–students can approach problems like a puzzle or game, instead of a dreaded exercise. Math can do the same. By adopting the contextual strategies used in other subjects, math instruction can become more intuitive and engaging, moving beyond the traditional textbook filled with equations.

    Math doesn’t have to be a source of fear–it can be a source of joy, curiosity, and confidence. But only if we design it the way the brain learns: with visuals first, understanding at the center, and every student in mind. By using approaches that provide visual-first context, students can engage with math in a way that mirrors how the brain naturally learns. This shift in learning makes math more approachable and accessible for all learners.

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    Nigel Nisbet, Mind Education

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  • Immigrant Student Enrollment Is Dwindling At Schools Across The U.S.

    From Miami to San Diego, schools around the U.S. are seeing big drops in enrollment of students from immigrant families.

    In some cases, parents have been deported or voluntarily returned to their home countries, driven out by President Donald Trump’s sweeping immigration crackdown. Others have moved elsewhere inside the U.S.

    In many school systems, the biggest factor is that far fewer families are coming from other countries. As fewer people cross the U.S. border, administrators in small towns and big cities alike are reporting fewer newcomer students than usual.

    In Miami-Dade County Public Schools, about 2,550 students have entered the district from another country so far this school year — down from nearly 14,000 last year, and more than 20,000 the year before that. School board member Luisa Santos, who attended district schools herself as a young immigrant, said the trend is “a sad reality.”

    “I was one of those arrivals when I was 8 years old,” Santos said. “And this country and our public schools — I’ll never get tired of saying it — gave me everything.”

    Collectively, the enrollment declines in Miami-Dade erased about $70 million from the district’s annual budget, forcing administrators to scramble to cover the unexpected shortfall.

    In San Diego, Principal Fernando Hernandez has enrolled dozens of newcomer students from across Latin America over the past couple years. But so far this school year, he hasn’t enrolled a single newcomer student.

    The drops in immigrant students add to strains on enrollment at many traditional public schools, which have seen overall numbers dip due to demographic changes and students opting for alternatives like private schools and homeschooling. Despite needs for English instruction and social supports, the newcomers in some districts have helped to buoy enrollment and bring critical per-pupil funding in recent years.

    In northern Alabama, Albertville City Schools Superintendent Bart Reeves has seen the local economy grow along with its Hispanic population, which for decades has been drawn by the area’s poultry processing plants. Albertville soon will be getting its first Target store, a sign of the community’s growing prosperity.

    Reeves’ district is home to one of Alabama’s largest Hispanic student populations, with about 60% identifying as Hispanic. But Reeves said the district’s newcomer academy at a local high school hasn’t been enrolling any new students.

    “That’s just not happening this year with the closure of the border,” said Reeves, who expects the hit to his budget from enrollment declines will cost him about 12 teacher positions.

    Some students are self-deporting with their families

    One Sunday morning in August, Edna, a 63-year-old immigrant from El Salvador, got the call she had been dreading. Her friend, a mother from Guatemala with seven young children, had been detained in Lake Worth, Florida, on immigration charges while she was out grabbing a treat for her kids’ breakfast.

    The family had prepared for this moment. There were legal documents in place granting temporary custody of the children to Edna, who asked to be identified only by her first name because she fears immigration enforcement.

    “I’ll be here, and we’ll be OK,” she recalled telling the oldest child, a 12-year-old boy.

    In the weeks that followed, Edna stayed home with two younger kids and got their five older siblings on the bus each day to attend Palm Beach County public schools, where enrollment has fallen by more than 6,000 students this year. One day in September, all seven children boarded a plane to Guatemala to be reunited with their mom, leaving behind neighborhood friends, band practices, and the only life they had ever known.

    “My house feels like a garden without flowers,” Edna said. “They’re all gone.”

    The family is now living in a rural part of Guatemala, out of reach of phone service. School there had already started for the year and the mother, who did not attend school herself as a child, was keeping them home and weighing whether to enroll them next year, Edna said.

    Teachers look on as students play on the playground at Perkins K-8 School in San Diego. The schools principal said he worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.
    Teachers look on as students play on the playground at Perkins K-8 School in San Diego. The schools principal said he worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.

    Schools accustomed to newcomers see far fewer this year

    The declines in the numbers of immigrants coming to the U.S. were already becoming evident in school registration numbers this summer.

    Denver Public Schools enrolled 400 new-to-country students this summer, compared to 1,500 during the previous summer. Outside Chicago, Waukegan Community Unified School District 60 signed up 100 fewer new immigrant students. And administrators in the Houston Independent School District shuttered the Las Americas Newcomer School, a program dedicated to children who are new to the U.S., after its enrollment fell to just 21 students from 111 last year.

    The shift is visible in places like Chelsea, Massachusetts, a city outside Boston that has long been a destination for new immigrants. The 6,000-student Chelsea Public Schools system has attracted Central Americans looking for affordable housing, and more recently, the state housed newly-arrived Haitians in shelters there. This year, the usual influx of newcomers didn’t materialize.

    “This year has been different. Much more quiet,” said Daniel Mojica, director of Chelsea’s parent information center.

    Over the summer, 152 newcomers signed up for Chelsea Public Schools, compared to 592 new-to-country students the previous summer.

    Some are also picking up and leaving. Since January, 844 students have withdrawn from the district, compared to 805 during the same period last year. Mojica said a greater share of students leaving – roughly a quarter – are returning to their native countries.

    He attributes that partly to the presence of masked Immigration and Customs Enforcement officers walking the city’s streets.

    “You can feel the fear in the air,” he said.

    Educators worry students are missing out

    In San Diego, Principal Fernando Hernandez has enrolled dozens of newcomer students from across Latin America over the past couple years. Many made the treacherous journey through the jungles of the Darien Gap before setting up camp in a park near Perkins K-8 school.

    About a third of students at the school are homeless. Staff have become experts on supporting kids who are facing adversity. As more newcomers arrived, Hernandez watched as Mexican American students switched up their playground slang to be better understood by their new classmates from Venezuela, Colombia and Peru.

    But so far this school year, he hasn’t enrolled a single newcomer student. Other families did not return when the new school year began.

    Hernandez fears the toll of the disruption will extend far beyond students’ academic progress. He worries students are missing out on chances to learn how to show empathy, to share, to disagree, to understand each other.

    “This is like a repeat of the pandemic where the kids are isolated, locked up, not socializing,” he said.

    “These kids, they have to be in school,” he added.

    Natacha, a parent who moved with her family to California after leaving Venezuela, said she tries to avoid going out in public, but continues sending her daughters to school. Natacha, who asked to only be identified by her first name because she fears immigration enforcement, said she braces herself as she drives the girls home each afternoon, scanning the road behind her in case another car is following hers.

    “I entrust myself to God,” she said.

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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  • How CTE inspires long and fulfilling careers

    This post originally published on iCEV’s blog, and is republished here with permission.

    A career-centered education built on real experience

    One of the most transformative aspects of Career and Technical Education is how it connects learning to real life. When students understand that what they’re learning is preparing them for long and fulfilling careers, they engage more deeply. They build confidence, competence, and the practical skills employers seek in today’s competitive economy.

    I’ve seen that transformation firsthand, both as a teacher and someone who spent two decades outside the classroom as a financial analyst working with entrepreneurs. I began teaching Agricultural Science in 1987, but stepped away for 20 years to gain real-world experience in banking and finance. When I returned to teaching, I brought those experiences with me, and they changed the way I taught.

    Financial literacy in my Ag classes was not just another chapter in the curriculum–it became a bridge between the classroom and the real world. Students were not just completing assignments; they were developing skills that would serve them for life. And they were thriving. At Rio Rico High School in Arizona, we embed financial education directly into our Ag III and Ag IV courses. Students not only gain technical knowledge but also earn the Arizona Department of Education’s Personal Finance Diploma seal. I set a clear goal: students must complete their certifications by March of their senior year. Last year, 22 students achieved a 100% pass rate.

    Those aren’t just numbers. They’re students walking into the world with credentials, confidence, and direction. That’s the kind of outcome only CTE can deliver at scale.

    This is where curriculum systems designed around authentic, career-focused content make all the difference. With the right structure and tools, educators can consistently deliver high-impact instruction that leads to meaningful, measurable outcomes.

    CTE tools that work

    Like many teachers, I had to adapt quickly when the COVID-19 pandemic hit. I transitioned to remote instruction with document cameras, media screens, and Google Classroom. That’s when I found iCEV. I started with a 30-day free trial, and thanks to the support of their team, I was up and running fast. 

    iCEV became the adjustable wrench in my toolbox: versatile, reliable, and used every single day. It gave me structure without sacrificing flexibility. Students could access content independently, track their progress, and clearly see how their learning connected to real-world careers.

    But the most powerful lesson I have learned in CTE has nothing to do with tech or platforms. It is about trust. My advice to any educator getting started with CTE? Don’t start small. Set the bar high. Trust your students. They will rise. And when they do, you’ll see how capable they truly are.

    From classroom to career: The CTE trajectory

    CTE offers something few other educational pathways can match: a direct, skills-based progression from classroom learning to career readiness. The bridge is built through internships, industry partnerships, and work-based learning: components that do more than check a box. They shape students into adaptable, resilient professionals.

    In my program, students leave with more than knowledge. They leave with confidence, credentials, and a clear vision for their future. That’s what makes CTE different. We’re not preparing students for the next test. We’re preparing them for the next chapter of their lives.

    These opportunities give students a competitive edge. They introduce them to workplace dynamics, reinforce classroom instruction, and open doors to mentorship and advancement. They make learning feel relevant and empowering.

    As explored in the broader discussion on why the world needs CTE, the long-term impact of CTE extends far beyond individual outcomes. It supports economic mobility, fills critical workforce gaps, and ensures that learners are equipped not only for their first job, but for the evolution of work across their lifetimes.

    CTE educators as champions of opportunity

    Behind every successful student story is an educator or counselor who believed in their potential and provided the right support at the right time. As CTE educators, we’re not just instructors; we are workforce architects, building pipelines from education to employment with skill and heart.

    We guide students through certifications, licenses, career clusters, and postsecondary options. We introduce students to nontraditional career opportunities that might otherwise go unnoticed, and we ensure each learner is on a path that fits their strengths and aspirations.

    To sustain this level of mentorship and innovation, educators need access to tools that align with both classroom needs and evolving industry trends. High-quality guides provide frameworks for instruction, career planning, and student engagement, allowing us to focus on what matters most: helping every student achieve their full potential.

    Local roots, national impact

    When we talk about long and fulfilling careers, we’re also talking about the bigger picture:  stronger local economies, thriving communities, and a workforce that’s built to last.

    CTE plays a vital role at every level. It prepares students for in-demand careers that support their families, power small businesses, and fill national workforce gaps. States that invest in high-quality CTE programs consistently see the return: lower dropout rates, higher postsecondary enrollment, and greater job placement success.

    But the impact goes beyond metrics. When one student earns a certification, that success ripples outward—it lifts families, grows businesses, and builds stronger communities.

    CTE isn’t just about preparing students for jobs. It’s about giving them purpose. And when we invest in that purpose, we invest in long-term progress.

    Empowering the next generation with the right tools

    Access matters. The best ideas and strategies won’t create impact unless they are available, affordable, and actionable for the educators who need them. That’s why it’s essential for schools to explore resources that can strengthen their existing programs and help them grow.

    A free trial offers schools a way to explore these solutions without risk—experiencing firsthand how career-centered education can fit into their unique context. For those seeking deeper insights, a live demo can walk teams through the full potential of a platform built to support student success from day one.

    When programs are equipped with the right tools, they can exceed minimum standards. They can transform the educational experience into a launchpad for lifelong achievement.

    CTE is more than a pathway. It is a movement driven by student passion, educator commitment, and a collective belief in the value of hard work and practical knowledge. Every certification earned, every skill mastered, and every student empowered brings us closer to a future built on long and fulfilling careers for everyone.

    For more news on career readiness, visit eSN’s Innovative Teaching hub.

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    Dr. Richard McPherson, Ed.D.

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  • More parents are homeschooling–and turning to podcasts for syllabus support

    Key points:

    A revolution quietly underway in American education: the rise of homeschooling. In the past decade, there’s been a 61 percent increase in homeschool students across the United States, making it the fastest growing form of education in the country. You might not have noticed (I didn’t, at first), because only about 6 percent of students are homeschooled nationally. But that number is nearly double what it was just two years ago.

    Then I noticed something that made me take a closer look closer to home. At Starglow Media, the podcast company I founded in 2023, nearly 20 percent of our listenership comes from homeschool families. That substantially overindexes against the national population. In other words, podcasts were particularly popular in the homeschool community.

    I was curious, for my business and in general. We make podcasts for kids (and their parents)  without any specific content for homeschool families. Why was audio resonating so well with this audience? I did some digging, and the answers surprised me.

    First, I wanted to find out why homeschooling was booming. According to the Washington Post, the explosive growth is consistent across “every measurable line of politics, geography, and demographics.” Experts have offered multiple explanations. Some families started homeschooling during COVID and never went back, others want greater say in what their children learn. Some families feel their kids are safer from violence and discrimination at home, others think it’s a better environment for children with disabilities. All these reasons collectively suggest a broader motivation: people are dissatisfied with the traditional education system and are taking it into their own hands.

    None of these factors, however, explained why podcasts were popular among homeschool families. So I decided to ask the question myself. I reached out to some Starglow listeners in the Starglow community to hear what about the format was appealing to them. Three main themes emerged.

    Many people told me that podcasts are uniquely well-suited to address educational hurdles facing homeschool families. When you’re a homeschool parent, it can be difficult to navigate all the resources that inform lesson planning while ensuring that the content is age- and subject-appropriate. Parents have found podcasts to be an intuitive way to elevate their curricula. They can search for subjects, filter by age group, and trust that the content is suitable for their kids. Ads on the network add another layer of value–because parents can trust the content, they tend to trust further educational materials promoted via the same channels. Simply put, the podcast ecosystem offers a reliable means to supplement lesson plans.

    They also offer a clear financial benefit. Homeschooling can be expensive, especially in STEM, but the majority of states don’t offer government subsidies for homeschool education. Podcasts have proven to be a cost-effective way to supplement at-home learning modules. Parents appreciate that it’s free to listen.

    Lastly–and this came up in nearly every conversation–they fit in well to homeschool life. Routine is a critical part of any educational context, and podcasts are useful anchors in the school day. Parents can easily pair podcasts with lessons at any point in their day, whether it’s a current events primer paired with a news podcast over breakfast or a specific episode of “Who Smarted” (our most popular educational podcast) about how snow forms worked into a science lesson. In this way, podcasts are becoming an integral part of family life in the homeschool community. Educational content like “Who Smarted” or an age-appropriate audiobook of “Moby Dick” may be the gateway, but families tend to co-listen throughout the day, whether it’s to KidsNuz over coffee or a Koala Moon story at night.

    What does all this mean? Homeschooling is growing, and with it is the need for flexible, affordable, and trustworthy educational content. To meet that demand, families are turning to audio, which offers age-appropriate solutions that can be worked into family life through regular co-listening.

    I expect that the homeschool movement will continue to grow, because new formats and strategies are offering families new opportunities. That’s good news, because we need innovation in education right now. Test scores are falling, literacy is in decline, and school absenteeism hasn’t fully bounced back from the pandemic. The homeschool surge is just one indicator of our increased dissatisfaction with the status quo. If we want to course correct, we all need to embrace new resources, podcasts or otherwise, to enhance education at home and in the classroom. New media has the potential to transform how people teach–we should embrace the opportunity.

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    Jed Baker, Starglow Media

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  • A teacher used a vase to explain grief to her fourth graders—and parents everywhere are learning from it

    When fourth grade teacher Ryan Brazil placed a glass vase on her classroom desk, her students didn’t expect an emotional lesson. But within minutes, that vase became a symbol of how grief fills our hearts and minds, and how compassion helps make space again.

    The simple demonstration she shared in a viral Instagram video, now viewed 417,000 times, used pom-poms and a crumpled piece of paper to show her students how grief can fill our hearts and minds. It was a moment of vulnerability that resonated far beyond her classroom, offering a powerful reminder of how empathy takes root when we give children permission to feel.

    A vase that became a lesson in empathy

    In the video, Brazil begins by explaining that the vase represents her brain and heart. She drops in small pom-poms, each symbolizing the daily things that fill her mental space: noise, questions, mistakes, and ordinary stress. Normally, she tells her students, there’s still room for patience and calm.

    Then she adds a crumpled piece of black paper. This, she explains, is grief. When grief enters our lives, it takes up space that once belonged to patience or focus. “Grief takes up space, not just in your heart, but in your brain,” she tells them. “It can make you more tired, less patient, and quicker to feel overwhelmed.”

    Brazil shared with Upworthy that she recently lost her sister unexpectedly and wanted her students to understand why she might seem distracted or short-tempered. Instead of hiding her pain, she decided to talk about it, and in doing so, invited her students to do the same.

    Afterward, the class drew their own “vases,” filling the inside with feelings and thoughts and the outside with things that help them make space again: kindness, laughter, drawing, talking, resting. Together, they created a collaborative piece that read, “We make space for each other.”

    Related: TikTok video shows why a mother hasn’t moved her daughter’s shoes in three years — and the grief behind them

    Why lessons like this help kids process grief

    Children experience grief differently than adults. They often feel emotions they can’t yet name, and that can lead to confusion or fear. Research from the Continuity in Education shows that open, age-appropriate conversations about loss help children develop emotional resilience and reduce anxiety.

    Similarly, studies published in the Child Mind Institute indicate that when adults model emotional expression and self-awareness, children become better able to regulate their own feelings. Brazil’s vase demonstration gave her students a tangible way to understand this—showing them that emotional capacity is something we all manage, and that it’s okay when the space inside feels smaller.

    By bringing her grief into the open, she helped her students see that even grown-ups struggle, and that emotions don’t need to be hidden to be respected.

    Related: Andrew Garfield’s heartfelt conversation with Elmo shows us why we should talk to kids about grief

    What people are saying

    The comments on Brazil’s video reflect just how deeply the moment resonated across generations and experiences.

    • “I just want to hug the little person I can hear making little grief noises.” — annccabw

    • “You are not a therapist, friend. No reason you should’ve worked these kids up like this.”  — tonyandjamiediflorio

    • “We need more of this kind of teaching and how to teach like this. It’s really power to our students. thanks for being vulnerable” — kristyheffnerhilton

    • “Ugh and not to mention little kids only have a tiny vase (depending their age) so this is where tantrums come from. That’s why spilling their goldfish is just too much to handle. Bc it doesn’t have to be grief. It could be other things taking up their space.” — klrb28

    1. “This touches my heart on so many levels: I carry a 10 year old grieving heart inside me, the age I was when my dad died. He was a teacher, who was loved by students and parents, just as I’m sure you are. I’m a grief professional, educator, and writer for over 20 years and this is one of the most beautiful and clear and extraordinary explanations I have ever heard. Thank you from my grown-up and little grieving heart. ”

      ❤

      — @mrs.brazil_28

    The mix of gratitude, debate, and reflection reveals how powerfully grief intersects with learning and parenting. Many viewers saw the vase as a visual metaphor for empathy itself—a reminder that every child and adult carries invisible weight.

    What parents can take from the vase metaphor

    Ryan Brazil’s lesson offers more than a classroom takeaway. It’s a guide for parents who want to help children navigate big emotions at home.

    • Create a “heart space” jar: Encourage your child to place drawings, notes, or keepsakes that represent the person or feeling they’re missing. This practice, supported by findings in the Journal of Loss and Trauma, can help externalize emotions and make abstract feelings concrete.

    • Name what fills your vase: Use Brazil’s metaphor to describe emotional overload in age-appropriate language. Saying “my vase feels really full today” models awareness without shame.

    • Keep the conversation going: Research from the National Center for Biotechnology Information (NCBI) shows that ongoing discussions about loss and emotional wellbeing help children build long-term coping skills.

    These small actions can turn grief from an isolating experience into a shared process of understanding.

    Making space for each other

    When Ryan Brazil told her students, “We make space for each other,” she offered a truth that extends well beyond her classroom. Grief can shrink our capacity, but compassion expands it again. By making space for our own feelings, we show our children that theirs are safe too—and that healing often begins when we simply decide to share what we carry.

    Sources:

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  • Room to grow: Creating a classroom built for success

    Key points:

    For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.

    Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.

    Designing a classroom for student learning outcomes and well-being

    Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.

    The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.

    To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.

    For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.

    I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.

    Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.

    Supporting teachers’ well-being

    Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.

    Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.

    Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.

    Designing a brighter future for education

    Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.

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    Dr. Sue Ann Highland, School Specialty

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  • Reliable and relatable resources build confident students: The triple Rs of scholastic esports

    Key points:

    I know what it feels like to stand in front of a classroom that does not have enough. Not enough computers. Not enough up-to-date software and technical tools. Not enough resources to give every student the experience they deserve. When students notice these gaps, they notice more than the missing tools. They begin to question whether their education and, by extension, their potential really matters. That doubt can quietly drain their confidence.

    This is why dependable resources are not simply a bonus in education. They are a lifeline. In my role leading the Scholastic Esports Academy in the Five Carat Choice Program at Palm Beach Lakes High School, I have watched how access to quality equipment and meaningful project-based learning transforms students from the inside out. It is not only about what they learn but about how they begin to see themselves.

    I have been fortunate to develop partnerships with organizations like Cleverlike Studios, changing the game for my students by bringing advanced technology and creativity directly into the classroom. For example, they learned how to create new characters for Minecraft and designed custom esports jerseys for their Minecraft characters. Students were engaged while learning in games they know and love. These experiences allow them to express their creativity and see their ideas come to life while building complex skills such as coding, digital media, and game design.  

    When students make the leap from simple play to design, careers in technology and digital media suddenly seem accessible, even if they have never seen themselves in these fields before. Scholastic esports is an avenue within the educational landscape that merges the captivating realm of the video game industry with project based learning and educational objectives. It capitalizes on students’ existing interests for STEM subjects, including gamification, digital media, robotics, and financial literacy, directing them towards a structured and educational setting.

    In just five years, the Palm Beach Lakes Scholastic Esports Academy has grown from a small club of ten students to more than five hundred, becoming a full CTE academy that operates both during the school day and after school. Through this experience, students are earning four to five industry certifications along their four year pathway. Their success demonstrates what happens when resources are reliable, relatable, and creativity is encouraged. Students are now able to see themselves in real time through 3D models and their own digital designs, creating new characters for Minecraft and customizing their own esports jerseys.

    Recognizing this success, the Pew Foundation invested nearly $500,000 to expand our infrastructure and transform the program from an after school club into a full daytime classroom experience, creating even greater opportunities for growth and student success. Now, when our students walk into the Esports classroom, they enter a space built around their passions. They see powerful gaming computers, professional streaming equipment, and projects that speak their language. Suddenly, the skills they once thought were only for others become reachable. They begin to realize that their love for video games, robotics, and digital media can open doors to real world careers and college opportunities.

    The results speak for themselves:

    • In FY23 Palm Beach Lakes High School used a Pew Grant to launch the esports course and compared outcomes with a matched group of students.
    • Students who participated in esports had significantly lower rates of in-school or out-of-school suspension, with about half as many incidents as their non-esports peers.
    • Absenteeism among esports students was also slightly lower.
    • While GPA and certification pass rates were similar, the behavioral improvements were clear and meaningful.

    These numbers match what I see every day. Students who once struggled to stay engaged now show up early to practice. They stay late to collaborate. They treat each other with a level of respect and teamwork that carries over into their other classes.

    None of this would be possible without reliable and relatable resources that connect directly to students’ interests and experiences. In a Title I school, these tools make learning meaningful by turning abstract ideas into hands-on projects that students can see, touch, and create. Expanding their minds through hands-on learning and project based materials from companies like Cleverlike Studios, our students gain access to educational tools that connect classroom lessons to real world applications. Coding challenges, game design projects, and digital media activities inspire creativity, critical thinking, and collaboration. Most importantly, this work helps students see that their ideas and talents have value and that their creativity can open doors to future opportunities. 

    For many of my students’ resources have always been scarce. But in the Scholastic Esports Academy they find more than equipment. They find opportunity. They discover that their skills have value beyond the game and that their voices and ideas matter. They begin to picture themselves as leaders in technology, media, and STEM fields.

    Student Alyssa Chavez said, “Last year, we completed an assignment to design a jersey for our esports teams to wear on Minecraft. The Esports Jersey assignment was very helpful and even inspiring to me because it helped me learn to adapt and appeal to the suggestions and requirements that a client or partner would want me to apply to a project.   The use of the Blockbench program helped me to understand the importance of knowing how to navigate and use a program to do my best work for certain projects. When making the jersey, I took the elements and colors of our ‘Retro Rams’ branding and applied them to the jersey to create a design that represents unity and teamwork, showcasing the unity of our esports team.”

    This is why I believe scholastic esports is not just about gaming. It is about creating a bridge between curiosity and opportunity. It is about giving students in under-resourced communities the confidence to dream bigger and the tools to make those dreams real.

    The ongoing success of our academy is proof that when education is supported with vision, dedication, and the right resources, students will rise. We have created a space where learning feels real, where creativity thrives, and where confidence is built through experience. Partners like Cleverlike Studios have played a part in this progress by providing educational tools that enhance what we do every day. Together, we are demonstrating that reliable and relatable learning environments not only inspire achievement but also prepare students to succeed beyond the classroom.

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    Julius Edwards, Palm Beach Lakes Esports & Sunshine State Esports League

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  • Making career readiness meaningful in today’s classrooms

    Key points:

    As a high school STEM teacher at Baldwin Preparatory Academy, I often ask myself: How can we make classroom learning more meaningful for our students? In today’s rapidly evolving world, preparing learners for the future isn’t about gathering academic knowledge. It is also about helping all learners explore potential careers and develop the future-ready skills that will support success in the “real world” beyond graduation.

    One way to bring those two goals together is by drawing a clear connection between what is learned in the classroom and future careers. In fact, research from the Education Insights Report shows that a whopping 87 percent of high school students believe that career connections make school engaging–and as we all know, deeper student engagement leads to improved academic growth.

    I’ve tried a lot of different tactics to get kids engaged in careers over my 9 years of teaching. Here are my current top recommendations:

    Internship opportunities
    As many educators know, hands-on learning is effective for students. The same goes for learning about careers. Internship opportunities give students a way to practice a career by doing the job.

    I advise students to contact local businesses about internships during the school year and summer. Looking local is a wonderful way to make connections, learn an industry, and practice career skills–all while gaining professional experience.

    Tallo is another good internship resource because it’s a digital network of internships across a range of industries and internship types. With everything managed in Tallo, it’s easy for high school students to find and get real-world work experience relevant to school learning and career goals. For educators, this resource is helpful because it provides pathways for students to gain employable skills and transition into the workforce or higher education.

    Career events
    In-person career events where students get to meet individuals in industries they are interested in are a great way for students to explore future careers. One initiative that stands out is the upcoming Futures Fair by Discovery Education. Futures Fair is a free virtual event on November 5, 2025, to inspire and equip students for career success.

    Held over a series of 30-minute virtual sessions, students meet with professionals from various industries sharing an overview of their job, industry, and the path they took to achieve it. Organizations participating in the Futures Fair are 3M, ASME, Clayco, CVS Health, Drug Enforcement Administration, Genentech, Hartford, Honda, Honeywell, Illumina, LIV Golf, Meta, Norton, Nucor, Polar Bears International, Prologis, The Home Depot, Verizon, and Warner Bros. Discovery.

    Students will see how the future-ready skills they are learning today are used in a range of careers. These virtual sessions will be accompanied by standards-aligned, hands-on student learning tasks designed to reinforce the skills outlined by industry presenters. 

    CTE Connections
    All students at Baldwin Preparatory Academy participate in a career and technical education pathway of their choosing, taking 6-9 career specific credits, and obtaining an industry-recognized credential over the course of their secondary education. As a STEM teacher, I like to connect with my CTE and core subject colleagues to learn about the latest innovations in their space. Then I connect those innovations to my classroom instruction so that all students get the benefit of learning about new career paths.

    For example, my industry partners advise me about the trending career clusters that are experiencing significant growth in job demand. These are industries like cybersecurity, energy, and data science. With this insight, I looked for relevant reads or classroom activities related to one of those clusters. Then, I shared the resources back with my CTE and core team so there’s an easy through line for the students.

    As educators, our role extends beyond teaching content–we’re shaping futures. Events like Futures Fair and other career readiness programs help students see the relevance of their learning and give them the confidence to pursue their goals. With resources like these, we can help make career readiness meaningful, engaging, and empowering for every student.

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    Jessica Stanford, RN, Baldwin Preparatory Academy

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  • Why busy educators need AI with guardrails

    Key points:

    In the growing conversation around AI in education, speed and efficiency often take center stage, but that focus can tempt busy educators to use what’s fast rather than what’s best. To truly serve teachers–and above all, students–AI must be built with intention and clear constraints that prioritize instructional quality, ensuring efficiency never comes at the expense of what learners need most.

    AI doesn’t inherently understand fairness, instructional nuance, or educational standards. It mirrors its training and guidance, usually as a capable generalist rather than a specialist. Without deliberate design, AI can produce content that’s misaligned or confusing. In education, fairness means an assessment measures only the intended skill and does so comparably for students from different backgrounds, languages, and abilities–without hidden barriers unrelated to what’s being assessed. Effective AI systems in schools need embedded controls to avoid construct‑irrelevant content: elements that distract from what’s actually being measured.

    For example, a math question shouldn’t hinge on dense prose, niche sports knowledge, or culturally-specific idioms unless those are part of the goal; visuals shouldn’t rely on low-contrast colors that are hard to see; audio shouldn’t assume a single accent; and timing shouldn’t penalize students if speed isn’t the construct.

    To improve fairness and accuracy in assessments:

    • Avoid construct-irrelevant content: Ensure test questions focus only on the skills and knowledge being assessed.
    • Use AI tools with built-in fairness controls: Generic AI models may not inherently understand fairness; choose tools designed specifically for educational contexts.
    • Train AI on expert-authored content: AI is only as fair and accurate as the data and expertise it’s trained on. Use models built with input from experienced educators and psychometricians.

    These subtleties matter. General-purpose AI tools, left untuned, often miss them.

    The risk of relying on convenience

    Educators face immense time pressures. It’s tempting to use AI to quickly generate assessments or learning materials. But speed can obscure deeper issues. A question might look fine on the surface but fail to meet cognitive complexity standards or align with curriculum goals. These aren’t always easy problems to spot, but they can impact student learning.

    To choose the right AI tools:

    • Select domain-specific AI over general models: Tools tailored for education are more likely to produce pedagogically-sound and standards-aligned content that empowers students to succeed. In a 2024 University of Pennsylvania study, students using a customized AI tutor scored 127 percent higher on practice problems than those without.
    • Be cautious with out-of-the-box AI: Without expertise, educators may struggle to critique or validate AI-generated content, risking poor-quality assessments.
    • Understand the limitations of general AI: While capable of generating content, general models may lack depth in educational theory and assessment design.

    General AI tools can get you 60 percent of the way there. But that last 40 percent is the part that ensures quality, fairness, and educational value. This requires expertise to get right. That’s where structured, guided AI becomes essential.

    Building AI that thinks like an educator

    Developing AI for education requires close collaboration with psychometricians and subject matter experts to shape how the system behaves. This helps ensure it produces content that’s not just technically correct, but pedagogically sound.

    To ensure quality in AI-generated content:

    • Involve experts in the development process: Psychometricians and educators should review AI outputs to ensure alignment with learning goals and standards.
    • Use manual review cycles: Unlike benchmark-driven models, educational AI requires human evaluation to validate quality and relevance.
    • Focus on cognitive complexity: Design assessments with varied difficulty levels and ensure they measure intended constructs.

    This process is iterative and manual. It’s grounded in real-world educational standards, not just benchmark scores.

    Personalization needs structure

    AI’s ability to personalize learning is promising. But without structure, personalization can lead students off track. AI might guide learners toward content that’s irrelevant or misaligned with their goals. That’s why personalization must be paired with oversight and intentional design.

    To harness personalization responsibly:

    • Let experts set goals and guardrails: Define standards, scope and sequence, and success criteria; AI adapts within those boundaries.
    • Use AI for diagnostics and drafting, not decisions: Have it flag gaps, suggest resources, and generate practice, while educators curate and approve.
    • Preserve curricular coherence: Keep prerequisites, spacing, and transfer in view so learners don’t drift into content that’s engaging but misaligned.
    • Support educator literacy in AI: Professional development is key to helping teachers use AI effectively and responsibly.

    It’s not enough to adapt–the adaptation must be meaningful and educationally coherent.

    AI can accelerate content creation and internal workflows. But speed alone isn’t a virtue. Without scrutiny, fast outputs can compromise quality.

    To maintain efficiency and innovation:

    • Use AI to streamline internal processes: Beyond student-facing tools, AI can help educators and institutions build resources faster and more efficiently.
    • Maintain high standards despite automation: Even as AI accelerates content creation, human oversight is essential to uphold educational quality.

    Responsible use of AI requires processes that ensure every AI-generated item is part of a system designed to uphold educational integrity.

    An effective approach to AI in education is driven by concern–not fear, but responsibility. Educators are doing their best under challenging conditions, and the goal should be building AI tools that support their work.

    When frameworks and safeguards are built-in, what reaches students is more likely to be accurate, fair, and aligned with learning goals.

    In education, trust is foundational. And trust in AI starts with thoughtful design, expert oversight, and a deep respect for the work educators do every day.

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    Nick Koprowicz, Prometric

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  • Philly students receive a ‘Launchpad’ to a successful career in technology

    Saturday, October 25, 2025 9:26PM

    Philly students receive a 'Launchpad' to a successful career

    In efforts to give a boost to Philly students, this initiative provides a “Launchpad.”

    PHILADELPHIA, Pennsylvania (WPVI) — In efforts to give a boost to Philly students, this initiative provides a “Launchpad.”

    The free program teaches them about technology and develops skills for a future career.

    Today was their event where they learned how to deconstruct and rebuild a PC.

    “Our young people come here and they feel like they found their people…that are not only really passionate but also really dedicated and hardworking. Having that when you’re 18-19 can be super motivating in terms of launching your career and taking it to the next level,” said Program Director, Nick Imparato.

    For more information, check out the video above.

    Also, check out their website.

    Copyright © 2025 WPVI-TV. All Rights Reserved.

    Nick Iadonisi

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  • Missing transgender college student Lia Smith died by suicide: M.E.

    A transgender Middlebury College student reported missing on October 19 died by suicide, authorities in Vermont said.

    An autopsy conducted by the Vermont Chief Medical Examiner’s Office in Burlington identified the body discovered Thursday during a search for Lia Smith as the 21-year-old transgender former student-athlete, Vermont State Police announced late Friday. The medical examiner on Friday determined that the student died by suicide.

    “No additional details are available about this case,” the state police said in a statement.

    Smith, who previously lived in Woodside, California, was reported missing on Sunday—two days after she was last seen on campus. Authorities found a body Thursday in a field west of Middlebury in Cornwall near The Knoll, the college’s organic farm, state police said.

    Officials at the college of roughly 2,800 undergraduates initially notified students on Sunday about Smith, whose disappearance was reported to Middlebury police earlier that afternoon.

    “This is incredibly saddening news, and we are working to support our community in every way we can at this difficult time,” Middlebury College President Ian Baucom said in a statement Thursday after authorities found the unidentified body near the western edge of campus.

    “I know that this is extraordinarily difficult news to receive as we continue to hold Lia and all her family and friends tight in our hearts,” Baucom’s statement continued. “As ever, please care for yourselves and one another.”

    Counseling services had been available to Middlebury students beginning on Monday, Baucom said.

    “We will do everything we can to find Lia,” university officials said in a statement earlier this week. “She is a beloved member of our Middlebury family and there is nothing more important than the health, safety, and wellbeing of our students and of our entire community.”

    Smith’s father contacted police after not being able to reach her and connecting with friends, according to The Middlebury Campus, the school’s student newspaper.

    Smith, who double majored in statistics and computer science, previously competed on the women’s swimming and diving team. She also participated in chess and women in computer science clubs at Middlebury, the newspaper reported.

    In February, Smith spoke at a panel at the college hosted by student group Queers & Allies to discuss the politicization of transgender health care, The Middlebury Campus reported.

    Smith cited a strong support network for transgender students on campus during her appearance.

    “Know that there are people in your community that are here for you and care about you,” she said.

    Searches conducted this week near the campus by Middlebury police, Vermont State Police and other law enforcement agencies included K-9 teams and drones. Staff at the liberal arts college scoured all campus facilities as well, Baucom said.

    More than 600 Middlebury students had also joined an online group to share updates of the extensive effort to find Smith, WPTZ reported.

    “We’re a really small community,” senior Lucy Schembre told the station. “Even if you don’t know someone personally, you definitely know somebody who knows them, and you’ve definitely seen them around. It’s very jarring for somebody who’s supposed to be here to not be here.”

    Middlebury police declined to comment on inquiries by Newsweek on whether Smith’s gender identity played a role in her disappearance.

    A study conducted in 2023 revealed that 42 percent of transgender adults in the United States have attempted suicide and 81 percent have thought about ending their own lives.

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  • How Windows 11 is powering the next generation of K-12 innovation

    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
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    Laura Ascione

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