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Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap // Campaign for Educational Equity, Teachers College, Columbia University

Equity in Education Forum Series, Spring 2010
Teachers College, Columbia University 
 

"Healthier Students Are Better Learners" brings together the most recent findings in fields ranging from neuroscience and child development to epidemiology and public health. Charles Basch focuses on "educationally relevant health disparities" in seven areas -- vision; asthma; teen pregnancy; aggression and violence; physical activity; breakfast; and inattention and hyperactivity -- that disproportionately affect the educational opportunities and outcomes of urban minority youth. He argues that unless they are addressed in a coordinated fashion at the federal, state and local levels, efforts to close the education achievement gap will be compromised."...

 

http://www.equitycampaign.org/i/a/document/12557_EquityMattersVol6_Web03082010.pdf

 

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Team California for Healthy Kids // California Department of Education

Team California for Healthy Kids // California Department of Education | Health Education Resources | Scoop.it

"State Superintendent of Public Instruction (SSPI) Tom Torlakson has initiated the Team California for Healthy Kids (TCHK) to promote healthy eating and physical activity throughout the day, every day, in schools, before and after school agencies, early childhood programs, and communities. The campaign will focus on making healthy choices the easy choices.


Rigorous research confirms the clear connection between health, learning, and attendance:


Healthy children are:
* more successful in school
* miss fewer days of school
* are more attentive and well-behaved, and
* are more likely to graduate from high school and go to college.

Health disparities contribute to the achievement gap


Superintendent Torlakson has long been a champion for students’ health.  He knows that healthy students not only excel academically, but also are more likely to be positively engaged in social, community and extra-curricular activities. The benefits of supporting student health are far reaching.

 

The goals for the first two years of the campaign are to:
* Increase physical activity, especially moderate-to-vigorous physical activity throughout the day, every day, in schools and communities.
* Increase access to water and fresh foods, particularly salad bars."

 

For more information and resources, click title above or here: 
http://www.cde.ca.gov/eo/in/tchk.asp

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InfoAboutKids.org

InfoAboutKids.org | Health Education Resources | Scoop.it
Infoaboutkids.org is an ongoing collaboration of the Consortium for Science-Based Information on Children, Youth and Families. Our goal is to promote healthy child and family development by highlighting science-based information for those who care for, or work with, children. Our site, updated quarterly, links to other well-established, trustworthy websites for parents and professionals. Our monthly blogs will summarize science-based information on timely topics.

 

http://www.infoaboutkids.org/ 

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Costs of Environmental Health Conditions in California Children // Public Health Institute

Costs of Environmental Health Conditions in California Children // Public Health Institute | Health Education Resources | Scoop.it

"Children are generally more susceptible than adults to environmental hazards, but little is known about the economic burden of illnesses related to these hazards. A new report, Costs of Environmental Health Conditions in California Children, released by the Public Health Institute's California Environmental Health Tracking Program (CEHTP), estimates the cost of four childhood conditions related to the environment in California: asthma, cancer, lead exposures, and neurobehavioral disorders."
 

http://www.phi.org/resources/?resource=cehtpkidshealthcosts 

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Healing Together: Community-Level Trauma. Its Causes, Consequences, and Solutions // Johns Hopkins Urban Health Institute

Click here to download pdf of document: http://urbanhealth.jhu.edu/_PDFs/SDH_2015_Brief_2.pdf

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This is how #hiphopbasededu #hiphoptherapy will pave the way for new ways to engage and heal the people. 

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The 2015 KIDS COUNT Data Book // The Annie E. Casey Foundation

The 2015 KIDS COUNT Data Book // The Annie E. Casey Foundation | Health Education Resources | Scoop.it
The 2015 KIDS COUNT Data Book, the 26th edition of the annual report on child well-being, shows improvements in child health and education, more families are struggling to make ends meet, and a growing number of kids live in high-poverty neighborhoods.


http://www.aecf.org/resources/the-2015-kids-count-data-book/

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Developing Emotionally Healthy Children, Families, Schools, & Communities // The Children's Project // emotionallyhealthychildren.org

Developing Emotionally Healthy Children, Families, Schools, & Communities // The Children's Project // emotionallyhealthychildren.org | Health Education Resources | Scoop.it

 

 

"Babies, toddlers, children, teenagers, parents and grandparents all have the same emotional needs. Meeting these needs in childhood provides the foundation for success in school, work, relationships, marriage, and life in general. How to Raise Emotionally Healthy Children, a parenting book by Gerald Newmark, PhD, has a compelling and provocative message about parent-child relations. It provides powerful and practical concepts and tools that enable parents, teachers, and childcare providers to interact with children and with each other in emotionally healthy ways. In the process, children learn to interact with each other in the same way.

 

The book is also a “wake-up call” to America that we are abandoning our children emotionally. Failure to support our children’s emotional health at home and in schools is jeopardizing their future and that of our nation. The Children’s Project, a nonprofit, grass roots organization is dedicated to providing a solution to this problem, and offers a way for families, schools, and even cities to become emotional-healthy-friendly environments. The book, and accompanying trainings and other resources, have attracted attention across diverse ethnic, religious, socio-economic, and age groups. It provides a universal language regarding emotional health that is easy for anyone to understand and use.

 

Visit our free resources page for tools that parents, teachers, and others who work with children can use in supporting children’s emotional health (http://emotionallyhealthychildren.org/?page_id=3744)

 

http://emotionallyhealthychildren.org/

 

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Healthy Kids in a Digital World // CCFC

Healthy Kids in a Digital World // CCFC | Health Education Resources | Scoop.it

Download Healthy Kids in a Digital World: A Strategic Plan to Reduce Screen Time for Children 0 to 5 Through Organizational Policy and Practice Change here.

 

http://commercialfreechildhood.org/healthykidsdigitalworld

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Alliance for a Healthier Generation // Healthy Schools Programs

Alliance for a Healthier Generation // Healthy Schools Programs | Health Education Resources | Scoop.it

"The Alliance for a Healthier Generation’s Healthy Schools Program is an evidence-based initiative that will help you to create and sustain healthy environments where your students can learn better and flourish. Our work to help schools improve physical education, health education, and nutrition has impacted more than 16 million students nationwide.


Join us and 27,000 schools around the country!

Find your school and register to access your school's assessment tool and create a customizable action plan to integrate healthy habits into your school day. Together, we will create healthier environments for all our nation’s students.

 

Welcome to Our New Website
Our Healthy Schools Program website now has a cleaner look, requires fewer clicks, and offers one unified assessment tool to track your accomplishments…we think you’ll love the new experience as you create a healthier school!"...

 

For full site, click on title above or here: 
https://schools.healthiergeneration.org/

 

For Tools and Resources:

Read more about the following school health topics:

https://schools.healthiergeneration.org/tools__resources/

 

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"Talk. They Hear You." SAMHSA App

"Talk. They Hear You." SAMHSA App | Health Education Resources | Scoop.it

"Practice talking to your kids about the dangers of alcohol.

Prepare for one of the most important conversations you may ever have with your kids about underage drinking. SAMHSA’s “Talk. They Hear You.” app is available on desktop computers and on the go from the App StoreSM,Google Play™, the Windows® Store, and Windows® Phone Store.

 

The app features an interactive simulation that helps you learn the do's and don'ts of talking to kids about underage drinking. Using avatars, you will:

Practice bringing up the topic of alcoholLearn the questions to askGet ideas for keeping the conversation going"
 

http://www.samhsa.gov/underage-drinking/mobile-application

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Center for Youth Wellness // www.centerforyouthwellness.org

Center for Youth Wellness // www.centerforyouthwellness.org | Health Education Resources | Scoop.it

"The Center for Youth Wellness is part of a national effort to revolutionize pediatric medicine and transform the way society responds to kids exposed to significant adverse childhood experiences and toxic stress.

Led by founder and CEO Dr. Nadine Burke Harris, we are a health organization within a pediatric home that serves children and families in the Bayview Hunters Point neighborhood of San Francisco. We were created to respond to an urgent public health issue: early adversity harms the developing brains and bodies of children. 

We screen every young person we see for Adverse Childhood Experiences (ACEs) that we know can lead to toxic stress and lifelong problems with health, wellness and learning. We heal children’s brains and bodies by piloting treatments for toxic stress and sharing our findings nationally. We prevent toxic stress by raising awareness among those who can make a difference: from parents and pediatricians to policy makers."

 

http://www.centerforyouthwellness.org/

 

 

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Virtually Addicted: Why General Practice Must Now Confront Screen Dependency // British Journal of General Practice

ABSTRACT

"Discretionary screen time (ST) is now the main waking activity of children: a lifestyle factor as relevant to health as nutrition and physical activity. High ST is increasingly considered an independent risk factor, often exhibiting a dose–response relationship with cardiometabolic disease, unfavourable child development outcomes, and adult morbidity and mortality, ultimately placing greater pressure on primary care services.1 The US Department of Health has issued ‘recommended limits for screen time’ as one of its national ‘health improvement priorities’ and a key ‘disease prevention objective’.2 Public Health England recently reported their concern over: ‘Increased screen time … evidence suggests a “dose-response” relationship, where each additional hour of viewing increases the likelihood of experiencing socio-emotional problems’.3

 

As concern grows over the amount of ST, the term ‘addiction’ is increasingly used by physicians to describe the rising number of children engaging in a variety of screen activities in a dependent, problematic manner. The diagnostic vernacular is still evolving: internet addiction disorder (IAD), at-risk/problematic internet use (ARPIU), pathological video game use, video game addiction, pathological technology use, online game addiction, and more. Although the current medical focus is on ‘video gaming’, other forms of screen use, from excessive messaging and social networking to ‘porn addiction’, can also become highly problematic. While there is a lack of consensus as to whether such screen use constitutes a formal psychiatric disorder, the NHS doesn’t consider it a passing phase, stating ‘as computer use has increased, so too has computer addiction’.4
 

Involving primary care in this emerging problem should not be construed as medicalising a popular pastime, the thin end of the wedge leading GPs to meddle in patient lifestyles. ST is a health issue and the GP’s surgery is the entrance hall through which patients seek authoritative guidance, referral, and where education can take place. Raising parental awareness of both excessive ST and problematic, dependent screen use is vital. As the guardians of family health, GPs’ views on child health hold currency.

Unfortunately, families are courted and bedazzled, child development research is funded, and governments are lobbied by a well-heeled, highly influential technology industry. It is, therefore, incumbent on GPs to confront the iridescent elephant(s) in the room.

Irrespective of the formal status of screen ‘addictions’, those in primary care must step back and simply consider the extent to which excessive, seemingly dependent, non-work-related ST affects the health and wellbeing of patients, and ST’s impact on functioning including work, study, relationships and finances. In this rapidly developing field, a better understanding of the subject will enable physicians to make clinical and policy decisions."...

 

For full article, click on title above or here: 
http://bjgp.org/content/64/629/610

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Students in Crisis: Mental Health & Suicide on College Campuses

Students in Crisis: Mental Health & Suicide on College Campuses | Health Education Resources | Scoop.it
Clusters of student suicides at Tulane, William & Mary, MIT and other universities this past year have launched a nationwide debate about the mental health of young people around the country and what colleges, parents and students themselves can do...

Via Sarah Vogel
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Designing Socially Sustainable Food Labeling // Kirk Draheim

Designing Socially Sustainable Food Labeling // Kirk Draheim | Health Education Resources | Scoop.it

By Kirk Draheim


"There’s a fire inside me, and it’s what people call passion. I am passionate about helping myself and my people become stronger through the food they eat. “We are what we eat,” is not just a saying, it’s one-hundred percent true. Food is how we transduce the energy given to us by the universe into our bodies so that we can enjoy that which is life. The organic matter that makes up our bodies comes from the food we eat. When we starve our bodies of the nutrients it craves, we limit its ability to grow and function properly.


Sugar from fruit is a great way to provide fast acting and high caloric density energy to our bodies. Sugar also triggers a massive dopamine rush when we taste it. Our brains have been biologically wired to seek out sugar since before we evolved to walk on two legs (bipedal locomotion). Before farming was discovered, food was scarce; sugary fruits were an extremely effective and rewarding way of obtaining energy. The problem we face now, in the 21st century, is that we are surrounded with an abundance of added sugar (sugar added to foods) in our food system. We no longer need to seek out sugary things as we once did, yet we can’t resist the temptation to do so. Our desire for sugar bypasses reason and logic because the primitive part of our brain, the Nucleus Accumbens our pleasure center, is neurologically wired to seek out its reward.


Food corporations are taking advantage of this. Added sugar is hidden in74% of packaged foods. This pattern needs to end soon or we face huge consequences, for example, 1 in 3 people will be diabetic in 2050 according to the CDC. How can it be 2015 and we still don’t have the recommended daily value of sugar on our food labels? This question is what drove my quest of designing a sugar warning label for the world’s most popular treat, Coca-Cola."...



For full post, click on title above or here: https://medium.com/@kirkdraheim/designing-socially-sustainable-food-labeling-57023b8fd55c#.bomkz7bkk 

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Hagopian: Schools Need to Learn the Importance of Recess // The Seattle Times

Hagopian: Schools Need to Learn the Importance of Recess // The Seattle Times | Health Education Resources | Scoop.it
"My 5-year-old is bursting at the seams with excitement with the start of kindergarten this year. He tells me he wants to learn to tell time, tie his shoes, learn a new language, play basketball and make new friends. He attends an increasingly rare school that allows a decent amount of time for recess — something research has shown supports academics, healthy friendships and healthy bodies.

The average time Seattle students spend in recess has steadily declined over the past few years, according to a May KUOW investigative story. When the study tracking recess began four years ago, only one Seattle school reported an average recess time of 20 minutes or less per day. During the 2013-2014 school year, some 11 schools offered that sort of a recess.

What’s worse, the schools with the shortest recess times enroll disproportionately more low-income students and students of color.

Unfortunately, Seattle is following a national trend in reducing recess time in primary grades as school districts obsess about raising test scores. This obsession is driven by the federal education policy of the No Child Left Behind Act and the Race to the Top Fund.While students’ ability to interact positively with one another or develop positive self-esteem may not be measured by the next test, these interpersonal skills are the foundation of a fulfilling life and should be the most important feature of our young children’s education. As the American Academy of Pediatrics stated in 2007, “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.”

Controlled experiments by researchers Catherine Bohn-Gettler and Anthony Pellegrini show that recess improves children’s attention to academic tasks. Moreover, recess is a critical factor in a student’s social and emotional well-being. Recess facilitates children’s social development by allowing for cooperation and conflict resolution during unstructured free play, critical for helping children develop the necessary qualities for strong friendships.

In addition to the social and emotional benefits, recess plays an important role in the physical health of children. With adequate adult staffing, recess can significantly contribute to increased physical activity to reduce obesity, according to the American Journal of Public Health.

Students of color and low-income students disproportionately miss out on the benefits of recess."...

For full article, click on title above or here: 
http://www.seattletimes.com/opinion/guest-schools-need-to-learn-the-importance-of-recess/ 
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Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap // Campaign for Educational Equity, Teachers College, Columbia University

Equity in Education Forum Series, Spring 2010
Teachers College, Columbia University 
 

"Healthier Students Are Better Learners" brings together the most recent findings in fields ranging from neuroscience and child development to epidemiology and public health. Charles Basch focuses on "educationally relevant health disparities" in seven areas -- vision; asthma; teen pregnancy; aggression and violence; physical activity; breakfast; and inattention and hyperactivity -- that disproportionately affect the educational opportunities and outcomes of urban minority youth. He argues that unless they are addressed in a coordinated fashion at the federal, state and local levels, efforts to close the education achievement gap will be compromised."...

 

http://www.equitycampaign.org/i/a/document/12557_EquityMattersVol6_Web03082010.pdf

 

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Johann Hari: Everything You Think You Know About Addiction Is Wrong // TEDTalks

"What really causes addiction — to everything from cocaine to smart-phones? And how can we overcome it? Johann Hari has seen our current methods fail firsthand, as he has watched loved ones struggle to manage their addictions. He started to wonder why we treat addicts the way we do — and if there might be a better way. As he shares in this deeply personal talk, his questions took him around the world, and unearthed some surprising and hopeful ways of thinking about an age-old problem."


https://youtu.be/PY9DcIMGxMs?t=3m52s 


..."the core of that message...you're not alone, we love you... has to be at every level of how we respond to addicts, socially, politically, and individually. For a hundred years now, we've been singing war songs about addicts... I think all along, we should have been singing love songs to them.... because the opposite of addiction is not sobriety... the opposite of addiction is connection."  -- Johann Hari

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Finishers 2015 // thetruth.com

"Only 8% of teens still smoke. That's down from 23% in 2000. Now, truth is turbo-charging fun new ways to do what no generation has done before - end smoking for good. Join us and let's #FinishIT together.

Official truth Website: http://www.thetruth.com/
Like truth: https://www.facebook.com/truthorange
Follow truth: https://twitter.com/truthorange
truth Instagram: http://instagram.com/truthorange"

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Screen Time Associated With Health Behaviors and Outcomes in Adolescents // PubMed, American Journal of Health Behavior

Screen Time Associated With Health Behaviors and Outcomes in Adolescents // PubMed, American Journal of Health Behavior | Health Education Resources | Scoop.it

ABSTRACT

Objectives: To study the associations of screen time (Internet / video games / television) with health-related behaviors and outcomes in adolescents.

Methods: Regression analyses were performed to assess the associations of screen time with several health-related behaviors and outcomes in 2425 Dutch adolescents.

Results: Screen time was associated with bullying, being bullied, less physical activity, skipping school, alcohol use and unhealthy eating habits. Compulsive and excessive screen times were associated respectively with several psychosocial problems and being overweight.

Conclusions: Screen time was of significant importance to adolescent health. Behavioral interrelatedness caused significant confounding in the studied relations when behaviors were analyzed separately compared to a multi-behavioral approach, which speaks for more multi-behavioral analyses in future studies.
 

http://www.ncbi.nlm.nih.gov/pubmed/24001631

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The ChildTrauma Academy Channel // YouTube

The ChildTrauma Academy Channel // YouTube | Health Education Resources | Scoop.it

"Multimedia content related to child development, the brain and child trauma is posted here. The goal is to provide useful content for others to use in their work to better understand and help children and families. The work of the partner organizations and colleagues of The ChildTrauma Academy will be highlighted."

 

https://www.youtube.com/channel/UCf4ZUgIXyxRcUNLuhimA5mA/feed

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A Social Media Helpline // Indiegogo

A Social Media Helpline // Indiegogo | Health Education Resources | Scoop.it

"With 92% of US middle and high school students online daily, 24% of them "almost constantly,"* it's time schools had some help with social media! Two national nonprofit organizations, each with a decade and a half of experience in education and Internet safety – #iCANHELP and Net Family News Inc. – are getting ready to pilot a social media helpline for US schools that's modeled on some of the best social media support for youth in the world.

 

Part 411 and part 911 for social media problems, it'll be a place schools can call or email for help with cyberbullying, sexting, reputation and other issues involving students and staff in their communities – help with navigating sites and apps, reporting abuse, getting content taken down that violates terms of service, etc. This kind of helpline is new only in the US – there are Internet helplines all over Europe and in Australia and New Zealand (our model is the UK's), and US school communities deserve one too.  We want to bring schools best practices in social media support drawn from the fine work of researchers, nonprofits, and service providers all over our country and the world. It will be available in the form of real-time help on the phone or via email and a Web site with a growing searchable database of stories and case studies of how school communities resolve social media problems."  

 

For full post and video, click on title above or here: https://www.indiegogo.com/projects/a-social-media-helpline#/story

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Baby Einstein: Not So Smart After All

Baby Einstein: Not So Smart After All | Health Education Resources | Scoop.it

"The claim always seemed too good to be true: park your infant in front of a video and, in no time, he or she will be talking and getting smarter than the neighbor's kid. In the latest study on the effects of popular videos such as the "Baby Einstein" and "Brainy Baby" series, researchers find that these products may be doing more harm than good. And they may actually delay language development in toddlers.


Led by Frederick Zimmerman and Dr. Dimitri Christakis, both at the University of Washington, the research team found that with every hour per day spent watching baby DVDs and videos, infants learned six to eight fewer new vocabulary words than babies who never watched the videos. These products had the strongest detrimental effect on babies 8 to 16 months old, the age at which language skills are starting to form. "The more videos they watched, the fewer words they knew," says Christakis. "These babies scored about 10% lower on language skills than infants who had not watched these videos."...

 

For full post, click on title above. 

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Teacher Gives Surprising Lesson on Social Media

Teacher Gives Surprising Lesson on Social Media | Health Education Resources | Scoop.it
A sixth-grade teacher has received responses from around the world after posting a letter to Facebook about her students' inappropriate social media sharing. The post was shared in 33 states and four other countries within eight hours, spurring some of her students to delete Facebook posts or even their entire pages.

 

 

http://www.today.com/video/today/56695514

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A Radical Approach to Discipline That Starts With Listening to Students

A Radical Approach to Discipline That Starts With Listening to Students | Health Education Resources | Scoop.it

BY Meredith Kolodner, Hechinger Report
"NEW HAVEN, Conn. — Having racked up multiple up absences and missed assignments, a high school sophomore showed up in his English class last year, hopeful for another chance. “Where have you been?” his teacher asked. “You can’t pass this class if you don’t show up.” Without warning, the young man exploded.

 

“Shut the f— up,” the 16-year-old shouted. “You think you’re better than me? Who the f— do you think you are?” He stormed out of the room.

As the screaming and the swearing escalated in the hall, the Metropolitan Business Academy principal, Judith Puglisi, was called. She approached the student. “What do you need?” she asked in an almost-whisper. He kept yelling and pacing, and Puglisi walked with him, she recalled.

After she quietly repeated her question close to a dozen times, he turned to her and said, “I need to come to your office.” There, Puglisi and the assistant principal listened to him shout until he began to cry, telling them that his stepfather had beaten him since he was 7. “I am sick of people calling me a loser,” he said.


The student was not suspended, which would be normal protocol at some schools for cursing at a teacher. Instead, he saw a drama therapist trained in trauma at Metropolitan the next day. The day after that, he met with the teacher, apologized and said he knew he had overreacted. He returned to the class immediately after that meeting.

 

“If you run a school that’s based on punishment and compliance, eventually you’re going to push kids out.” — Judith Puglisi, principal of Metropolitan Business Academy


“Some would say that punishment will extinguish bad behavior, but I would say the opposite,” said Puglisi, who recounted the incident under the condition that the student’s name be withheld for his protection.

 

Metropolitan is among a small but growing number of schools nationally that are turning the traditional approach to discipline on its head. Instead of trying to get students to leave their personal troubles at the door, these schools help kids cope with what often is a history of trauma. The idea is to catch problems before they become disciplinary issues resulting in suspensions or expulsions.


Metropolitan and a dozen other schools in Connecticut work with Animated Learning by Integrating and Validating Experience (ALIVE), a trauma response program that provides drama therapists to work with teachers to identify trauma, prevent problems from escalating and respond effectively when students do act out. The therapists — who hold master’s degrees with training in psychology and theater — offer one-on-one therapy and use drama and role playing in a mandatory class for freshmen."...

 

For full post, click on title above or here: http://www.pbs.org/newshour/updates/zero-tolerance-fails-schools-teaching-students-cope-trauma/

 

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Health Heroes // Children's Health Education Made Simple

Health Heroes addresses childhood health literacy by using comics and an online social network to make complex health information engaging and easy to ...

Via Lindsey Stafford
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