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

One-on-one outreach shows promise in cutting school absenteeism.

As budgets shrink, school districts look for ways to make the least harmful cuts. 

Americorps and its partners are launching a Youth Mental Health Corps in middle and high schools. 

To read more, click on the following links.

Research & Practice

The 74: Good Student-Teacher Relationships Spiked During COVID. How to Get Them Back
During COVID-19, students in grades 3-12 reported unusually positive relationships with teachers, despite overall declines in student success. Data from Panorama Education showed significant improvements, particularly among middle and high school students, in students feeling that teachers genuinely cared about their well-being. However, these improved relationships faded post-pandemic.

To sustain and reproduce these positive relationships, educators can focus on social perspective-taking. Training teachers to understand students’ thoughts and feelings significantly enhances relationships and academic performance. Techniques include pairing teachers to discuss challenging students, considering multiple reasons for a student’s behavior, and showing genuine interest in students’ lives. Implementing these strategies, even informally, can foster better student-teacher relationships, improving student well-being, attendance, and academic outcomes.

BMC Public Health: Risk of not being in employment, education or training (NEET) in late adolescence is signaled by school readiness measures at 4–5 years
NEET (not in employment, education, or training) is a significant public health issue worldwide, often linked to negative long-term outcomes like poor physical and mental health as well as social exclusion. A study of British citizens has found that NEET status is more prevalent among individuals from disadvantaged backgrounds and is seen as a major contributor to health inequity. Reducing NEET prevalence is a key policy focus internationally. Identifying early indicators of NEET risk, such as academic attainment at ages 10-11, allows for timely interventions. In England, the Early Years Foundation Stage Profile assesses school readiness at age 4-5. Data from this assessment shows that failing to achieve a Good Level of Development (GLD) at this stage predicts higher NEET risk at ages 16-17. Interventions that improve school readiness and academic attainment can significantly reduce NEET rates, especially among disadvantaged children, thereby promoting better public health and social justice.

The 74: One-On-One Outreach Shows Promise In Cutting School Absenteeism
Leah Marks, an outreach worker in Sanford, Maine, helps students get to school by walking them to the bus, significantly improving their attendance and connection to school. This personalized approach has reduced absenteeism, which surged during the COVID-19 pandemic. Nearly 30% of public school students were chronically absent in 2021-2022, up from 16% before the pandemic. One-on-one connection, crucial for combating absenteeism, requires funding and commitment. Maine and other states are investing in programs to tackle this issue. Initiatives like Connecticut’s LEAP and Maryland’s use of Concentric Educational Solutions show that personal outreach and engaging programs can help students stay in school. For example, career-focused programs in D.C. have increased student engagement and attendance. Effective outreach can transform students’ lives, providing much-needed support and routine.

Policy

The 74: Class Time Roulette: Kids Receive Up to Two Years More School Depending on Where They Live
New research reveals significant disparities in instructional time among American students based on where they live. Factors such as student absences, suspensions, and classroom interruptions further diminish the effective teaching time in some districts. These discrepancies, stemming from state laws and local rules, lead to substantial gaps in learning opportunities. Over their K–12 education, students in areas with the most school days receive over two years more education than those in areas with the least. The study, published in the American Education Research Journal, used pre-COVID data but gains relevance due to the post-pandemic absenteeism crisis. For example, Providence, Rhode Island, students miss significant instructional time due to various interruptions. Moreover, the trend towards four-day school weeks, particularly in rural areas, has been linked to declining academic performance.

To address these inequities, researchers suggest maximizing existing instructional time before extending school hours or days. They recommend minimizing classroom disruptions and improving student attendance to enhance educational outcomes.

EdWeek: Districts Struggle to Find the Least Harmful Cuts as Budgets Shrink
In January, Flemington-Raritan schools in New Jersey faced a tough challenge: cutting $5.1 million from their $80 million budget. The district opted to switch health insurance providers, cancel technology contracts, and cut 33 positions, including counselors and a music teacher, leading to layoffs and reassignments. This situation reflects a nationwide issue as districts struggle with reduced budgets, the end of federal pandemic relief funds, and increasing costs. The Flemington-Raritan district, despite growing enrollment, faces funding shortages due to a high-need student population and insufficient state aid. School staff worry about the impact of these cuts on essential services, particularly for vulnerable students. Districts across the country are making similar tough decisions, cutting programs, closing schools, and laying off staff, all while trying to avoid harming core student needs. This financial strain is exacerbated by declining enrollment and rising costs.

Around the Nation

NPR: The kids missing the most amount of school may surprise you: kindergarteners
Chronic absenteeism in schools, particularly in kindergarten, has surged since the pandemic. In Livingston, Calif., Principal Mayte Ramirez and her team actively contact families to address absences. Nationally, over 25% of students were chronically absent last year, with more than 33% of California kindergarteners affected. Experts emphasize the long-term impact of early absenteeism on academic performance. Livingston’s lower absenteeism rates result from staff efforts to connect with families and highlight the importance of regular attendance. They educate parents that missing one day can set students back by three days. During COVID, the advice was to keep sick children home, but now schools encourage attendance unless the child is very ill. Livingston’s Nurse Lori Morgan helps families determine if children are too sick for school. The district also provides independent study options for children facing significant challenges, ensuring they stay engaged with their education.
See Also: Chronic absenteeism rates almost doubled during pandemic

EdSurge: Can Young Mental Health Navigators Ease the Crisis Facing Today’s Students?
Young people are facing worsening mental health issues, with many students experiencing persistent hopelessness and suicidal thoughts. The lack of mental health professionals exacerbates this crisis, as over a third of the U.S. lacks sufficient practitioners. To address this, a new initiative, the Youth Mental Health Corps, is being launched, supported by AmeriCorps and various organizations. This effort seeks to address the youth mental health crisis by leveraging the unique perspectives and experiences of young adults to support and guide their peers. Starting this fall in four states, the program will expand to seven more states in 2025. Recent high school and college graduates will serve as “navigators,” connecting peers to existing mental health resources. This initiative aims to support students while encouraging participants to pursue careers in behavioral health. The program offers training, a living stipend, and educational awards, helping members start their journey in mental health services.

EdWeek: To Ban or Not to Ban? Educators, Parents, and Students Weigh In on Cellphones
Stakeholders in schools, including students, parents, and teachers, hold varying opinions on cellphone use, complicating efforts to formulate effective policies. Teachers often view cellphones as major distractions, while some parents prioritize their ability to reach their children. Educators and administrators are divided on whether to ban cellphones outright, with concerns about the negative impacts of social media on student well-being adding to the debate. While some advocate for bans, others argue for a balanced approach, teaching responsible cellphone use instead. Experts caution against bans, suggesting they may hinder parent-child communication and advocating for empathy toward students’ attachment to their devices. Despite challenges, some schools, like Highlands Ranch High School in Colorado, are integrating cellphones into instruction, recognizing their potential for educational use and preparing students for future responsibilities.
See Also: Cellphones Turned My Teaching Career From ‘Awesome’ to Exhausting

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