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

An effort to collect data on student absenteeism failed to improve attendance. 

Several superintendents say panic buttons help improve school safety.

The average school building is nearly 50 years old. 

To read more, click on the following links.

Research & Practice

Pediatrics: Emotional Distress Disparities Across Multiple Intersecting Social Positions: The Role of Bias-Based Bullying
A recent study led by UCLA Health and the University of Glasgow revealed a significant connection between childhood bullying and long-term mental health issues. Examining data from the U.K.’s Millennium Cohort Study, the research involved 10,000 individuals followed from late childhood to late adolescence. Those who reported distrust due to childhood bullying were more likely to face substantial mental health problems in adulthood compared to their peers. Specifically, 44% of adolescents experiencing bullying leading to high distrust levels were prone to developing clinically significant mental health difficulties, while only 13% of those with low distrust levels encountered such issues. They also highlighted the increased emotional distress caused by bias-based bullying among minority youth. The findings underscore the need for school-based programs fostering interpersonal trust to mitigate the long-term impact of childhood bullying on mental health. 

The Hechinger Report: Tracking student data falls short in combating absenteeism at school
Chronic absenteeism among students has risen sharply since the pandemic, with over 25% missing at least 18 days of school annually. This poses a significant challenge to public schools. A Southeastern district tackled post-pandemic absenteeism using an early warning system, color-coding students based on attendance. However, a study by a Harvard fellow found that effort yielded disappointing results, with low-income students’ attendance not improving. The approach proved more effective for higher-income students, highlighting the socio-economic challenges involved. Experts recommend a systemic approach, fostering positive school environments rather than punitive measures. While early warning systems aid in understanding the problem, addressing the root causes requires broader, community-focused solutions. Despite concerns about rising absenteeism, a School Pulse Panel survey showed only 15% of school leaders expressed extreme concern, indicating a need for urgent attention to prevent long-term educational consequences. See Also: The chronic absenteeism puzzle

EdWeek: Teachers, Try This: Address Student Behavior Issues with Somatic Check-Ins 
To address emotional regulation and behavioral challenges in students, an educator encourages teachers to use somatic check-ins to help students develop the cognitive tools to label and effectively respond to their emotions. Approaches like modeling or thinking out loud offer developing students the ability to check in with their own difficult emotions and process them in a safe and productive manner. This video provides examples on how to integrate these strategies into the classroom across grade levels. 

Policy

EdWeek: ESSER Isn’t the Only School Funding Relief That’s Disappearing Soon
As federal and state funding initiatives that supported schools during the pandemic approach their expiration date, concerns have arisen about the impact on education. The largest program, providing $190 billion in emergency aid to districts, known as ESSER III, requires funds to be committed to specific expenses by September 30. Several states, including Idaho, New York, and Rhode Island, are ending “hold harmless” policies, causing financial challenges for districts facing enrollment declines. Funding for technology investments, including laptops and internet connectivity, is drying up, affecting plans for device refresh cycles. Additionally, programs supporting low-income families’ access to food, health coverage, services for homeless students, and childcare providers have already ended or will soon, posing potential hardships. Districts must navigate these financial challenges, potentially leading to staff reductions, service cuts, and increased difficulties in meeting students’ needs.

K-12 Dive: Are panic buttons the key to improving school safety response times?
At AASA’s National Conference on Education, superintendents from Kansas and Maine detailed how wearable alarm badges have bolstered safety in their schools. These silent panic buttons, worn as ID card-sized badges, offer a simple and quick way for teachers and staff to alert authorities during emergencies, including health crises, behavioral issues, and other incidents. The number of button presses, such as three or eight, determines the type of response, enabling a tailored reaction to different situations. The superintendents emphasized the importance of safety in strategic plans, with crisis alert buttons serving as an additional layer to ensure a secure environment for students and staff.

EdWeek: Schools Are Taking Too Long to Craft AI Policy. Why That’s a Problem
A survey by the EdWeek Research Center reveals that 79% of educators report a lack of clear policies on the use of artificial intelligence (AI) tools in their school districts. As AI tools are expected to increase in use, concerns about plagiarism, data privacy, and ethical use have prompted districts to grapple with policy development. While 56% of educators anticipate an increase in AI tool usage in the next year, one in five educators reported their districts prohibit students from using generative AI, and 7% said the tools are banned for everyone. The lack of clear direction on AI in education may lead to confusion and inequity, emphasizing the need for proactive policies.

Around the Nation

The 74: 4 Ways Gen Z Is Thinking About Their Education and Future
Two national polls indicate that Generation Z is reimagining education and career paths amid concerns about the American dream, mental health, and the nation’s political environment. According to Common Sense Media, Gallup, and the Walton Foundation, Gen Z is overwhelmingly concerned about mental health, with 53% citing it as the top concern at schools. While they express interest in STEM careers (75%), less than a third plan to pursue them, indicating a gap between desire and preparedness. The majority sees a better education system as crucial for improving children’s lives, emphasizing the need for mental health care, job preparation, and free after-school programs in schools. See Also: On paper, teens are thriving. In reality, they’re not

K-12 Dive: The average school building is nearly a half-century old
A survey by the National Center for Education Statistics reveals the aging state of US school infrastructure, with the average age of main instructional buildings being 49 years. Over 38% of these buildings were constructed before 1970, and nearly one-third of schools reported never having major renovations, replacements, or additions. The survey also found that 31% of schools have at least one nonpermanent building in use, and 39% have an indoor air quality coordinator. The condition of school facilities is critical for the education of over 49 million US public school students. Some districts have used federal pandemic-era relief funds for infrastructure projects, but there are concerns about completing them on time amid supply chain and staffing issues.

The Hechinger Report: Schools are sending more kids to psychiatrists out of hears of campus violence, prompting concern from clinicians
Schools, facing concerns over violence and threats, often send students for psychiatric evaluations conducted by outside psychiatrists or emergency rooms, leading to prolonged absences and entry into an overburdened mental health system. This approach, instead of preventive measures and comprehensive support, can leave students out of school for weeks or months, disproportionately affecting Black and disabled children. Psychiatrists argue that schools need well-trained mental health teams to assess threats and support students. Advocates highlight the detrimental impact on students’ well-being and academic progress, calling for improved communication between schools and hospitals and a shift from an emergency-centric approach to an educational one, addressing underlying mental health needs.

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