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

Social media bans alone won’t improve mental health, students and advocates say. 

A survey finds that most LGBTQ+ students’ mental health has been impacted by recent policies.

How a Connecticut middle school banned cell phones. 

To read more, click on the following links.

Research & Practice

The New York Times: Are We Talking Too Much About Mental Health?
There’s a growing focus on mental health in youth, with schools implementing preventive measures like mindfulness training. However, some researchers caution against overemphasizing mental health awareness, suggesting it might lead some students to over interpret symptoms. Trials of interventions like mindfulness training have yielded unexpected results, with some students experiencing negative effects. Self-labeling as having depression or anxiety may exacerbate coping issues. Despite these concerns, lack of access to treatment remains a critical issue, with many young people receiving no help for severe depression. Debates persist on the effectiveness of mental health interventions, but schools continue to implement mental health curriculums, emphasizing basic coping skills and awareness. Critics call for targeted interventions, while proponents stress the importance of normalizing discussions around mental health.

EdWeek: Social Media Bans Alone Won’t Improve Mental Health, Say Student Advocates
Educators and students hold differing views on social media’s impact on mental health. While educators often blame platforms like TikTok, students believe the causes of mental health issues are more complex. At an Education Week Leadership Symposium, students emphasized the need for open conversations about mental health and support from schools. Despite concerns about social media’s negative effects, a survey found that many students see it positively, providing spaces for connection and learning. Advocates suggest teaching students to use social media responsibly rather than banning it outright. They also stress the importance of creating safe spaces and supportive adults in schools to address mental health challenges effectively. However, they acknowledge the need for professional help beyond what schools can offer.
See Also: EdWeek: Twice as Many LGBTQ+ Teens Find Affirmation Online as at Home

Science Daily: Self-critical perfectionism gnaws on students’ well-being already in lower secondary school
A study among ninth graders in Swedish-speaking areas of Finland revealed four perfectionistic profiles, which vary in their association with psychological well-being. Profiles include moderately concerned, perfectionists, ambitious, and non-perfectionists. While perfectionism entails both high standards and concerns, different individuals emphasize striving and concerns differently. Most ninth graders exhibit moderate concern, associated with higher emotional exhaustion, anxiety, and depressive symptoms. Perfectionists show more burnout and psychological symptoms compared to ambitious students. Profile stability is high, but transitions occur, impacting well-being. Moving from moderate concern to perfectionism correlates with increased exhaustion, while shifting to non-perfectionism relates to fewer anxiety and depressive symptoms. The study highlights the importance of understanding self-criticism’s role in students’ well-being, emphasizing that high goals alone don’t ensure positive outcomes.

Policy

The Hechinger Report: States spending more overall on pre-K, but there are still many haves and have nots
The 2023 State of Preschool report released by the National Institute for Early Education Research reveals record enrollment in state-funded preschool programs but lower numbers of 4-year-olds due to declining birth rates. Despite increased funding, concerns have arisen over potential budget cuts after federal, COVID-19 relief aid runs out. Only five states meet all quality benchmarks; they are Alabama, Hawaii, Michigan, Mississippi, and Rhode Island. California leads in spending, while Florida lags behind in per-child expenditure despite high enrollment rates. Another report, from the National Academies of Sciences, Engineering and Medicine, emphasizes the need to improve pre-K curriculum, particularly for marginalized communities, but finds existing programs lacking in anti-racist and culturally responsive approaches. The comprehensive report proposes numerous recommendations for addressing bias and promoting equity in early childhood education.

K-12 Dive: Majority of LGBTQ+ students’ mental health impacted by recent policies
The Trevor Project’s annual survey reveals that 90% of LGBTQ+ students experienced negative impacts on their mental health due to anti-LGBTQ+ policies, up from 66% last year. Although the percentage considering suicide slightly decreased to 39%, access to mental health care remains a challenge for approximately 50% of LGBTQ+ students. Barriers include fear of discussing mental health concerns, affordability issues, and reluctance to obtain parental permission. Conservative state legislation exacerbates LGBTQ+ mental health struggles, with some laws limiting confidentiality for LGBTQ+ students and requiring parental notification for pronoun changes. Janson Wu of The Trevor Project urges lawmakers to reconsider the harmful effects of anti-LGBTQ+ policies, citing reports of families considering relocation for safety. Title IX regulations now protect LGBTQ+ students, but lawsuits challenge these protections, with several states opposing the Biden administration’s efforts to safeguard LGBTQ+ rights.
See Also: 40% of LGBTQ Youth Considered Suicide in Last Year, 30% Victimized in School

K-12 Dive: How can schools prepare for Title II digital accessibility requirements?
The U.S. Department of Justice’s new rule mandates that public K-12 and higher education institutions ensure web content and mobile apps are accessible for people with disabilities. This involves conducting a thorough inventory of digital materials to ensure compliance with accessibility standards, particularly for those with vision, hearing, cognitive, and manual dexterity disabilities. The rule, effective June 24, 2024, sets technical standards using Web Content Accessibility Guidelines (WCAG) Version 2.1, Level AA. Compliance deadlines vary based on population size, with larger districts and state universities required to comply by April 24, 2026. Accessibility advocates praise the rule as historic, but some experts warn of significant challenges, including the need to update vast amounts of digital content and the potential for false promises from vendors offering quick solutions.

Around the Nation

The Washington Post: How a Connecticut middle school won the battle against cellphones
Assistant Principal Raymond Dolphin implemented a cellphone ban at Illing Middle School in Connecticut to address distractions and conflicts caused by cellphone use. The ban, enforced with magnetic locking pouches, initially faced resistance from students and parents but has resulted in positive changes. Students report improved focus and social interactions, while teachers note reduced disruptions and conflicts. The school’s approach reflects a broader concern about the negative effects of cellphone use on student well-being and academic performance. Similar bans have been implemented in schools nationwide, indicating growing bipartisan concern over the impact of technology on children. Despite some challenges and objections, schools are increasingly turning to drastic measures to mitigate the negative influence of cellphones and social media.
See Also: Lawmakers to Ohio Students: Screen Time’s Over, Kids

The 74: New York City’s First Hybrid School Gives Students Flexible, Real-World Learning
Lena Gestel, a 10th grader from Queens, attends A School Without Walls (SWoW), a hybrid learning program in New York City. SWoW blends in-person and remote learning, allowing students to pursue passions while mastering academics. The model emphasizes youth voice and choice, with students shaping the school’s direction and following competency-based grading. The curriculum focuses on passion projects aligned with state standards, fostering agency and independence. Gestel’s project addresses inclusivity in ballet. SWoW students present their work regularly, honing research and public speaking skills. While the program faced initial challenges and isn’t for everyone, most students appreciate its flexibility and community. SWoW aims to provide a safe, individualized alternative to traditional high schools, responding to students’ diverse needs and fostering a sense of belonging.

Wisconsin Public Radio: Wisconsin school nurses say increased Medicaid reimbursement would provide more stable future
Wisconsin school nurses seek increased financial support for student health services. They met legislators to discuss Gov. Tony Evers’ proposal to allow districts full federal Medicaid reimbursement for services like physical therapy and nursing. Currently, schools receive only 60%, with the rest going to the state. This shortfall strains school budgets, risking cuts to essential services. Advocates argue for stable funding to retain school nursing positions and ensure equitable access to education. The lack of full-time nurses impacts student learning, particularly in districts relying on part-time staff. Legislation granting civil immunity for school personnel who administer Narcan passed but lacked provisions for training and prescription protocols, highlighting the need for further action to improve school health services and emergency preparedness.

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