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

A study finds that over scheduling kids’ lives can cause anxiety and depression. 

Schools are spending federal Covid relief funds to provide summer learning opportunities to address Covid-related learning losses.

Schools build a culture of caring to improve students’ mental health.

To read more, click on the following links.

Research & Practice

The Hechinger Report: Overscheduling kids’ lives causes depression and anxiety, study finds
A recent study by economists from the University of Georgia and the Federal Reserve Board highlights the detrimental effects of overscheduling on children’s mental well-being. Published in the Economics of Education Review, the analysis reveals that excessive homework and extracurricular activities, particularly during high school years, lead to increased anxiety, depression, and anger in students. Although initially linked to higher academic scores and positive behaviors, these benefits diminish when adjusted for family income and other demographics. The researchers employed a new statistical technique, showing that the last hour of homework and activities has no positive impact on test scores and negatively affects non-cognitive behaviors. The study emphasizes the need for education policymakers to address the pervasive pressure on students and reevaluate homework policies.

The New York Times: Students Are Making a ‘Surprising’ Rebound From Pandemic Closures. But Some May Never Catch Up.
A comprehensive national study reveals that elementary and middle-school students in the United States have partially recovered from the learning losses caused by pandemic-related school closures in 2020, particularly in math and reading. However, they remain far from being fully caught up, with students in poor districts facing greater challenges. The study, led by Stanford and Harvard researchers, indicates that the $122 billion federal aid package, the largest investment in public education in U.S. history, has helped but is insufficient. While some districts, like Durham, N.C., and Birmingham, Ala., have made significant recoveries through innovative approaches, the overall pace of recovery is deemed inadequate. The widening gap between rich and poor communities raises concerns about long-term consequences, with potential economic implications and lasting impacts on students’ futures. The study emphasizes the urgent need for continued support as federal aid is set to expire in September. See Also: Learning Recovery Efforts Worked. New Data Show Why States Must Not Let Up

The 74: Report: Schools Won’t Recover from COVID Absenteeism Crisis Until at Least 2030
A new report by the American Enterprise Institute predicts that it may take until 2030 for K-12 classrooms to return to pre-COVID norms in terms of chronic absenteeism. The study, based on data from 39 states, labels chronic absenteeism as the most significant post-pandemic challenge for schools. While there have been minor decreases in chronic absenteeism rates, particularly in low-performing and high-poverty districts, the report emphasizes the need for a more substantial improvement. The analysis also reveals an increase in the share of districts where at least 30% of students missed 18 or more days of school. The report calls for a renewed focus on attendance, especially in elementary education, and highlights the urgency for policymakers to address the ongoing crisis hindering students’ academic recovery.

Policy

K-12 Dive: Summer learning is a top ESSER spending priority for academic recovery
A survey by the Association of School Business Officials International reveals that school districts are using the final allocations of federal COVID-19 emergency funding to prioritize addressing learning loss, mental health needs, and technology access. The survey of 116 school districts in 38 states focused on spending priorities for the Elementary and Secondary School Emergency Relief (ESSER) fund. Respondents indicated that the most popular strategy for student academic recovery was expanding summer learning and enrichment programs. Additionally, addressing rising student mental health and behavioral needs was a top factor in spending decisions, along with achieving financial stability and responding to declining test scores. The survey found that 63% of districts spent over 20% of their ESSER II allocation on learning loss, and 80% of districts met the required 20% set aside for academic recovery spending by September 30, 2023, for ESSER III. 

EdWeek: Federal Funding for English Learners Has a New Home. What Do Educators Hope This Means?
The U.S. Department of Education’s Office of English Language Acquisition (OELA) will now oversee the control of federal funding for English learners, specifically Title III grants totaling about $890 million. While educators and researchers generally welcome this change, they seek clarification on the next steps. OELA’s control over Title III grants offers an opportunity to address the needs of the growing English learner population. Concerns include the pace of funding growth matching the population increase and ensuring that OELA remains influential in comprehensive education decisions rather than being siloed. Educators propose collaborative efforts, expanded training resources, and monitoring how states use Title III grants to enhance English learner education. They emphasize the importance of involving curriculum writers to create suitable resources for multilingual learners.

Around the Nation

EdWeek: A Former Teacher Turns Classroom Prowess Into Partnerships With Families
Ana Pasarella, the Director of Family and Community Engagement at the Alvin Independent School District in Texas, has gone above and beyond her role, implementing innovative programs to support students and families. Recognizing the occurrence of “summer slide,” she initiated a district-wide summer mobile library known as the book bus, providing access to books during the break. Additionally, Pasarella launched a training course for families to teach pre-K at home, overcoming affordability challenges. Her STEM bus, equipped with computers, 3D printers, and more, addresses limited resources for STEM teachers. Pasarella’s initiatives also include a student mentorship program and virtual “parent university” sessions. Her passion for student well-being and community engagement exemplifies a holistic approach to education.

EdSurge: How a Culture of Caring Is Helping These Schools Improve Student Mental Health 
The article discusses how schools are addressing the mental health challenges that emerged or worsened during the remote learning phase of the COVID-19 pandemic. Principals Darren A. Cole-Ochoa and Anabel Ibarra share their approaches to fostering a positive school culture. Both educators focus on creating a supportive environment, and implementing initiatives like mentorship programs, counseling services, and culture-building activities. They also address specific challenges, such as an increase in aggression and vaping incidents, by incorporating counseling, group sessions, and an AI mental health app. The article highlights positive trends, including a significant reduction in student discipline referrals.

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