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  • Room to grow: Creating a classroom built for success

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    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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  • Wild bear stealthily enters California zoo, is found visiting the bear exhibit

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    A wild, very “polite” and possibly lonely black bear recently paid a visit to its neighbors at a Northern California zoo.

    Before opening for the day, staff at Sequoia Park Zoo in Eureka were conducting a routine inspection of the Redwood Sky Walk — a self-guided tour of local redwood history and ecology — when they were surprised by a unique visitor.

    On the tour trail was a wild American black bear leaning on a gate to peer in at the three black bears in their habitat within the park, according the zoo’s Facebook post.

    “The wild bear did not appear aggressive and was observed interacting with Tule, Ishŭng, and Kunabulilh through their habitat fencing,” the post said.

    The Eureka Police Department got a call about the curious visitor around 9:30 a.m. and responded to the zoo along with the California Department of Fish and Wildlife.

    Directly behind the zoo is the wooded area of Eureka’s 60-acre Sequoia Park, and that’s where the bear is believed to have come from, said Laura Montagna, public information officer for the Police Department.

    But how the wild bear entered the zoo is a mystery. Officials said the perimeter fencing that separates the facility from the park was intact and secure.

    Montagna said Fish and Wildlife took the lead on escorting the bear out of the zoo and back into the woods. The police officers ensured that no human visitors were nearby, “so that the bear wouldn’t get scared,” she said.

    During the wild bear’s visit, the Sequoia Park Zoo said, it didn’t enter any animal habitats and after a “brief exploration of the enrichment items” — objects that provide mental or physical stimulation for animals — “the bear was safely coaxed back into the woods through a service gate.”

    “Overall, he was a very polite visitor. He stayed on the boardwalk path, kept two feet on the ground and didn’t try to climb over the railings,” the zoo said on Facebook.

    There have been reports of several bears in the Eureka area in the last year and a half, she said.

    The most recent sighting occurred last month when residents noticed a bear, possibly female, that Montagna said could have been the zoo visitor that she believes is just lonely.

    The wild bear’s visit has sparked playful commentary from Facebook users including Priscilla Lange who said, “[The bear] was a very considerate guest. Some of your human visitors could probably take some lessons in behavior from him.”

    Facebook user David Wickizer joked the bear was “looking for an application. … He wanted to be an ambearssador!”

    Zoo officials struck a cautionary note: “Wild bears and other animals call Sequoia Park home, and we remind our guests to responsibly live alongside them by observing wildlife from a distance, staying on marked trails and always being aware of your surroundings.”

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    Karen Garcia

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  • Why mentorship networks are essential in the college admissions process

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    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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    Dr. Mike Manzella, SSP International

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  • Next gen learning spaces: UDL in action

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    Key points:

    By embracing Universal Design for Learning (UDL) principles in purchasing decisions, school leaders can create learning spaces that not only accommodate students with disabilities but enhance the educational experience for all learners while delivering exceptional returns on investment (ROI).

    Strangely enough, the concept of UDL all started with curb cuts. Disability activists in the 1960s were advocating for adding curb cuts at intersections so that users of wheelchairs could cross streets independently. Once curb cuts became commonplace, there was a surprising secondary effect: Curb cuts did not just benefit the lives of those in wheelchairs, they benefited parents with strollers, kids on bikes, older adults using canes, delivery workers with carts, and travelers using rolling suitcases. What had been designed for one specific group ended up accidentally benefiting many others.

    UDL is founded on this idea of the “curb-cut effect.” UDL focuses on designing classrooms and schools to provide multiple ways for students to learn. While the original focus was making the curriculum accessible to multiple types of learners, UDL also informs the physical design of classrooms and schools. Procurement professionals are focusing on furniture and technology purchases that provide flexible, accessible, and supportive environments so that all learners can benefit. Today entire conferences, such as EDspaces, focus on classroom and school design to improve learning outcomes.

    There is now a solid research base indicating that the design of learning spaces is a critical factor in educational success: Learning space design changes can significantly influence student engagement, well-being, and academic achievement. While we focus on obvious benefits for specific types of learners, we often find unexpected ways that all students benefit. Adjustable desks designed for wheelchair users can improve focus and reduce fatigue in many students, especially those with ADHD. Providing captions on videos, first made available for deaf students, benefit ELL and other students struggling to learn to read.

    Applying UDL to school purchasing decisions

    UDL represents a paradigm shift from retrofitting solutions for individual students to proactively designing inclusive environments from the ground up. Strategic purchasing focuses on choosing furniture and tech tools that provide multiple means of engagement that can motivate and support all types of learners.

    Furniture that works for everyone

    Modern classroom furniture has evolved far beyond the traditional one-size-fits-all model. Flexible seating options such as stability balls, wobble cushions, and standing desks can transform classroom dynamics. While these options support students with ADHD or sensory processing needs, they also provide choice and movement opportunities that enhance engagement for neurotypical students. Research consistently shows that physical comfort directly correlates with cognitive performance and attention span.

    Modular furniture systems offer exceptional value by adapting to changing needs throughout the school year. Tables and desks that can be easily reconfigured support collaborative learning, individual work, and various teaching methodologies. Storage solutions with clear labeling systems and accessible heights benefit students with visual impairments and executive functioning challenges while helping all students maintain organization and independence.

    Technology that opens doors for all learners

    Assistive technology has evolved from specialized, expensive solutions to mainstream tools that benefit diverse learners. Screen readers like NVDA and JAWS remain essential for students with visual impairments, but their availability also supports students with dyslexia who benefit from auditory reinforcement of text. When procuring software licenses, prioritize platforms with built-in accessibility features rather than purchasing separate assistive tools.

    Voice-to-text technology exemplifies the UDL principle perfectly. While crucial for students with fine motor challenges or dysgraphia, these tools also benefit students who process information verbally, ELL learners practicing pronunciation, and any student working through complex ideas more efficiently through speech than typing.

    Adaptive keyboards and alternative input devices address various physical needs while offering all students options for comfortable, efficient interaction with technology. Consider keyboards with larger keys, customizable layouts, or touchscreen interfaces that can serve multiple purposes across your student population.

    Interactive displays and tablets with built-in accessibility features provide multiple means of engagement and expression. Touch interfaces support students with motor difficulties while offering kinesthetic learning opportunities for all students. When evaluating these technologies, prioritize devices with robust accessibility settings including font size adjustment, color contrast options, and alternative navigation methods.

    Maximizing your procurement impact

    Strategic procurement for UDL requires thinking beyond individual products to consider system-wide compatibility and scalability. Prioritize vendors who demonstrate commitment to accessibility standards and provide comprehensive training on using accessibility features. The most advanced assistive technology becomes worthless without proper implementation and support.

    Conduct needs assessments that go beyond compliance requirements to understand your learning community’s diverse needs. Engage with special education teams, occupational therapists, and technology specialists during the procurement process. Their insights can prevent costly mistakes and identify opportunities for solutions that serve multiple populations.

    Consider total cost of ownership when evaluating options. Adjustable-height desks may cost more initially but can eliminate the need for specialized furniture for individual students. Similarly, mainstream technology with robust accessibility features often costs less than specialized assistive devices while serving broader populations.

    Pilot programs prove invaluable for testing solutions before large-scale implementation. Start with small purchases to evaluate effectiveness, durability, and user satisfaction across diverse learners. Document outcomes to build compelling cases for broader adoption.

    The business case for UDL

    Procurement decisions guided by UDL principles deliver measurable returns on investment. Reduced need for individualized accommodations decreases administrative overhead while improving response times for student needs. Universal solutions eliminate the stigma associated with specialized equipment, promoting inclusive classroom cultures that benefit all learners.

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    Leslie Stebbins, Research4Ed

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  • Rethinking the role of guest teachers

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    Key points:

    When I think about the importance of consistent classroom coverage, I always come back to the idea that students deserve to feel like their classroom is their home for the next 10 months. That sense of stability is critical, not just for their learning, but for their overall well-being.

    Educators don’t always know what our students are going through outside of the school setting. Life at home for them can be challenging–maybe they’re moving often or face an unpredictable home life. What we want for our students when they step into our classrooms is consistency. We want them to see that same smiling face, hear that same calming voice, and sit in their same assigned seat. When those structures disappear, the consistency in student performance also diminishes. For students to be successful, consistency is the key.

    The challenge of classroom coverage

    Like many districts across the country, the School District of Lee County in Florida has faced challenges with substitute teacher coverage. At one point, we were operating with a 66 percent fill rate, meaning over one-third of substitute positions went unfilled on any given day. This created hurdles for our staff and students, as administrators worked creatively to ensure classrooms were covered. While these challenges tested our flexibility, they also highlighted an important opportunity to rethink how we approach the role of guest teachers. By focusing on consistency and connection, we can better support our students’ sense of belonging and their ability to thrive in the classroom.

    Building culture through integration

    The solution wasn’t just filling positions; it was changing how we think about guest teachers and their role in our school community. Treating substitute teachers as temporary outsiders was counterproductive. Instead, we needed to integrate them into our school culture from day one.

    Now, we make it a priority to include our long-term guest teachers in our back-to-school week activities. We invite them to set up classrooms, participate in staff meetings, and join professional development sessions. By immersing them in our school culture from the beginning, we help them feel included and prepared, which directly benefits our students.

    This approach has improved our fill rates. We ended our first semester of working with Kelly Education to find and train substitute teachers by reaching an 89 percent fill rate, and now we’re consistently in the high 90s. More importantly, we’ve been able to extend coverage to areas we previously couldn’t staff, such as paraprofessional positions in our high-needs ESE classrooms.

    Creating stability for students

    When students walk into a classroom and know that the same person will be there, it changes everything. They can build relationships. They can establish routines. They can feel secure enough to take academic risks and engage fully in their learning.

    I think about my own kids, who go to school in Lee County, and I want them to enjoy every minute of being there. I want them to walk into a classroom knowing that this person is going to be with them for the long haul. This consistency has had a profound impact on school culture, especially in schools that previously had high vacancy rates. There’s a sense of calm that comes from knowing who will be in the classroom each day. Our full-time instructional staff aren’t feeling the strain of having additional students in their classrooms or having to cover during their planning periods. Our administrative assistants aren’t constantly working to place people here and there.

    Professional development and support

    We are utilizing guest teachers from Kelly Education to fill vacant positions until permanent teachers are hired. Previously, when we worked with Kelly Education, any of their staff could be assigned to cover a classroom. We have now enhanced this arrangement to require that all guest teachers who fill a vacant position until permanently filled hold current teaching certificates.  Guest teachers who are filling vacant positions are integrated into our school community by receiving the same professional development opportunities as our full-time staff. They attend trainings during preschool week, participate in staff meetings, and have access to curriculum resources and support.

    This investment in their professional growth pays dividends in student outcomes. When guest teachers understand our expectations, know our procedures, and feel connected to our mission, they’re better equipped to maintain the learning environment that students need.

    This school year alone, we interviewed nearly 3,000 substitute candidates and hired 1,700. Even more impressive, close to 100 substitute teachers have converted to full-time employment within our district, with 50 of those hires happening just last school year. With all the recent new hires over the summer and start of the school year, we are at 367 guest teachers converted to full-time employment. When guest teachers feel valued, many choose to make our district their permanent home.

    The ripple effect on achievement

    While specific achievement data requires deeper analysis, the cultural transformation in our schools has been remarkable. Consistency in the classroom creates the foundation for all other learning to happen. Students can focus on academics instead of adjusting to new personalities and expectations every day. Teachers can maintain their instructional momentum instead of spending time re-establishing classroom norms after each absence.

    A model for other districts

    Our ultimate goal is to have zero vacancies on the first day of school, ensuring that each student achieves their highest personal potential. We want every student to feel at home in their classroom. I want my own kids, and every child in our district, to walk into school and feel welcomed, supported, and ready to learn.

    For leaders facing similar challenges, my advice is to rethink how you approach substitute teaching. Don’t treat guest teachers as a temporary Band-Aid. Instead, view them as integral members of your educational team who deserve the same support, training, and respect as your full-time staff.

    When guest teachers are integrated into your school culture from day one, when they’re equipped with the support and professional development they need, and when they’re part of a reliable system that puts students first, everyone wins. The consistency this creates isn’t just about filling positions–it’s about building the stable, nurturing environment that every child deserves.

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    Johanna A. Tortosa Earsley, School District of Lee County

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  • Human remains in Washington state identified as Travis Decker, wanted for killing his daughters

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    Forensic tests confirmed that human remains found on a remote mountain in Washington state this month were those of Travis Decker, a former soldier wanted in the deaths of his three young daughters last spring, officials confirmed Thursday.His remains were discovered on a steep, remote, wooded slope partway up Grindstone Mountain in central Washington, less than a mile from the campsite where the bodies of 9-year-old Paityn Decker, 8-year-old Evelyn Decker, and 5-year-old Olivia Decker were found on June 2, the Chelan County Sheriff’s Office said.Law enforcement teams had been searching more than three months for Decker, 32, before the sheriff’s office announced last week it had located human remains believed to be his. Sheriff Mike Morrison said Thursday that DNA tests on clothing found at the scene, as well as from the remains, matched Decker.The sheriff said investigators wanted to honor the girls’ memory by solving the case, and he apologized to their mother, Whitney Decker, for it taking so long.“I hope you can rest easier at night knowing that Travis is accounted for,” Morrison said.Decker had been with his daughters on a scheduled visit but failed to bring them back to his former wife, who, a year ag,o said that his mental health issues had worsened and that he had become increasingly unstable.He was often living out of his truck, she said in a petition seeking to restrict him from having overnight visits with them.A deputy found Decker’s truck as well as the girls’ bodies three days after Decker failed to return them to their mother’s house. Autopsies found the girls had been suffocated.Decker was an infantryman in the Army from March 2013 to July 2021 and deployed to Afghanistan for four months in 2014. He had training in navigation, survival, and other skills, authorities said, and once spent more than two months living in the backwoods off the grid.More than 100 officials with an array of state and federal agencies searched hundreds of square miles, much of it mountainous and remote, by land, water, and air during the on and off search. The U.S. Marshals Service offered a reward of up to $20,000 for information leading to his capture.At one point early in the search, authorities thought they spotted Decker near a remote alpine lake after receiving a tip from hikers.Officials say the coroner’s office continues to work on determining the cause and time of his death.

    (Video above: KING via CNN Newsource) —

    Forensic tests confirmed that human remains found on a remote mountain in Washington state this month were those of Travis Decker, a former soldier wanted in the deaths of his three young daughters last spring, officials confirmed Thursday.

    His remains were discovered on a steep, remote, wooded slope partway up Grindstone Mountain in central Washington, less than a mile from the campsite where the bodies of 9-year-old Paityn Decker, 8-year-old Evelyn Decker, and 5-year-old Olivia Decker were found on June 2, the Chelan County Sheriff’s Office said.

    Law enforcement teams had been searching more than three months for Decker, 32, before the sheriff’s office announced last week it had located human remains believed to be his. Sheriff Mike Morrison said Thursday that DNA tests on clothing found at the scene, as well as from the remains, matched Decker.

    The sheriff said investigators wanted to honor the girls’ memory by solving the case, and he apologized to their mother, Whitney Decker, for it taking so long.

    “I hope you can rest easier at night knowing that Travis is accounted for,” Morrison said.

    Decker had been with his daughters on a scheduled visit but failed to bring them back to his former wife, who, a year ag,o said that his mental health issues had worsened and that he had become increasingly unstable.

    He was often living out of his truck, she said in a petition seeking to restrict him from having overnight visits with them.

    A deputy found Decker’s truck as well as the girls’ bodies three days after Decker failed to return them to their mother’s house. Autopsies found the girls had been suffocated.

    Decker was an infantryman in the Army from March 2013 to July 2021 and deployed to Afghanistan for four months in 2014. He had training in navigation, survival, and other skills, authorities said, and once spent more than two months living in the backwoods off the grid.

    More than 100 officials with an array of state and federal agencies searched hundreds of square miles, much of it mountainous and remote, by land, water, and air during the on and off search. The U.S. Marshals Service offered a reward of up to $20,000 for information leading to his capture.

    At one point early in the search, authorities thought they spotted Decker near a remote alpine lake after receiving a tip from hikers.

    Officials say the coroner’s office continues to work on determining the cause and time of his death.

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  • Digital dementia: Are we outsourcing our thinking to AI?

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    Key points:

    I’ll admit that I use AI. I’ve asked it to help me figure out challenging Excel formulas that otherwise would have taken me 45 minutes and a few tutorials to troubleshoot. I’ve used it to help me analyze or organize massive amounts of information. I’ve even asked it to help me devise a running training program aligning with my goals and fitting within my schedule. AI is a fantastic tool–and that’s the point. It’s a tool, not a replacement for thinking.

    As AI tools become more capable, more intuitive, and more integrated into our daily lives, I’ve found myself wondering: Are we growing too dependent on AI to do our thinking for us?

    This question isn’t just philosophical. It has real consequences, especially for students and young learners. A recent study published in the journal Societies reports that people who used AI tools consistently showed a decline in critical thinking performance. In fact, “whether someone used AI tools was a bigger predictor of a person’s thinking skills than any other factor, including educational attainment.” That’s a staggering finding because it suggests that using AI might not just be a shortcut. It could be a cognitive detour.

    The atrophy of the mind

    The term “digital dementia” has been used to describe the deterioration of cognitive abilities as a result of over-reliance on digital devices. It’s a phrase originally associated with excessive screen time and memory decline, but it’s found new relevance in the era of generative AI. When we depend on a machine to generate our thoughts, answer our questions, or write our essays, what happens to the neural pathways that govern our own critical thinking? And will the upcoming era of agentic AI expedite this decline?

    Cognitive function, like physical fitness, follows the rule of “use it or lose it.” Just as muscles weaken without regular use, the brain’s ability to evaluate, synthesize, and critique information can atrophy when not exercised. This is especially concerning in the context of education, where young learners are still building those critical neural pathways.

    In short: Students need to learn how to think before they delegate that thinking to a machine.

    Can you still think critically with AI?

    Yes, but only if you’re intentional about it.

    AI doesn’t relieve you of the responsibility to think–in many cases, it demands even more critical thinking. AI produces hallucinations, falsifies claims, and can be misleading. If you blindly accept AI’s output, you’re not saving time, you’re surrendering clarity.

    Using AI effectively requires discernment. You need to know what you’re asking, evaluate what you’re given, and verify the accuracy of the result. In other words, you need to think before, during, and after using AI.

    The “source, please” problem

    One of the simplest ways to teach critical thinking is also the most annoying–just ask my teenage daughter. When she presents a fact or claim that she saw online, I respond with some version of: “What’s your source?” It drives her crazy, but it forces her to dig deeper, check assumptions, and distinguish between fact and fiction. It’s an essential habit of mind.

    But here’s the thing: AI doesn’t always give you the source. And when it does, sometimes it’s wrong, or the source isn’t reputable. Sometimes it requires a deeper dive (and a few more prompts) to find answers, especially to complicated topics. AI often provides quick, confident answers that fall apart under scrutiny.

    So why do we keep relying on it? Why are AI responses allowed to settle arguments, or serve as “truth” for students when the answers may be anything but?

    The lure of speed and simplicity

    It’s easier. It’s faster. And let’s face it: It feels like thinking. But there’s a difference between getting an answer and understanding it. AI gives us answers. It doesn’t teach us how to ask better questions or how to judge when an answer is incomplete or misleading.

    This process of cognitive offloading (where we shift mental effort to a device) can be incredibly efficient. But if we offload too much, too early, we risk weakening the mental muscles needed for sustained critical thinking.

    Implications for educators

    So, what does this mean for the classroom?

    First, educators must be discerning about how they use AI tools. These technologies aren’t going away, and banning them outright is neither realistic nor wise. But they must be introduced with guardrails. Students need explicit instruction on how to think alongside AI, not instead of it.

    Second, teachers should emphasize the importance of original thought, iterative questioning, and evidence-based reasoning. Instead of asking students to simply generate answers, ask them to critique AI-generated ones. Challenge them to fact-check, source, revise, and reflect. In doing so, we keep their cognitive skills active and growing.

    And finally, for young learners, we may need to draw a harder line. Students who haven’t yet formed the foundational skills of analysis, synthesis, and evaluation shouldn’t be skipping those steps. Just like you wouldn’t hand a calculator to a child who hasn’t yet learned to add, we shouldn’t hand over generative AI tools to students who haven’t learned how to write, question, or reason.

    A tool, not a crutch

    AI is here to stay. It’s powerful, transformative, and, when used well, can enhance our work and learning. But we must remember that it’s a tool, not a replacement for human thought. The moment we let it think for us is the moment we start to lose the capacity to think for ourselves.

    If we want the next generation to be capable, curious, and critically-minded, we must protect and nurture those skills. And that means using AI thoughtfully, sparingly, and always with a healthy dose of skepticism. AI is certainly proving it has staying power, so it’s in all our best interests to learn to adapt. However, let’s adapt with intentionality, and without sacrificing our critical thinking skills or succumbing to any form of digital dementia.

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    Laura Hakala, Magic EdTech

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  • Officials find remains they believe are Travis Decker

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    We want grief to only be for long, full lives, not short, sweet ones that have barely just begun. Tonight at 10, breaking news out of Washington state tonight with ties to Wisconsin, *** vigil there for three young girls found dead. Their father now charged with killing them, and tonight his family says he’s from Pewaukee. Travis Decker is *** wanted man at this hour. Investigators just updated us to say that they are still actively searching for him. 12 News Kendall Keyes leads us off with the court documents and the mystery about what happened. Whitney Decker speaking to *** Seattle news crew Monday about the father of her three girls, Travis Decker. I don’t personally think that he’s dangerous. I think that he is impulsive and he loves his children very much. The girls reported missing Friday by their mother after they did not return from *** scheduled visit with Decker. I think that he’s having *** Hard time and just needs something to make him feel better and for him that’s the girls. Her words haunting in hindsight. Decker now charged in the murder of his three daughters, 9-year-old Peyton, 8-year-old Evelyn, and 5-year-old Olivia. Family 12 News spoke to in Wisconsin say the 32-year-old grew up in Pewaukee. Monday, investigators found Decker’s truck abandoned at *** campground in Chelan County, Washington. According to court documents, 12 news obtained approximately 75 to 100 yards past where the vehicle was located and down *** small embankment, CCSO deputies located the bodies of three school-aged children. Investigators saying each has *** plastic bag over the head. The likely cause of death was *** fixation, and their wrists were also zip tied. Kendall Keys joins us from the newsroom tonight. Kendall Decker’s on the run right now, right, Diana, and they say he could be dangerous because he’s former military with extensive training. Within the hour, law enforcement in Washington held *** news conference calling for Decker to turn himself in. Travis, if you’re listening, this is your opportunity to turn yourself in. Do the right thing, do what you need to do and take accountability for your actions. We’re not going to go away. We’re not going to rest, and we’re going to make sure we find you. Pewaukee police say they’re not involved in the search. We have yet to hear back from the Waukesha County Sheriff’s Office if they’ve been asked to assist in the investigation given Decker’s ties to Pewaukee.

    Officials find remains they believe are Travis Decker, wanted in killings of his 3 young daughters in Washington

    Updated: 1:04 AM EDT Sep 19, 2025

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    Authorities say they have found remains they believe are Travis Decker, an ex-soldier wanted in the deaths of his three daughters, in the mountains of Washington state.The Chelan County Sheriff’s Office said in a statement Thursday that it was processing the site with the help of the Washington State Patrol crime scene response team. They will follow up with DNA analysis, it said.Video above: Wisconsin native on the run after death of his three daughters in Washington“While positive identification has not yet been confirmed, preliminary findings suggest the remains belong to Travis Decker,” the statement said.Decker, 32, has been wanted since June 2, when a sheriff’s deputy found his truck and the bodies of his three daughters — 9-year-old Paityn Decker, 8-year-old Evelyn Decker and 5-year-old Olivia Decker — at a campground outside Leavenworth.Three days earlier, he failed to return the girls to their mother’s home in Wenatchee, about 100 miles (160 kilometers) east of Seattle, following a scheduled visit.Decker was an infantryman in the Army from March 2013 to July 2021 and deployed to Afghanistan for four months in 2014. He had training in navigation, survival and other skills, authorities said, and once spent more than two months living in the backwoods off the grid.More than 100 officials with an array of state and federal agencies searched hundreds of square miles, much of it mountainous and remote, by land, water and air during the on and off search. The U.S. Marshals Service offered a reward of up to $20,000 for information leading to his capture.Last September, Decker’s ex-wife, Whitney Decker, wrote in a petition to modify their parenting plan that his mental health issues had worsened and that he had become increasingly unstable. He was often living out of his truck, and she sought to restrict him from having overnight visits with their daughters until he found housing.An autopsy determined the girls’ cause of death to be suffocation, the sheriff’s office said. They had been bound with zip ties and had plastic bags placed over their heads.

    LEAVENWORTH, Wash. —

    Authorities say they have found remains they believe are Travis Decker, an ex-soldier wanted in the deaths of his three daughters, in the mountains of Washington state.

    The Chelan County Sheriff’s Office said in a statement Thursday that it was processing the site with the help of the Washington State Patrol crime scene response team. They will follow up with DNA analysis, it said.

    Video above: Wisconsin native on the run after death of his three daughters in Washington

    “While positive identification has not yet been confirmed, preliminary findings suggest the remains belong to Travis Decker,” the statement said.

    Decker, 32, has been wanted since June 2, when a sheriff’s deputy found his truck and the bodies of his three daughters — 9-year-old Paityn Decker, 8-year-old Evelyn Decker and 5-year-old Olivia Decker — at a campground outside Leavenworth.

    Three days earlier, he failed to return the girls to their mother’s home in Wenatchee, about 100 miles (160 kilometers) east of Seattle, following a scheduled visit.

    Decker was an infantryman in the Army from March 2013 to July 2021 and deployed to Afghanistan for four months in 2014. He had training in navigation, survival and other skills, authorities said, and once spent more than two months living in the backwoods off the grid.

    FILE - This undated photo provided by the Wenatchee Police Department shows Travis Caleb Decker, who is wanted in connection with the deaths of his three daughters.

    Wenatchee Police Department via AP, File

    FILE – This undated photo provided by the Wenatchee Police Department shows Travis Caleb Decker, who is wanted in connection with the deaths of his three daughters.

    More than 100 officials with an array of state and federal agencies searched hundreds of square miles, much of it mountainous and remote, by land, water and air during the on and off search. The U.S. Marshals Service offered a reward of up to $20,000 for information leading to his capture.

    Last September, Decker’s ex-wife, Whitney Decker, wrote in a petition to modify their parenting plan that his mental health issues had worsened and that he had become increasingly unstable. He was often living out of his truck, and she sought to restrict him from having overnight visits with their daughters until he found housing.

    An autopsy determined the girls’ cause of death to be suffocation, the sheriff’s office said. They had been bound with zip ties and had plastic bags placed over their heads.

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  • Trump heads to a UK state visit where trade and tech talks will mix with royal pomp

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    President Donald Trump will arrive in the United Kingdom on Tuesday for a state visit during which the British government hopes a multibillion-dollar technology deal will show the trans-Atlantic bond remains strong despite differences over Ukraine, the Middle East and the future of the Western alliance.State visits in Britain blend 21st-century diplomacy with royal pageantry. Trump’s two-day trip comes complete with horse-drawn carriages, military honor guards and a glittering banquet inside a 1,000-year-old castle — all tailored to a president with a fondness for gilded splendor.King Charles III will host Trump at Windsor Castle on Wednesday before talks the next day with Prime Minister Keir Starmer at Chequers, the British leader’s rural retreat.Starmer’s office said the visit will demonstrate that “the U.K.-U.S. relationship is the strongest in the world, built on 250 years of history” — after that awkward rupture in 1776 — and bound by shared values of “belief in the rule of law and open markets.” There was no mention of Trump’s market-crimping fondness for sweeping tariffs.The White House expects the two countries will strengthen their relationship during the trip and celebrate the upcoming 250th anniversary of the founding of the United States, according to a senior White House official who was not authorized to speak publicly and spoke on the condition of anonymity. It was unclear how the U.K. was planning to mark that chapter in their shared history.“The trip to the U.K. is going to be incredible,” Trump told reporters Sunday. He said Windsor Castle is “supposed to be amazing” and added: “It’s going to be very exciting.”Trump’s second state visitTrump is the first U.S. president to get a second state visit to the U.K.The unprecedented nature of the invitation, along with the expectation of lavish pomp and pageantry, holds dual appeal to Trump. The president has glowingly praised the king’s late mother, Queen Elizabeth II, and spoken about how his own Scotland-born mother loved the queen and the monarchy.Trump, as he left the White House on Tuesday, noted that during his past state visit he was hosted at Buckingham Palace.“I don’t want to say one is better than the other, but they say Windsor Castle is the ultimate,” Trump said.He also called the king “an elegant gentleman” and said “he represents the country so well.”The president is also royally flattered by exceptional attention and has embraced the grandeur of his office in his second term. He has adorned the normally more austere Oval Office with gold accents, is constructing an expansive ballroom at the White House and has sought to refurbish other Washington buildings to his liking.Foreign officials have shown they’re attuned to his tastes. During a visit to the Middle East this year, leaders of Saudi Arabia and Qatar didn’t just roll out a red carpet but dispatched fighter jets to escort Trump’s plane.Starmer has already shown he’s adept at charming Trump. Visiting Washington in February, he noted the president’s Oval Office decorating choices and decision to display a bust of Winston Churchill. During Trump’s private trip to Scotland in July, Starmer visited and praised Trump’s golf courses.Efforts to woo the president make some members of Starmer’s Labour Party uneasy, and Trump will not address Parliament during his visit, like French President Emmanuel Macron did in July. Lawmakers will be on their annual autumn recess, sparing the government an awkward decision.The itinerary in Windsor and at Chequers, both well outside London, also keeps Trump away from a planned mass protest against his visit.“This visit is really important to Keir Starmer to show that he’s a statesman,” said Leslie Vinjamuri, president of the Chicago Council on Global Affairs. “But it’s such a double-edged sword, because he’s going to be a statesman alongside a U.S. president that is not popular in Europe.”Troubles for StarmerPreparations for the visit have been ruffled by political turmoil in Starmer’s center-left government. Last week, Starmer sacked Britain’s ambassador to Washington, Peter Mandelson, over his past friendship with convicted sex offender Jeffrey Epstein.Mandelson had good relations with the Trump administration and played a key role in securing a U.K.-U.S. trade agreement in May. His firing has put Epstein back in British headlines as Trump tries to swerve questions about his own relationship with the disgraced financier.Mandelson’s exit came just a week after Deputy Prime Minister Angela Rayner quit over a tax error on a home purchase. A senior Starmer aide, Paul Ovenden quit Monday over tasteless text messages he sent years ago. Fourteen months after winning a landslide election victory, Starmer’s position at the helm of the Labour Party is fragile and his poll ratings are in the dumps.But he has found a somewhat unexpected supporter in Trump, who has said Starmer is a friend, despite being “slightly more liberal than I am.”Starmer’s government has cultivated that warmth and tried to use it to get favorable trade terms with the U.S., the U.K.’s largest single economic partner, accounting for 18% of total British trade.The May trade agreement reduces U.S. tariffs on Britain’s key auto and aerospace industries. But a final deal has not been reached over other sectors, including pharmaceuticals, steel and aluminum.As he left the White House on Tuesday, Trump said U.K. officials wanted to continue trade negotiations during his visit.“They’d like to see if they can get a little bit better deal, so we’ll talk to them” he said.Nvidia chief executive Jensen Huang and OpenAI CEO Sam Altman are expected to be among the business leaders in the U.S. delegation. Trump and Starmer are set to sign a technology partnership – which Mandelson was key to striking – accompanied by major investments in nuclear power, life sciences and Artificial Intelligence data centers.The leaders are also expected to sign nuclear energy deals, expand cooperation on defense technology and explore ways to bolster ties between their financial hubs, according to the White House official.Ukraine on the agendaStarmer has also tried to use his influence to maintain U.S. support for Ukraine, with limited results. Trump has expressed frustration with Russian President Vladimir Putin but has not made good on threats to impose new sanctions on Russia for shunning peace negotiations.Last week’s Russian drone incursion into NATO member Poland drew strong condemnation from European NATO allies, and pledges of more planes and troops for the bloc’s eastern flank. Trump played down the incident’s severity, musing that it “ could have been a mistake.”Starmer also departs from Trump over Israel’s war in Gaza, and has said the U.K. will formally recognize a Palestinian state at the United Nations later this month.Vinjamuri said Starmer “has kept the United States speaking the right language” on Ukraine, but has had little impact on Trump’s actions.“On China, on India, on Israel and Gaza and Hamas, and on Vladimir Putin – on the really big important things – the U.K. hasn’t had a huge amount of influence,” she said.

    LONDON —

    President Donald Trump will arrive in the United Kingdom on Tuesday for a state visit during which the British government hopes a multibillion-dollar technology deal will show the trans-Atlantic bond remains strong despite differences over Ukraine, the Middle East and the future of the Western alliance.

    State visits in Britain blend 21st-century diplomacy with royal pageantry. Trump’s two-day trip comes complete with horse-drawn carriages, military honor guards and a glittering banquet inside a 1,000-year-old castle — all tailored to a president with a fondness for gilded splendor.

    King Charles III will host Trump at Windsor Castle on Wednesday before talks the next day with Prime Minister Keir Starmer at Chequers, the British leader’s rural retreat.

    Starmer’s office said the visit will demonstrate that “the U.K.-U.S. relationship is the strongest in the world, built on 250 years of history” — after that awkward rupture in 1776 — and bound by shared values of “belief in the rule of law and open markets.” There was no mention of Trump’s market-crimping fondness for sweeping tariffs.

    The White House expects the two countries will strengthen their relationship during the trip and celebrate the upcoming 250th anniversary of the founding of the United States, according to a senior White House official who was not authorized to speak publicly and spoke on the condition of anonymity. It was unclear how the U.K. was planning to mark that chapter in their shared history.

    “The trip to the U.K. is going to be incredible,” Trump told reporters Sunday. He said Windsor Castle is “supposed to be amazing” and added: “It’s going to be very exciting.”

    Trump’s second state visit

    Trump is the first U.S. president to get a second state visit to the U.K.

    The unprecedented nature of the invitation, along with the expectation of lavish pomp and pageantry, holds dual appeal to Trump. The president has glowingly praised the king’s late mother, Queen Elizabeth II, and spoken about how his own Scotland-born mother loved the queen and the monarchy.

    Trump, as he left the White House on Tuesday, noted that during his past state visit he was hosted at Buckingham Palace.

    “I don’t want to say one is better than the other, but they say Windsor Castle is the ultimate,” Trump said.

    He also called the king “an elegant gentleman” and said “he represents the country so well.”

    The president is also royally flattered by exceptional attention and has embraced the grandeur of his office in his second term. He has adorned the normally more austere Oval Office with gold accents, is constructing an expansive ballroom at the White House and has sought to refurbish other Washington buildings to his liking.

    Foreign officials have shown they’re attuned to his tastes. During a visit to the Middle East this year, leaders of Saudi Arabia and Qatar didn’t just roll out a red carpet but dispatched fighter jets to escort Trump’s plane.

    Starmer has already shown he’s adept at charming Trump. Visiting Washington in February, he noted the president’s Oval Office decorating choices and decision to display a bust of Winston Churchill. During Trump’s private trip to Scotland in July, Starmer visited and praised Trump’s golf courses.

    Efforts to woo the president make some members of Starmer’s Labour Party uneasy, and Trump will not address Parliament during his visit, like French President Emmanuel Macron did in July. Lawmakers will be on their annual autumn recess, sparing the government an awkward decision.

    The itinerary in Windsor and at Chequers, both well outside London, also keeps Trump away from a planned mass protest against his visit.

    “This visit is really important to Keir Starmer to show that he’s a statesman,” said Leslie Vinjamuri, president of the Chicago Council on Global Affairs. “But it’s such a double-edged sword, because he’s going to be a statesman alongside a U.S. president that is not popular in Europe.”

    Troubles for Starmer

    Preparations for the visit have been ruffled by political turmoil in Starmer’s center-left government. Last week, Starmer sacked Britain’s ambassador to Washington, Peter Mandelson, over his past friendship with convicted sex offender Jeffrey Epstein.

    Mandelson had good relations with the Trump administration and played a key role in securing a U.K.-U.S. trade agreement in May. His firing has put Epstein back in British headlines as Trump tries to swerve questions about his own relationship with the disgraced financier.

    Mandelson’s exit came just a week after Deputy Prime Minister Angela Rayner quit over a tax error on a home purchase. A senior Starmer aide, Paul Ovenden quit Monday over tasteless text messages he sent years ago. Fourteen months after winning a landslide election victory, Starmer’s position at the helm of the Labour Party is fragile and his poll ratings are in the dumps.

    But he has found a somewhat unexpected supporter in Trump, who has said Starmer is a friend, despite being “slightly more liberal than I am.”

    Starmer’s government has cultivated that warmth and tried to use it to get favorable trade terms with the U.S., the U.K.’s largest single economic partner, accounting for 18% of total British trade.

    The May trade agreement reduces U.S. tariffs on Britain’s key auto and aerospace industries. But a final deal has not been reached over other sectors, including pharmaceuticals, steel and aluminum.

    As he left the White House on Tuesday, Trump said U.K. officials wanted to continue trade negotiations during his visit.

    “They’d like to see if they can get a little bit better deal, so we’ll talk to them” he said.

    Nvidia chief executive Jensen Huang and OpenAI CEO Sam Altman are expected to be among the business leaders in the U.S. delegation. Trump and Starmer are set to sign a technology partnership – which Mandelson was key to striking – accompanied by major investments in nuclear power, life sciences and Artificial Intelligence data centers.

    The leaders are also expected to sign nuclear energy deals, expand cooperation on defense technology and explore ways to bolster ties between their financial hubs, according to the White House official.

    Ukraine on the agenda

    Starmer has also tried to use his influence to maintain U.S. support for Ukraine, with limited results. Trump has expressed frustration with Russian President Vladimir Putin but has not made good on threats to impose new sanctions on Russia for shunning peace negotiations.

    Last week’s Russian drone incursion into NATO member Poland drew strong condemnation from European NATO allies, and pledges of more planes and troops for the bloc’s eastern flank. Trump played down the incident’s severity, musing that it “ could have been a mistake.”

    Starmer also departs from Trump over Israel’s war in Gaza, and has said the U.K. will formally recognize a Palestinian state at the United Nations later this month.

    Vinjamuri said Starmer “has kept the United States speaking the right language” on Ukraine, but has had little impact on Trump’s actions.

    “On China, on India, on Israel and Gaza and Hamas, and on Vladimir Putin – on the really big important things – the U.K. hasn’t had a huge amount of influence,” she said.

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  • The untaught lesson: Prioritizing behavior as essential learning

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    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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    Dr. Tami Dean, The Equity Hour Podcast & Kareeme Hawkins, RethinkEd and Pivot Path Strategic Solutions

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  • Choice-ready: Exploring a new standard for preparing students for the future of work

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    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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    Dr. John Stover, Rockingham County Schools

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  • 3 steps to build belonging in the classroom

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    Key points:

    The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

    The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

    In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

    Here are three proven steps to build belonging right from the start.

    1. Break the ice with purpose

    Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

    Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

    Consider starting with activities that combine movement, play, and social awareness:

    • Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
    • Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
    • Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.

    These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

    2. Strengthen executive functioning for individual and collective success

    When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

    Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

    Here are a few ways to embed executive functioning into the early weeks:

    • Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
    • Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
    • Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.

    One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

    3. Go beyond the first week to build deeper connections

    Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

    The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

    Here are some deeper connection strategies:

    • Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
    • Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
    • Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.

    These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

    Take it campus-wide

    These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

    When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

    Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

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    Brandy Arnold, Wayfinder 

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  • The complex dynamics of principal turnover in modern educational institutions

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    Key points:

    The departure and replacement of school principals represents one of the most significant organizational changes within educational institutions, creating ripple effects that permeate every aspect of school operations. This phenomenon, increasingly prevalent in contemporary education systems, deserves thorough examination for its profound impact on institutional effectiveness, academic achievement, and organizational stability.

    When a principal exits an educational institution, the immediate effects reverberate throughout the entire school system. The administrative vacuum extends far beyond mere personnel changes, as new principals invariably bring distinct leadership philosophies, strategic priorities, and management approaches that can fundamentally reshape the school’s operational framework. Current research in educational leadership suggests that schools typically require between three to five years to fully stabilize following leadership transitions, indicating that frequent turnover can trap institutions in continuous cycles of adjustment and reorganization.

    The principal’s role transcends traditional administrative leadership, functioning as the cultural architect of the school community. During leadership transitions, the delicate fabric of established relationships between administration, faculty, and staff enters a period of uncertainty and realignment. The school’s cultural identity, carefully constructed through years of shared experiences and mutual understanding, often undergoes substantial transformation as new leadership implements alternative approaches to community building and professional collaboration. This cultural shift can significantly impact teacher motivation, student engagement, and overall school climate.

    Academic program integrity and student achievement metrics frequently experience fluctuations during principal transitions. New leaders typically introduce fresh perspectives on curriculum implementation, instructional methodologies, and resource allocation strategies. While innovation and new approaches can catalyze positive change, frequent shifts in academic direction may disrupt educational continuity and student progress. Empirical studies have consistently demonstrated that schools experiencing frequent principal turnover often exhibit temporary declines in student achievement metrics, with particularly pronounced effects in high-poverty areas where stability serves as a crucial factor for student success.

    The impact extends deep into stakeholder relationships and community partnerships. Parents, community organizations, and local partners must adapt to new leadership styles, communication protocols, and institutional priorities. The critical process of building and maintaining trust, essential for effective school-community partnerships, frequently requires renewal with each leadership change. This cyclical process can affect various aspects of school operations, from volunteer program effectiveness to community support for school initiatives and funding proposals.

    Professional development trajectories and staff retention patterns often undergo significant changes during principal transitions. Different leaders may emphasize various areas of professional growth or implement modified evaluation systems, directly affecting teacher satisfaction and career advancement opportunities. Research indicates a strong correlation between principal turnover and increased teacher attrition rates, creating compound effects on institutional stability and educational continuity. This relationship suggests that leadership stability plays a crucial role in maintaining a consistent and experienced teaching staff.

    The challenges of strategic planning become particularly acute in environments characterized by frequent leadership changes. Multi-year improvement initiatives risk interruption or abandonment as new principals implement different priorities and approaches. This instability can affect various aspects of school development, from technology integration plans to curriculum development initiatives, potentially compromising the institution’s ability to achieve long-term educational objectives and maintain consistent progress toward established goals.

    Educational institutions can implement various strategies to minimize the negative impacts of principal turnover, including developing comprehensive transition protocols, maintaining detailed documentation of ongoing initiatives, creating strong distributed leadership teams, establishing clear communication channels during transitions, and building robust institutional memory through systematic record-keeping. These mitigation strategies prove essential for maintaining organizational stability and educational effectiveness during periods of leadership change.

    The implications of principal turnover extend throughout the educational ecosystem, influencing everything from daily operations to long-term strategic initiatives. Understanding these complex dynamics becomes increasingly crucial for educational stakeholders, policymakers, and administrators in developing effective strategies to maintain institutional stability and educational quality during leadership transitions. As educational institutions continue to evolve in response to changing societal needs and expectations, the ability to manage leadership transitions effectively becomes paramount for ensuring consistent, high-quality education for all students.

    This comprehensive analysis of principal turnover effects provides valuable insights for educational professionals, administrators, and policymakers working to create more stable and effective learning environments. The ongoing challenge lies in balancing the potential benefits of new leadership perspectives with the fundamental need for institutional stability and continuous educational improvement, all while maintaining focus on the ultimate goal: providing optimal learning opportunities for students in an ever-changing educational landscape.

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    Dr. Jason Richardson, Garden City Elementary School & the International University of the Caribbean

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  • Preparing students for Industry 5.0: Rethinking STEM to shape the future workforce

    Preparing students for Industry 5.0: Rethinking STEM to shape the future workforce

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    Key points:

    The global workforce is transforming, propelled by the dawn of the Fifth Industrial Revolution–commonly referred to as Industry 5.0. Unlike previous revolutions that focused solely on technological advancement, Industry 5.0 strongly emphasizes collaboration between humans and machines. While AI, robotics, and drones continue to push boundaries, this era also recognizes the importance of human creativity and problem-solving in conjunction with these tools.

    As we prepare the workforce of the future, it becomes clear that we must rethink our approach to STEM education. It’s no longer enough to teach technical skills in isolation. Instead, we must create learning environments that foster creativity and adaptability–key traits that will help students thrive in an increasingly complex and tech-driven world.

    The imperative for Industry 5.0 readiness

    The rise of AI and automation is reshaping industries, creating an urgent need for students to develop technical competencies and think innovatively about how these technologies can be applied. The future workforce must be able to work alongside machines in ways we can’t even fully anticipate yet. Anticipating this demands an education system that evolves to meet future challenges–not just by focusing on coding or data analysis but by cultivating skills that will prove invaluable in navigating new, unforeseen challenges.

    Hands-on STEM learning is key to this evolution. Rather than confining students to theoretical exercises, integrating real-world technologies like drones into the classroom can provide students with the physical experiences they need to better understand the evolving job market. As these young minds engage with advanced tools, they gain the technical know-how and develop the mindset required to succeed in Industry 5.0.

    Why drones? Connecting STEM to real-world applications

    Drones are among the most impactful ways to bring STEM education to life. Unlike traditional teaching methods, drones allow students to interface directly with technology, transforming their learning experiences from passive to active. In classrooms incorporating drones, students can experience real-world problem-solving scenarios that transcend textbook learning.

    For example, drones are already playing a crucial role in industries such as agriculture, logistics, and environmental monitoring. By bringing these applications into the classroom, students are provided the opportunity to understand these technologies and explore their potential in solving pressing challenges across industries. Students can learn about everything from engineering and physics to coding and data analysis, all while working on projects with tangible, real-world implications.

    Take, for instance, schools that leverage partnerships with drone providers to deploy curricula that include practical lesson plans, like surveying local farmland and analyzing soil conditions to help improve crop yields. These projects go beyond theoretical knowledge, teaching students to apply data analytics in meaningful ways. In another example, high school students can design drones to support healthcare initiatives, like delivering medical supplies to remote areas–projects that mirror innovations currently being explored in healthcare logistics. These experiences prepare students for real-world careers and illuminate career pathways that may not have otherwise been obvious or desirable options.

    Bridging the skills gap with experiential learning

    Verticalized skills gaps have become a significant barrier to innovation and economic growth, as many students are graduating without the technical and critical thinking abilities demanded by today’s employers. The gap is particularly evident in data analysis, programming, advanced manufacturing, and cybersecurity–fields that are essential for navigating the complexities of the modern digital economy.

    This gap continues to widen as technological advancements outpace traditional education methods. In a world increasingly driven by data, students need to learn how to collect, analyze, and interpret information to make informed decisions. Introducing project-based learning centered around data analysis–such as interpreting data sets from environmental studies or designing experiments that involve data collection–gives students hands-on experience in this critical skill area.

    As work becomes increasingly global and cross-functional, students must develop the ability to communicate effectively in diverse teams. Experiential learning projects, such as team-based STEM competitions or group technology builds, teach students the importance of working together toward shared goals while honing their communication skills, mirroring the collaborative environments they will encounter in the workforce.

    Incorporating creativity and human ingenuity in Industry 5.0

    Technical skills are essential, but the distinguishing factor of Industry 5.0 is the synergy between human ingenuity and machine precision. Our ability to innovate and collaborate with machines to solve complex problems will mark this era. Schools should focus on fostering creativity alongside technical training, as the future workforce will be called upon to design new solutions, lead teams, and tackle challenges that have yet to emerge.

    Schools can consider integrating design thinking into their curriculum, where students engage in iterative processes to ideate, prototype, and test solutions to complex problems. In a classroom setting, students could use design thinking to create smart home devices that integrate human comfort with AI precision, focusing on user-centric solutions.

    Entrepreneurship courses in schools will empower students to develop tech startups where they identify a societal problem, design a technological solution, and pitch their idea to judges, peers, and even potential investors. This encourages both creativity in coming up with new ideas and collaboration with technology to make ideas a reality.

    The classroom as a catalyst for the future workforce

    As we move deeper into Industry 5.0, the demand for a workforce that can blend technical skills with innovative problem-solving increases. Integrating hands-on technology like drones into educational environments offers a dynamic way to address this need. It allows students to connect with STEM fields practically and inspiringly. Educators have the crucial responsibility to provide students with the necessary tools and perspectives. By incorporating creative, physical, and project-based lessons into the curriculum, we foster the innovation, adaptability, and collaboration essential for the future workforce.

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    Rob Harvey, FTW Robotics

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  • Baked-in bias or sweet equity: AI’s role in motivation and deep learning

    Baked-in bias or sweet equity: AI’s role in motivation and deep learning

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    Key points:

    In the quickly evolving landscape of AI, education stands at the forefront. New AI tools are emerging daily for educators and students; from AI tutors to curriculum creators, the AI education market is surging.

    However, the long-term impact of AI use on students is unknown. As educational AI research tries to keep up with AI development, questions remain surrounding the impact of AI use on student motivation and overall learning. These questions are particularly significant for students of color, who consistently encounter more systemic barriers than their white peers (Frausto et al., 2024).

    Emerging in the wake of the COVID-19 pandemic and related declines in student learning and motivation, AI refers to a broad range of technologies, including tools such as ChatGPT, that use vast data repositories to make decisions and problem-solve. Because the tool can assist with assignments like generating essays from prompts, students quickly integrated these technologies into the classroom. Although educators and administrators were slower to adopt these technologies, they have started using AI both to manage unregulated student usage and to streamline their work with AI-powered grading tools. While the use of AI in education remains controversial, it is clear that it is here to stay and, if anything, is rapidly evolving. The question remains: Can AI enhance students’ motivation and learning?

    A recent rapid review of research concluded that students’ motivation is impacted by their experiences in and out of the classroom. The review highlights how student motivation is shaped by more than just individual attitudes, behaviors, beliefs, and traits, but it does not comprehensively address the effects of AI on student motivation (Frausto et al., 2024).

    To understand how AI may impact the motivation and learning of students of color, we need to examine the nature of AI itself. AI learns and develops based on preexisting datasets, which often reflect societal biases and racism. This reliance on biased data can lead to skewed and potentially harmful outputs. For example, AI-generated images are prone to perpetuating stereotypes and cliches, such as exclusively generating images of leaders as white men in suits. Similarly, if we were to use AI to generate a leadership curriculum, it would be prone to create content that aligns with this stereotype. Not only does this further enforce the stereotype and subject students to it, but it can create unrelatable content leading students of color to disengage from learning and lose motivation in the course altogether (Frausto et al., 2024).

    This is not to say that AI is a unique potential detractor. Discrimination is a persistent factor in the real world that affects students’ motivational and learning experiences, and similar bias has previously been seen in non-AI learning and motivation tools that have been created based on research centering predominantly white, middle-class students (Frausto et al., 2024). If anything, AI only serves as a reflection of the biases that exist within the broader world and education sphere; AI learns from real data, and the biases it perpetuates reflect societal trends. The biases of AI are not mystical; they are very much a mirror of our own. For example, teachers also demonstrate comparable levels of bias to the world around them.

    When we think about current AI use in education, these baked-in biases can already be cause for concern. On the student use end, AIs have demonstrated subtle racism in the form of a dialect prejudice: students using African American Vernacular English (AAVE) may find that the AIs they communicate with offer them less favorable recommendations than their peers. For teachers, similar bias may impact the grades AI-powered programs assign students, preferring the phrasing and cultural perspectives used in white students’ essays over those of students of color. These are just a few examples of the biases present in current AI use in education, but they already raise alarms. Similar human-to-human instances of discrimination, such as from teachers and peers, have been linked to decreased motivation and learning in students of color (Frausto et al., 2024). In this way, it seems AI and its biases may be situated to serve as another obstacle that students of color are required to face; AI learning tools and supports that have been designed for and tested on white students to a positive effect may negatively affect students of color due to inbuilt biases. 

    For humans, we recommend anti-bias practices to overcome these perceptions. With AI, we may yet have an opportunity to incorporate similar bias awareness and anti-discriminatory practices. Such training for AI has been a prominent point in the conversation around responsible AI creation and use for several years, with companies such as Google releasing AI guidelines with an emphasis on addressing bias in AI systems development. Approaching the issue of AI bias with intentionality can help to circumvent discriminative outputs, such as by intentionally selecting large and diverse datasets to train AI from and rigorously testing them with diverse populations to ensure equitable outcomes. However, even after these efforts, AI systems may remain biased toward certain cultures and contexts. Even good intentions to support student learning and motivation with AI may lead to unintended outcomes for underrepresented groups.

    While AI-education integration is already occurring rapidly, there is an opportunity to address and understand the potential for bias and discrimination from the outset. Although we cannot be certain of AI’s impact on the motivational and educational outcomes for students of color, research sets a precedent for bias as a detractor. By approaching the implementation of AI in education with intentionality and inclusivity of perspectives, as well as awareness of potential harm, we can try to circumvent the inevitable and instead create an AI-powered learning environment that enhances the learning experiences of all students.

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    Eliana Whitehouse, EduDream

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  • Biden and Harris to travel, survey Hurricane Helene damage

    Biden and Harris to travel, survey Hurricane Helene damage

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    President Joe Biden and Vice President Kamala Harris will visit hurricane-ravaged areas in the Southeast Wednesday to assess the damage and coordinate relief efforts and funding.Biden will travel to North and South Carolina, while Harris will head to Georgia.On Tuesday, Biden directed “every available resource” to rescue and recovery efforts and has committed to helping devastated communities, saying he is prepared to ask Congress for more emergency relief funding.”We have to jump-start this recovery process. People are scared to death. People wonder whether they’re going to make it. We still haven’t heard from a whole lot of people,” Biden said. “This is urgent. People have to know how to get the information they need. So, we’ll be there until this work is done.”Biden says he has been in constant contact with state and local officials and is urging people to apply for federal assistance, including basics like food and water and for funds to help with repairing homes.More than 4,500 federal workers, including 1,000 from the Federal Emergency Management Agency, are deployed across the Southeast. Many are working to distribute millions of meals and water, thousands of tarps, and over a hundred generators, while rescue teams hope to help those who remain trapped.Biden and Harris emphasized the timing of their trips, saying they must ensure they do not detract from ongoing rescue and recovery.The White House suggested an earlier visit, like former President Donald Trump’s trip to Georgia on Monday, could take away from resources needed for hurricane victims.During that trip, Trump falsely accused Biden of “sleeping” at his beach house, ignoring the disaster and purposely neglecting Republican states and storm victims. He also falsely stated Biden did not respond to calls for help from Georgia Gov. Brian Kemp.Kemp and Biden had already spoken a day earlier. Kemp and other Republican leaders also said their states were getting everything they need.Wednesday’s trip to Georgia may also present a political opportunity for Harris — a chance to show empathy in the midst of a humanitarian crisis as she campaigns for president.Harris says she also plans to visit North Carolina in the coming days.

    President Joe Biden and Vice President Kamala Harris will visit hurricane-ravaged areas in the Southeast Wednesday to assess the damage and coordinate relief efforts and funding.

    Biden will travel to North and South Carolina, while Harris will head to Georgia.

    On Tuesday, Biden directed “every available resource” to rescue and recovery efforts and has committed to helping devastated communities, saying he is prepared to ask Congress for more emergency relief funding.

    “We have to jump-start this recovery process. People are scared to death. People wonder whether they’re going to make it. We still haven’t heard from a whole lot of people,” Biden said. “This is urgent. People have to know how to get the information they need. So, we’ll be there until this work is done.”

    Biden says he has been in constant contact with state and local officials and is urging people to apply for federal assistance, including basics like food and water and for funds to help with repairing homes.

    More than 4,500 federal workers, including 1,000 from the Federal Emergency Management Agency, are deployed across the Southeast. Many are working to distribute millions of meals and water, thousands of tarps, and over a hundred generators, while rescue teams hope to help those who remain trapped.

    Biden and Harris emphasized the timing of their trips, saying they must ensure they do not detract from ongoing rescue and recovery.

    The White House suggested an earlier visit, like former President Donald Trump’s trip to Georgia on Monday, could take away from resources needed for hurricane victims.

    During that trip, Trump falsely accused Biden of “sleeping” at his beach house, ignoring the disaster and purposely neglecting Republican states and storm victims. He also falsely stated Biden did not respond to calls for help from Georgia Gov. Brian Kemp.

    Kemp and Biden had already spoken a day earlier. Kemp and other Republican leaders also said their states were getting everything they need.

    Wednesday’s trip to Georgia may also present a political opportunity for Harris — a chance to show empathy in the midst of a humanitarian crisis as she campaigns for president.

    Harris says she also plans to visit North Carolina in the coming days.

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  • The joy of teaching and educator well-being  

    The joy of teaching and educator well-being  

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    Key points:

    Across the country, teachers like you are decorating classrooms, creating lesson plans, and preparing for new students. You have invested numerous hours planning how to help students learn and thrive. While teachers know how to prepare to help their students succeed, too often we forget to focus on what we need to prioritize our overall well-being so we can hold on to the joy of teaching. This back-to-school season is the perfect time to commit to you.

    I recently gave a presentation for Utah-based teachers called The Joy of Teaching: How to Sustain Your Professional Passion. I spent time talking with teachers about the importance of creating practical strategies that were centered on them, their well-being, and how to cultivate joy.

    As teachers, putting everyone else first and caring for yourself last is going to make it hard to sustain your passion for the teaching profession, much less sustain your mental health and overall well-being. The work that teachers do touches every profession and impacts every community. 

    You matter. So, talking about educator well-being and cultivating the joy of teaching must matter too.

    Joy matters not just because it feels good. That’s a bonus. It matters because it is good for you. There is ample research that shows us joy can increase our emotional resiliency, it can increase job satisfaction, can help protect our body from the effects of stress and pain, and can have an overflow factor where it spreads to other people and aspects of our lives.

    But how do we find and embrace joy in our busy worlds?

    We choose to cultivate a mindset that endures over time. In order to do this, we need practical strategies that we can apply no matter the season of life or how many years we have been in the classroom.

    To get started, be clear about your core values. Core values can be our guide and help us be our best selves. Ask yourself these questions:

    What matters to you?

    What is your lived experience?

    Who are your role models and why do you look up to them?

    What gets you up in the morning?

    Intentionally make time to build community with other educators. Communal care is integral to cultivating joy in teaching.  Having a mentor, being a mentor, and getting connected to professional organizations can help you sustain your joy in teaching.  We need safe professional relationships that make space for us to grow and ask for help. 

    Cultivating joy requires self-reflection and self-regulation, in addition to sharing experiences with your community. Make it a point to pause to recognize and understand your emotions to nurture your emotional intelligence. Pausing helps you to see the good, even on the hard days.  It will make you resilient and is like a sponge for integrating joy into your life and your work.

    One question that I often ask teachers is what drains them and what fills them up throughout the day. It’s amazing how many people have not taken the time to reflect on this. Asking yourself this is like putting Google Maps on your mental health journey. You’ll have directions.

    We all have different answers. For me, I get filled up with meaningful connections, seeing students and teachers thrive, and practicing gratitude. I quickly lose energy and mindfulness when I’m in a cluttered workspace, working in isolation, or when I find myself very overcommitted to activities that prevent me from prioritizing my well-being.

    Do some reflection and try to decide each week how you can do more of what fills you and less of what drains you. It’s also useful to ask yourself what your unique contribution is to the teaching space. Pause to reflect on how your voice, knowledge, and experience benefit you as a teacher.  For some of us, it helps to take some time to remember your “why” for getting into this profession. What motivated you to become a teacher? Or maybe who motivated you to step into education? It’s time to get excited about that part again. And the great news is, teacher-leader joy helps your students succeed.

    Another way to hold on to your joy is to know your capacity. Have a plan for when you feel overwhelmed. You’re human. It’s going to happen. Knowing your capacity helps you to identify where to put your time and your focus when life is hard. Think about what you need to do, delegate, and delete.  Take some time to ask yourself if you have what you need to thrive. As flight attendants always say, put your oxygen mask on first before helping others. Focusing on taking care of you doesn’t make you selfish–it helps you be healthy.

    And with all of that, you’ll be ready for the parade of smiling faces coming your way. Thank you for being part of one of the most important professions in our country. Your work has a lasting impact. We respect you and we appreciate you. Be well.

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    Dr. Mamie L. Pack, Western Governors University

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  • The psychology of classroom management: Behaviorist and humanistic theories

    The psychology of classroom management: Behaviorist and humanistic theories

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    Key points:

    Classroom management is paramount to effective teaching. It sets the stage for a productive learning environment where students can thrive academically, socially, and emotionally. The psychology behind classroom management is rich and varied, and draws from multiple theoretical frameworks that offer insights into how to shape student behavior and create a positive classroom culture.

    Two prominent psychological perspectives that significantly influence classroom management are behaviorist and humanistic theories. While these approaches differ in their methodologies and underlying philosophies, they can be harmoniously integrated to create a balanced and comprehensive classroom management strategy.

    Behaviorist theories in classroom management

    Behaviorism is rooted in the works of BF Skinner, Ivan Pavlov, and John Watson. It is a psychological theory that emphasizes observable behaviors and the ways they can be shaped through reinforcement and punishment. In the context of classroom management, behaviorist principles are often applied through techniques like positive reinforcement, negative reinforcement, and punishment to encourage desirable student behaviors and discourage undesirable ones.

    Positive reinforcement is one of the most widely used behaviorist techniques in classroom management. It involves providing a reward or positive outcome immediately after a desired behavior is exhibited, thereby increasing the likelihood of that behavior being repeated in the future. For example, a teacher might praise a student for meeting their expectations, or the teacher may use a token system where students earn points or other incentives for adhering to classroom rules.   The key to effective positive reinforcement is consistency and immediacy. Rewards should be given as soon as possible after the desired behavior occurs, and the criteria for earning rewards should be clear and consistently applied. This approach not only motivates students to behave appropriately but also helps them develop a positive association with good behavior.

    Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior being repeated. In the classroom, this might involve removing a time-consuming or unpleasant task when students exhibit the desired behavior. For example, a teacher might eliminate a night of homework or classwork (and alternatively provide free time) if students consistently complete their assignments on time. The removal of the unpleasant consequence serves as a motivator for students to maintain their good behavior.

    While reinforcement focuses on encouraging desirable behaviors, punishment is used to discourage undesirable ones. Punishment can be either positive (adding an aversive consequence) or negative (removing a pleasant stimulus). For instance, a teacher might assign extra homework (positive punishment) or take away a privilege like free time (negative punishment) in response to disruptive behavior. However, the use of punishment in classroom management is often debated. Critics argue that punishment can lead to fear, resentment, and a negative classroom environment. Therefore, when used, it should be carefully considered, applied consistently, and balanced with positive reinforcement to avoid an over-reliance on punitive measures.

    Humanistic theories in classroom management

    In contrast to behaviorism, humanistic theories (particularly those of Carl Rogers and Abraham Maslow) emphasize the importance of addressing students’ emotional and psychological needs. Humanistic psychology focuses on the whole person by advocating for a classroom environment that fosters self-actualization, personal growth, and intrinsic motivation. In this approach, the teacher’s role is not just to manage behavior but to also create a supportive, empathetic environment where students feel valued, respected, and understood.

    A core tenet of humanistic classroom management is the emphasis on building strong, positive relationships between teachers and students. Carl Rogers’ concept of “unconditional positive regard” highlights the importance of accepting and valuing students regardless of their behavior or performance. When students feel that their teacher genuinely cares about them, they are more likely to engage in the learning process and exhibit positive behaviors. In the words of former President Theodore Roosevelt, “People don’t care how much you know until they know how much you care.”

    Building relationships requires teachers to be empathetic, approachable, and attentive to their students’ individual needs. Open communication, active listening, and showing an interest in students’ lives outside of academics are ways teachers can foster these connections. When students feel understood and supported, they are more likely to develop intrinsic motivation and take responsibility for their own behavior.

    Abraham Maslow’s Hierarchy of Needs provides a framework for understanding the psychological needs that must be met for students to succeed in the classroom. According to Maslow, before students can focus on higher-order tasks like learning and self-actualization, their basic needs for safety, belonging, and esteem must be satisfied. In the classroom, this means creating a safe environment where students feel physically and emotionally secure. It also involves fostering a sense of community and belonging so that every student feels like an integral part of the class. Teachers can achieve this by promoting inclusivity, celebrating diversity, and encouraging collaborative learning activities. Additionally, recognizing and affirming students’ efforts and achievements helps build their self-esteem. This recognition does not have to come in the form of tangible rewards. Often, a simple acknowledgment of a student’s hard work or a note of encouragement can go a long way in boosting their confidence and motivation.

    Integrating behaviorist and humanistic approaches

    While behaviorist and humanistic theories might seem to differ, they are not mutually exclusive. In fact, integrating elements of both approaches can lead to a more balanced and effective classroom management strategy.

    For example, a teacher can use positive reinforcement to shape student behavior (a behaviorist technique) while also focusing on building strong relationships and meeting students’ emotional needs (a humanistic approach). By combining these strategies, teachers can create a structured yet supportive environment where students are motivated both extrinsically and intrinsically.

    In practice, this might look like a teacher who uses a token system (PBIS) to reward good behavior but also takes the time to understand why a student might be acting out. Instead of relying solely on punishment for misbehavior, the teacher might have a conversation with the student to explore underlying issues and work together to find a solution. This approach not only addresses the immediate behavior, but it also supports the student’s long-term emotional and psychological development.

    Conclusion

    The psychology of classroom management is complex. It involves a range of strategies and approaches that draw from different psychological theories. Behaviorist theories provide practical tools for shaping and reinforcing student behavior through external rewards and consequences. Humanistic theories emphasize the importance of addressing students’ emotional and psychological needs to foster intrinsic motivation and personal growth.

    By integrating both behaviorist and humanistic approaches, teachers can create a classroom environment that is both well-managed and emotionally supportive. This balanced approach not only promotes positive behavior, but also helps students develop the skills and confidence they need to succeed academically and in life.

    Ultimately, effective classroom management is not just about controlling behavior. Instead, it is about creating a learning environment where every student feels valued, respected, and motivated to achieve their full potential.

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    Dr. Yuvraj Verma, Bessemer City Middle School

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  • Kim Kardashian and sister visit Northern California inmate fire camp

    Kim Kardashian and sister visit Northern California inmate fire camp

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    Kim Kardashian, who in recent years has become an advocate for criminal justice reform, paid a visit last week to a camp in the mountains of Northern California where incarcerated men serve as firefighters, often deploying to the front lines of the state’s biggest blazes.

    The California Department of Forestry and Fire Protection posted photos of the visit, saying Kardashian had visited Growlersburg Camp No. 33 in El Dorado County and met with several crews to “learn more about the program and show support.” The camp, Cal Fire noted, is jointly operated by the California Department of Corrections and Cal Fire. Incarcerated people are trained to pursue careers in firefighting upon their release, the post said.

    Kardashian, who was accompanied by her sister Kendall Jenner, later posted more photos of her visit on her own Instagram account, which, with 361 million followers, attracts quite a bit more attention than Cal Fire’s Amador-El Dorado Facebook page. Kardashian wore a black shoulderless turtleneck and black sneakers; the firefighters wore orange fire-protective jumpsuits with heavy-duty boots.

    “These incredible men are incarcerated firefighters saving our state, homes and communities from fire,” she wrote, adding that the firefighters can expunge their felony records and “go into firefighting” when they get out.

    Several people jumped into the comments section on Kardashian’s post to exclaim that they had spotted their family members in the photos.

    “That’s my son in the back in the 5th picture,” one woman wrote. “Thank you for rooting for those boys.”

    Kardashian, who became a worldwide celebrity thanks to her family’s reality show and social media, met with Vice President Kamala Harris at the White House for a roundtable on criminal justice reform earlier this year. And last week, she announced on her Instagram page that she had recently visited the Department of Justice in Washington to discuss prisoners “who have taken accountability for their crimes … and are ready to come home from our prisons and be with their families.”

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    Jessica Garrison

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  • Understanding cognitive development in students via Piaget’s Theory

    Understanding cognitive development in students via Piaget’s Theory

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    Key points:

    In the ever-evolving landscape of education, it is important to understand how students think and learn so as to be able to teach effectively. Jean Piaget, a Swiss psychologist, profoundly impacted educational theory with his comprehensive theory of cognitive development. His work was developed in the mid-20th century, but it remains highly relevant and influential in today’s classrooms.

    Piaget’s stages of cognitive development

    Piaget proposed that children move through four distinct stages of cognitive development. Each stage represents a different way of thinking and understanding the world. The concepts can be applied in the classroom.

    1. Sensorimotor stage (birth to 2 years)

      In the sensorimotor stage, infants learn about the world through their senses and actions. This stage is characterized by the development of object permanence, which is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

      In early education, incorporating sensory activities and interactive play can greatly benefit infants and toddlers. Sensory experiences (i.e., tactile play with different textures, auditory stimulation through music, and visual exploration with bright colors and shapes) help stimulate and develop the senses of infants and toddlers. Additionally, engaging them in interactive play activities (i.e., peek-a-boo) encourages movement and interaction, which aids in developing essential cognitive skills, such as object permanence.

      2. Preoperational stage (2-7 years old)

      During the preoperational stage, children begin to use language and think symbolically, but their thinking is still intuitive and egocentric. They struggle with understanding the perspective of others and exhibit centration, and focus on one aspect of a situation at a time.

      In early childhood education, fostering language development and utilizing play-based learning are essential. Language skills can be nurtured through storytelling, singing, and conversations, which encourages children to express their thoughts and feelings. Play-based learning (i.e., role-playing games and imaginative play) helps children explore different perspectives and scenarios. Additionally, using concrete examples through visual aids and hands-on activities ensures that abstract concepts are made tangible and relatable thereby enhancing understanding and retention.

      3. Concrete operational stage (7-11 years old)

      In the concrete operational stage, children begin to think logically about concrete events. They understand the concepts of conservation, classification, and seriation, and can perform mental operations, but their thinking is still grounded in concrete experiences.

      In elementary education, incorporating hands-on activities, promoting group work, and using visual aids are crucial for effective learning. Hands-on activities (i.e., experiments, manipulatives, and real-world problem-solving tasks) require logical thinking and reasoning, which helps students grasp complex concepts. Group work fosters collaborative learning through projects and discussions, thereby encouraging students to consider different viewpoints and ideas. Additionally, visual aids like charts, diagrams, and models help students understand and organize information, making learning more accessible and engaging.

      4. Formal operational stage (12 years and up)

      In the formal operational stage, adolescents develop the ability to think abstractly, reason logically, and plan systematically. They can consider hypothetical situations and use deductive reasoning.

      In secondary education, challenging students with abstract thinking, encouraging debate and discussion, and assigning independent projects are key strategies for promoting deeper learning. Engaging students with problems that require abstract thinking (i.e., algebraic equations, scientific theories, and philosophical questions) helps develop their analytical skills. Debates and discussions on complex topics enhance critical thinking and reasoning abilities. Furthermore, assigning independent research projects that necessitate planning, investigation, and synthesis of information fosters self-directed learning and comprehensive understanding.

      Integrating Piaget’s theory into modern classrooms

      Piaget’s theory emphasizes the importance of developmental readiness and individualized instruction. To integrate his principles into modern classrooms, educators can employ several strategies. First, differentiated instruction recognizes that students are at different developmental stages and tailors instruction to meet their individual needs. This approach provides a variety of activities and assignments that cater to different learning styles and levels of cognitive development. Active learning is another key strategy, which involves students in hands-on activities, experiments, and interactive lessons to solidify new concepts and foster deeper understanding.

      Scaffolding offers support and guidance as students learn new concepts so as to gradually reduce assistance as they become more proficient, which allows them to develop independence and confidence. Formative assessment is crucial for monitoring students’ progress and understanding, thereby providing regular feedback to identify areas where additional support or challenges are needed. Lastly, reflective practice fosters a classroom environment that encourages students to think deeper, ask questions, and explore different problem-solving strategies, promoting deeper cognitive engagement and self-awareness.

      In summary, it is important to understand Piaget’s theory of cognitive development because it provides valuable insights into how students think and how they learn. By applying these principles, teachers can create more effective, engaging, and developmentally appropriate learning experiences. Embracing the stages of cognitive development ensures that instruction meets students where they are, thereby fostering growth and maximizing their potential. As educators, recognizing and responding to the cognitive needs of our students is key to nurturing their intellectual and emotional development so as to pave the way for lifelong learning and success.

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    Dr. Yuvraj Verma, Bessemer City Middle School

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