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

LGBTQ teens who are forcibly outed have higher rates of anxiety and depression. 

At Bethesda-Chevy Chase High School, an art project documents the complex stressors students face.

To read more, click on the following links.

Research & Practice

EdWeek: By Some Measures, Students’ Well-Being Has Been Stable for a Decade, Study Shows
Veteran educators believe students are struggling more emotionally, but a report by Challenge Success suggests otherwise, indicating stability in students’ well-being, belonging, and engagement over the past decade. Despite this, students still face significant stress, sleep deprivation, and academic worry. The report, based on data from over 270,000 students from 2010 to 2023, highlights the need for a balanced focus on both academics and well-being. Experts recommend involving students in decision-making and building awareness of their experiences, particularly for marginalized groups. Strong relationships with teachers and social-emotional skills are crucial for boosting engagement and attendance. The findings suggest that while academic development is essential, it must be integrated with efforts to support students’ emotional and mental health to be effective.

K-12 Dive: School behavioral threat assessment teams on the rise
About 85% of schools had behavioral threat assessment teams this year, up from 82% in 2022-23. The teams identify students at risk of harm. Regional variations show the Midwest with the lowest rate at 81% and the South the highest at 88%. Among these schools, 71% identified students who are a risk to themselves, and 49% identified students who are a risk to others. Recommended by experts and organizations like the U.S. Department of Homeland Security, these teams work to prevent school violence and self-harm through a structured, unbiased process. However, critics argue that these assessments disproportionately target students with disabilities, students of color, and low-income students, leading to negative consequences. Best practices include involving special education professionals and training teams to recognize that there is no definitive profile of a potentially harmful student.

Policy

The 74: Report: Higher Rates of Depression, Anxiety for LGBTQ Teens Forcibly Outed
A new study from the University of Connecticut links involuntary disclosure of sexual orientation or gender identity to increased depression and anxiety among LGBTQ youth. One-third of LGBTQ youth who were outed to their families reported major depression, with transgender and nonbinary youth experiencing the highest depression levels and least family support. Since 2022, eight states have passed laws requiring schools to out transgender students, affecting over 17,000 youth. Proponents argue these laws uphold parental rights, while LGBTQ and mental health advocates warn they endanger students’ safety and privacy. Data from a 2017 survey of 9,300 LGBTQ youth showed 69% of those outed found the experience extremely stressful. The report underscores the need for understanding the impacts of forced outing and why many LGBTQ students fear seeking help. Critics argue that forced outing laws increase risks of abuse and homelessness for LGBTQ youth.

EdWeek: What Happened When This District Did an About-Face on Cellphones
In Worthington, Ohio, the school district banned middle school students from using cellphones in class in spring 2022, requiring them to keep phones in lockers but allowing access during lunch and breaks. Superintendent Trent Bowers reports this policy has been successful but acknowledges that technology has changed parents’ expectations for constant communication with their children and teachers during the school day. At the high school level, teachers use a red, yellow, and green dot system to indicate cellphone use policies for each class period, a plan developed with teacher input. While the district feels it is managing cellphone use effectively, the constant communication culture remains a challenge for educators, as it includes not just texting but also constant email and grade checking. Bowers suggests society may need to adjust expectations for in-school communication to reduce distractions.
See Also: South Carolina Budget to Ban Cellphones in K-12 Schools

EdWeek: Jim Crow-Era School Funding Hurt Black Families for Generations, Research Shows
New research highlights that Jim Crow-era school finance policies in 20th-century Mississippi had long-lasting negative effects on Black families’ education and income. These policies, using an “equalization fund,” disproportionately allocated funding to white schools, leaving Black schools underfunded. The grants could have made a difference for Black students who went to schools that did not receive them. The study, using data from 1940 and 2000, found that each additional dollar spent per student increased educational attainment and income for Black students. This historical context is critical as current school finance disparities continue to affect low-income districts. The findings underscore the need for ongoing efforts to address systemic inequities in education funding and highlight the intertwined nature of race and school finance policies.

Around the Nation

The New York Times: A School With 7 Students: Inside the ‘Microschools’ Movement
Nathanael, a 7-year-old with autism, struggled in a traditional school with 25 students per class but found happiness in a microschool with only six other students. Microschools, like Nathanael’s Kingdom Seed Christian Academy, are small, private, and largely unregulated, often operating in homes or church basements. These schools have gained popularity since the pandemic as parents seek nontraditional education options, and Republican lawmakers direct funding towards them. Despite their appeal, microschools face challenges like lack of federal disability law adherence and high costs. As for Nathanael, he thrived emotionally but might not return due to the need for additional autism support. Microschools are expanding with public funding, particularly through education savings accounts, though some critics argue for increased investment in public schools instead.

The 74: Hundreds of U.S. High Schools Wrongfully Refused Entry to Older, Immigrant Student
A comprehensive investigation by The 74 found that many U.S. high schools routinely deny enrollment to older immigrant students, despite legal rights allowing attendance until age 20 in most states. The report highlighted widespread arbitrary refusals by school staff, often citing predictions of academic failure or administrative inconvenience. The investigation spanned over 600 schools nationwide, revealing inconsistencies and misinterpretations of enrollment laws, where some students faced rejection simply based on who answered the phone. This discriminatory practice, amidst a backdrop of xenophobia, was underscored by varying acceptance rates across states and districts, with California and New York showing particularly high refusal rates despite their immigrant populations. The report criticized this exclusionary trend as a denial of education rights and highlighted efforts to challenge such practices amid a hostile political climate.
See Also: How We Did the Story

The Washington Post: Art project lets teens document the ‘complex’ stressors in their lives
Following a lockdown scare caused by a bomb threat that was deemed non-credible, Bethesda-Chevy Chase High School students created an exhibit titled “Complex City” to depict their diverse teenage experiences. The exhibit showcased text messages revealing fear and desensitization during the lockdown, emphasizing the broader pressures and complexities faced by adolescents today. It explored themes such as gender influences on social behavior, anxiety beyond social media impacts, and the struggle for belonging in a diverse environment. Highlighting both negative and positive aspects of teen life, the project aimed to challenge stereotypes and amplify youth voices. Students like junior Fernando Castro expressed their intent to foster understanding and empower their demographic through personal narratives and creative expressions. The exhibit, led by teachers David Lopilato and Angela Young, has gained attention and will be featured at American University and the Smithsonian Folklife Festival.

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