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Seven Ways to Convince Students They Belong

In the rush to start the year, create routines, and begin the learning journey, it can be easy to overlook an important contributor to student success. We need students to focus, commit, and persist in their learning. We want them to feel safe and comfortable. We need them to take risks and overcome mistakes and setbacks. Yet, unless students feel as though they are accepted and belong, they are not likely to give their best effort. On the other hand, when students feel as though they are valued and part of a community, learning is easier, self-doubt is less of a distraction, and engagement becomes a natural process. Unfortunately, a sense of belonging that extends to everyone in our class does not just happen. Students who come with confidence, a record of academic success, and significant social capital may assume they belong and will require little reassurance. Other students who have experienced feelings of not fitting in, who have been excluded in the past, or who may just lack confidence will need more intentional support. The good news is that we can nurture a sense of belonging through many of the practices and procedures we engage in daily. However, we need to be intentional and strategic in our efforts. Here are seven ways we can introduce, build, and sustain a sense of belonging, regardless of our students’ backgrounds and past experiences: First, learn students’ names and pronunciation early. Knowing students’ names and saying them accurately sends a message of value and importance. Until we know and use students’ names, we are not likely to have a positive influence on whether they feel they are accepted and belong. Also, we need to be careful about assigning and using nicknames. Some students may come to us with and prefer a nickname, but we need to confirm this information. Second, include students in developing class rules and norms. When we allow students to have a voice in how the class will operate, what is and is not acceptable, and how they will treat each other, we send a message that they share ownership for the class. While we need to be in charge, what students think matters. Of course, students are also more likely to internalize and follow rules and accept norms for which they have had input. Third, frame the work of the class as teamwork. Certainly, learning happens one student at a time, but peer support and encouragement can also be helpful to the learning process. We can set shared goals and plan activities that position students to work together and support each other. Common enemies and shared purposes can be powerful forces to build a sense of belonging. Fourth, connect personally with each student. Listening to and observing students can provide a wealth of insights to begin conversations, offer encouragement, and inquire about interests. We can also notice and greet students outside of class in hallways, at extracurricular events, and in the community. Being noticed and recognized can be powerful messages of belonging. Fifth, model showing acceptance and valuing all students, especially students who may be marginalized. When we sensitively use students within an example, comment on a strength, and lift up their contributions, we send a message to other students about what we notice and value. Our modeling can give the student confidence and lead others to shift their relationship with them. Sixth, assume that all students can find learning success. What we believe about students matters more than we may realize. If we do not believe that a student is capable of success, we are less likely to continue to nudge and encourage their learning to ever-higher levels. We are more likely to accept less than their best work. Further, we need to focus on learning over grades. All students can learn, even though students may start at different places, some may need more time, and others may follow different learning paths. We need to respect each student’s learning, even though the nature and amount may vary. Seventh, do not tolerate ostracism. What we choose to ignore can send a message that is as powerful as what we choose to support. We must be proactive to avoid ostracizing behaviors and respond immediately when we sense or see it. Ostracizing behaviors can be more frequent among students at certain ages and stages of development than at others, but it is cruel and hurtful at any age. We need our students to focus, commit, and persist in their learning. There will be challenges and setback in the weeks and months ahead. When we assure students that they belong and will be supported and successful, they can give their full attention and effort to learning.

August 19, 2022

The First Week: Five Messages Students Want to Hear

The first week of school is filled with introductions, activities, expectations, reminders, instructions, and other attractions and distractions. However, everything that happens will be mined for meaning by our students. Our expressions and mannerisms, off-hand comments, and responses to questions matter. Even what we choose to ignore holds potential significance for students who are trying to figure out who we are, what we expect, and what they can expect from us. We must pay close attention to our interactions with and reactions to students in these first days. These experiences often set the stage for the year ahead. First impressions stick and can be difficult to change. Careless assumptions and untested perceptions can create separation and resistance that will require much time and significant experience to overcome. By the time the end of the first week arrives, students will have already reached many conclusions and sorted multiple key messages they believe they have received from us. Our challenge is to be intentional about the impression we want to make, thoughtful regarding the messages we want to send, and planful about how to convey these messages. Let’s explore five messages students would like to hear, as well as the evidence students might seek to support their interpretation of our messages. My teacher’s expectations are clear. Routines help students avoid uncertainty and confusion. Students seek clarity and consistency. They want to know what we expect from them and how to meet our expectations. Of course, students may occasionally test us to confirm that we mean what we say. However, they abhor being held responsible for something they were not told or shown. Our planning, preparation, and clear goals can give students confidence that we know what we are doing and our expectations can be taken seriously. My teacher is interested in and excited about what we will be learning. Our excitement can be contagious. Students are more likely to buy in when we enjoy talking about what we are teaching. The message becomes even stronger when we communicate that we want students to enjoy what they are learning, too. When we share insights, tell stories, and point out interesting details, we make learning more interesting and inviting. My teacher is interested in getting to know me. With so much to be done in the first days of the year, we can neglect to take the time to learn who our students are and understand how we can best connect with them. The activities and sharing opportunities we plan, the questions we ask, and the listening we do sends a strong message regarding our interest in our students. Inviting students to share more than their names and paying attention to their questions can yield valuable information about how to reach and teach them. Of course, we also can learn much about personalities and preferences by observing during discussions, during group work, and even during independent work times. My teacher is committed to my success. Students want reassurance that we believe they will succeed. In fact, students will do amazing things if they are convinced that we believe in them and their capacity to be successful. Our beliefs and attitude can instill hope and confidence, especially when reinforced with trust and opportunities for autonomy. Further, we send a powerful message of commitment when we share that we cannot be successful unless they are successful. My teacher has a sense of humor. We do not have to be comedians to enjoy and share humor. We might occasionally share jokes, but appreciating what is unexpected, serendipitous, unplanned, and funny can be just as important. Humor can help us connect with students, break tension, and reduce pressure. However, we need to be careful to avoid humor—ours and from students—that is disrespectful, hurtful, or discriminatory. Admittedly, the first week of school can be a busy, pressure-filled time. However, the investment we make to send messages that connect with and reassure our students can play a crucial role in setting the stage for a successful and satisfying year.

August 15, 2022

Five Characteristics Shared by Success and Failure – And Why They Matter

We might think of success and failure as two very different conditions. We typically seek to find success and avoid failure. Yet, they share several important characteristics that play common roles in determining life outcomes. Consider that success and failure are both temporary conditions. Failure only has to last until the next attempt and opportunity to succeed. Meanwhile, no successful person is guaranteed to remain successful. If we fail to attend to what led to success or do what is necessary to stay successful, it will pass. Further, how long success and failure will last is determined by learning. Failure can be overcome by reflecting, studying, and learning the lessons necessary to change the outcome. Success can be fleeting if we fail to continue to learn, adjust, and move forward. Additionally, the factors and margins that produce either success or failure can be small. In baseball, a few inches can separate a home run from a long out. In life, attending to or ignoring even a few details can determine whether an effort will be a spectacular success or an epic failure. We do well to remember that success may have resulted from small margins and failure may have occurred due to getting just a few things wrong. Importantly, success and failure are heavily influenced by internal factors. We may seek to blame timing, resources, and the actions of others for failure, and we may give ourselves primary credit for our successes. Yet, the factors that determine whether we succeed or fail are more often within us. Success and failure are heavily influenced by what we believe about ourselves, our commitment to learn, our willingness to persist, and our ability to maintain hope despite external factors. Finally, the definitions of success and failure are heavily influenced by perceptions: our own and others’. Achieving what is a key goal for us may be seen by others as insignificant and trivial. And what we may see as routine and natural accomplishments may be viewed by others as spectacular achievements. What may be seen as success by others can seem hollow and meaningless to us. So, what role can the shared characteristics of success and failure play in our work with students? Here are observations to consider and share:

Failure does not have to be permanent. Success is not always assured. Where students are today is only the starting point for what comes next.
Conditions may change and new challenges will emerge. Moving on from failure requires new learning, adjusting, and persisting. Staying successful requires similar commitment and actions.
Whether students fail or succeed, they need to pay attention to the factors that played a role. Of course, failure is often a better teacher than success.
When students set and achieve goals, they are successful, even if there is more work to do and even if others may discount the significance of what they have achieved.
Success or failure in the short and long term will be determined more by what students believe about themselves and their potential than by external factors and forces. Of course, the life forces and factors they confront may be more daunting for some students than for others.

We want our students to be successful. However, failure can be a good teacher, particularly for students who usually experience success. Our challenge is to help students understand the characteristics and realities of success and failure and their role in determining which outcome they will experience.

June 28, 2022

Virtual Reality in Education: Coming Sooner Than We Think?

Is virtual reality the next big wave in education? In some form, virtual reality has been around for a long time. However, many advocates believe that its time is coming and it has the potential to transform many aspects of how students experience learning. Virtual reality (VR) is typically defined as a computer-generated experience that immerses participants in what feels like reality. It has the potential to generate the experience of being in any place or circumstance in the world and beyond, without the expense and risk of being there. Students can travel under the ocean, scale the most rugged mountains, or experience the inside of the digestive system. While education-focused content for VR systems has lagged, change may be coming. Many experts believe this trend may be about to accelerate. Recent research using VR in the development of skills in the business world has shown significant impacts on learning. For example, a recent study by PwC Labs, a developer and provider of integrated technology for business, demonstrated dramatic learning results. Participants in VR simulation-based training learned at a rate four times faster than classroom-based learners. Meanwhile, lessons lasted a mere twenty minutes versus the hour-long lessons common in traditional settings. Additionally, the study showed learning retention rates exceeding traditional training approaches by more than 75%! Meanwhile, investments in global eLearning are anticipated to grow from $185.26 billion in 2020 to $388.23 billion in 2026. Of course, investments in eLearning, including VR, will lag in the education market since the immediate return on investment is not as great as in the industrial learning world. Nevertheless, the investment opportunity present in the post-COVID-19 education market will likely not be ignored for long, especially if the VR learning impact can be replicated in the K-12 and higher education environment. The pandemic has increased educator awareness of technology’s potential to support learning. However, to date, technology in education has largely been confined to delivering instruction in much the way it was presented without technology. Consequently, the impact has been uneven at best. What might we discover if we were to set aside the traditional instruction-driven learning model and ask how best to stimulate and nurture learning in our students? Might we discover new learning paths and strategies to build the knowledge and skills our students need to acquire? What potential might VR offer to assist our efforts? It seems that at the very least, we need to learn as much as we can about the nature and potential of VR and other forms of eLearning to support our young people. We need to avoid the trap of concluding that the often clumsy and halting efforts at virtual learning from the pandemic are indicative of what is possible. In his book Disrupting Class more than a decade ago, Clayton Christensen cautioned that almost all transformative innovations begin on the fringes of practice and are usually not very good. However, over time they become more stable, more impactful, and easier to manage. Eventually the innovation proves itself and becomes the dominant approach. It is worth considering whether virtual reality may have the pervasive impact on our profession and practices that it is beginning to demonstrate in a business environment. Now is a good time to look beyond the challenges of the past two years and learn all we can about the potential of eLearning to transform the experience of our learners. It could be an amazing adventure! The Research: Kern, M. A. (n.d.). How the metaverse can supercharge corporate skills training. Agadir-Group. https://agadir-group.com/how-the-metaverse-can-supercharge-corporate-skills-training/ PwC. (n.d.). How virtual reality is redefining soft skills training. https://www.pwc.com/us/en/tech-effect/emerging-tech/virtual-reality-study.html

June 27, 2022

College Remediation: Who’s at Fault and How to Prevent It

A disappointingly high number of college freshmen are required to take remedial mathematics and English courses as they begin their college careers. Pre-pandemic statistics indicate that as many as one in five high school graduates enrolling in four-year institutions must take at least one remedial course. Predictably, the challenge will grow in the aftermath of the disruption caused by COVID. On its face, this information implies that these students have not received an adequate education in elementary, middle, and high school, or at least their preparation has not been sufficient for immediate success in college. Further, most college remedial courses require students to pay tuition, but the students receive no credit toward graduation. Consequently, students can find themselves falling deeper into debt before they even begin their path toward graduation. Studies also show that students who are required to take remedial courses are less likely to graduate with a degree, and if they do graduate, they are less likely to earn degrees that lead to higher compensated careers. While it might be tempting to blame the high schools students attended, the situation might be more complicated than it initially appears. In fact, several forces are likely contributing to the problem, and they deserve scrutiny. Students and families hear the message that college is a crucial part of the path to career success. The expectation has led to an increasing number of students enrolling in college, even when they have no strong interest in or commitment to attending. For many, college feels like the next educational step, and family expectations and aspirations feed this perception. Consequently, many students enter college without having made a commitment to the academic learning that will prepare them for success. This argument is not intended to place full blame on the students. Rather, it is recognition that the drive necessary to prepare for and succeed in higher education is often not present for several societal, community, familial, and personal reasons. Of course, high schools share responsibility if they fail to help students understand the expectations and level of learning effort necessary for success in college. However, high schools face pressure to send as many students to college as possible since such data is often used as a proxy to signify the academic challenge and success of the school. This pressure can lead to encouragement for college enrollment even when students’ current performance makes college a risky choice. Meanwhile, the academic expectations and skill levels necessary for college success are not secret. Higher education institutions are typically eager to share information regarding the skills necessary for success at the college level. Sharing this information with students early in their secondary school careers might help them adjust their current learning efforts and inform decisions about post high school pursuits. Institutions of higher education also need to share responsibility for this situation. The state of student academic preparation is not difficult to ascertain. In fact, this information is presumably part of the decision-making process used to assign students to remedial classes. It is also true that higher education institutions face pressures that may influence their attention and decision-making. Students provide revenue. The more students who enroll, the more revenue they generate. Further, remedial courses generate revenue without having to grant credits. Since students who have to enroll in remedial courses often exit college early, the revenue they generate can presumably be reallocated to support more advanced students in programs that enroll fewer students and are more expensive to offer. The challenge of academic remediation in higher education is important and must be addressed, but we need to be thoughtful about the approach. In fact, it appears to be a system problem, and system problems almost always require engagement from multiple stakeholders and perspectives to find effective, responsible solutions. It is time for higher education and secondary education to do more than point fingers. Students’ lives and futures are at stake. This problem can be solved, but it will require courage and leadership from all who play a role.

June 27, 2022

Our Challenge: To Preserve a Crucial American Institution

Throughout our history, education has promised a path to a better life. For the most part, this promise has held. With few exceptions, each generation has enjoyed financial means, access to a wider array of life choices, and enjoyed benefits that surpassed what was experienced by their parents and grandparents. It has also been assumed that public education is a public good worth paying for even by citizens without a direct benefit, such as having children who attended school. The belief has been that a well-educated citizenry makes our communities and country better and more successful. The idea of supporting public good has led to major advancements in our nation that likely could not have been accomplished without the pooling of public commitment and funds. Our interstate highway and electrical systems are two examples. Yet, the pandemic and several trends already emerging prior to the virus are calling these assumptions into question. For the first time in our nation’s history, polls report parents and young people believing that the next generation will not experience a life that is better than their parents. Resistance to paying for public services, including public education, has been growing for the past several decades. Meanwhile, there is increasing interest in limiting what can be taught or even discussed in schools. Laws are being considered and passed in multiple states that prohibit discussion of many issues of importance to the current and future health of our society. The confluence of these trends presents a troubling prospect for the future of public education unless we can find a way to turn the situation around. A population that is already suspicious of investing for purposes of public good combined with disappointing life prospects and growing distrust of educators and what is taught in schools does not bode well for the future of public education. The question is: What can educators and schools do to restore confidence and support over the long-term? Obviously, these are complex issues including elements that extend beyond what educators can influence. Yet, there are steps we can take to preserve this crucial American institution and its contribution to society. First, we must summon the courage to champion the interests of students and their futures. The world has changed dramatically and will continue to become more complex and diverse. The future we are preparing today’s students for will be one in which there is no single majority. Meanwhile, creativity and innovation thrive when diverse perspectives and experiences combine in pursuit of an idea or in search of a solution. The success and happiness of our students will be enhanced through understanding, engagement, and respect rather than polarization and divisiveness. Second, we must shift our focus from preparing students for a job to guiding them to be curious, flexible learners who are grounded in content and skills. Predictions are that more than half of the jobs today’s students will have do not yet exist. Our promise to learners must be to prepare them for whatever they might choose and their future asks of them. We cannot afford to prepare today’s students for yesterday’s world, or leave them lacking in what they need for tomorrow’s world. Third, we can instill a sense of purpose and nurture their passions. Failing to have a direction or be clear about what is important will place today’s students at a distinct disadvantage in a world filled with options, expectations, and challenges. Fourth, we need to develop in learners the skills of divergent and convergent thinking. Disciplined analysis, critical examination, and flexible approaches to the dilemmas and challenges they face will be crucial to personal success and the long-term health of our society. Fifth, we can give students opportunities to experience the pride and satisfaction that can come with service. It’s important for them to appreciate the value of the common good and that not everything worth doing and supporting must accrue an immediate, direct personal benefit. These ideas, of course, are starting places to address the critical and complex situation we face. They ask us to demonstrate courage, openness, and persistence. We may not control all the factors contributing to the forces we face, but we can do our part and advocate with others to do theirs.

June 24, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Consider Motivational Interviewing to Increase Student Success

One of the most vexing and widely discussed challenges emerging from the pandemic is student motivation. Too many students have difficulty showing up regularly and on time. Many students are reluctant to commit to their learning and persist when they struggle. They fail to produce work that reflects their best effort. And they are missing aspirations for future learning and educational endeavors. We might choose to nudge, nag, and press students to engage in the behaviors we want from them. For some students, our pressure will be enough to convince them to comply with our expectations and direction. However, other students will choose to disengage, minimally comply, or even resist our efforts. Ultimately students will choose their path based on what they believe will serve their interests and reflects what they believe about themselves and the situation they face. Unless we understand the world as the student sees it, we are left to trial and error, increasing threats, and growing conflict. Fortunately, there is a strategy with roots in psychology and social work we can draw from. The approach, known as motivational interviewing, seeks to understand the interests, values, goals, and perspectives of the student as means to build insight and uncover potential ways for the student and us to create and sustain their motivation. However, motivational interviewing requires more than questioning students or confronting them with what we believe they should do. Summer school can be a good time to try out and practice strategies such as this so when fall comes, we have an additional tool at our disposal to help our students learn. We need to approach the interview from the perspective of a collaborative conversation. Our goal is to learn, not convince. We want to learn what we can from the student and for the student to understand that the power to change their behavior rests with them. Success is most likely when we help students to adopt behaviors and set goals consistent with their values and long-term goals. Motivational interviews can inform us of ways to support and assist students through understanding of what interests them, what they value, and what they want to accomplish. But significant and lasting change is most likely when commitment comes from the student rather than as compliance with our wishes. Of course, motivational challenges come in many forms. Some students may seem disengaged. Other may be fast starters, but never seem to finish. Still others may fail to give their best effort despite possessing high potential for success. Consequently, we may need to adjust our approach in response to the motivational challenge the student appears to face. Regardless, we might start our interview with a question such as, “I notice that you seem to have difficulty finishing your work and it’s happening often enough to be getting in the way of your success. How do you see what is happening and what might be stopping you from following through?” Or “You often show a remarkable ability to learn, but at times you seem to back off and not show your full abilities. I wonder why that might be. Can you give me some insight from your perspective?” Research on effective motivational interviewing points to several key behaviors and attitudes we can adopt throughout the interview:

Listen to understand, not to judge. We might respond with, “I think I understand what you are saying. Can you tell me more?”
Maintain respect for the student’s perspective, even if we do not agree with it. Our response may be, “I appreciate you sharing this information with me. It seems like a significant challenge. I wonder if there may be a different way to think about the situation.”
Empathize with the student’s feelings, experiences, and challenges. We might comment, “I can see that this is a difficult challenge, and you are frustrated. I wonder what steps might lead you to a better place.”
Position the conversation as a partnership. We might respond with, “I think I understand the situation from your perspective. I wonder if we could work together to find a strategy or approach that might work for you.”
Focus on meeting the student where they are, not where we would like them to be. We might ask, “What steps do you see to move forward? I have an idea or two, if you think they might be helpful.”

As students identify areas in which their current experiences and performance are not what they would like them to be, we can support them to explore steps and strategies to move forward. When students ask for our ideas, we need to be careful to share them as options and possibilities, not mandates. Ultimately, we want students to commit to the motivational changes that will make them successful. But reaching this goal may require multiple conversations and feature occasional setbacks. Our patient and unwavering confidence in the student’s ability to succeed will be crucial. Of course, throughout the process of motivational interviewing we will learn much about our students that can assist us as we present content and introduce new skills, position learning tasks, and provide support throughout the learning process. The better we understand our students, the better able we are to tap what interests them, what they value, and what they want to accomplish.

June 24, 2022

Three Ways to Help Students Forget Less of What They Learn

We want our students to learn everything we teach, or at least most of it. We also want our students to be able to recall and use what they learn. Yet, extensive research and decades of experience point to a reality in most classrooms far below this aspiration.

In fact, most students learn far less than they are taught and retain far less than they learn. Consider the work of German psychologist Hermann Ebbinghaus who conducted extensive research on how human memories function. His research led to the discovery of what is called “The Forgetting Curve.” Ebbinghaus discovered that one of the keys to learning and retaining information is to apply it immediately and repeatedly. This conclusion may seem obvious until we consider that failure to apply the new information within the first 20 minutes means that we will likely forget almost 30% of what we heard. In nine hours, we are likely will lose almost two-thirds of what we heard. And in six days, we will have lost 75% of what we heard.

Of course, this is not new information for experienced teachers. We know that students tend to forget far too much of what we teach them. Most of us can verify from personal experience that we, too, forget far more of what we learn than we would like. Fortunately, there are some steps we can take and strategies we can apply with our students and in our own learning that can increase our ability to retain information at higher levels and for longer periods.

The first strategy addresses initial memory loss, the decrease in recall that happens during the first 20 minutes after we take in new information. Ebbinghaus established that the key to recall is application of what we want to remember. In the context of a classroom lesson, we can counter memory loss through structured application opportunities for students as they are learning. For example, we can ask students to turn to a classmate after several minutes of listening and summarize the main points of what they just heard. We also can coach students to develop “mind maps,” or graphic organizers to track and display what they are learning and then explain to each other the meaning, relationships, and organization of their “maps.” The key is to give students opportunities to reflect and apply what they are learning as they are learning and shortly thereafter. The more students experience meaning and significance in the application of new knowledge, the more of it they are likely to retain.

A second research-based strategy is retrieval practice. This deceptively simply activity has been shown to significantly improve recall of information over time. The process involves selection of a topic, process, or other recall target on which to focus and then perform a “mind dump,” or recounting orally or in writing, of everything remembered about the topic, process, or target information. The action of retrieving information refreshes it in the brain and makes it more available in the future. Interestingly, this process tends to be more effective than reteaching the content. Retrieval practice can occur as an “entry ticket” or opening activity at the start of a class, during transitions, or at the end of class as an “exit ticket,” or summarizing activity. Retrieval practice can be an effective antidote to forgetting, especially when employed during the first several hours or within the first few days after new learning, when memory loss would otherwise be at its height. Importantly, retrieval practice does not have to be graded to be effective. The activity alone appears to be what is required to stimulate memory retention.

A third strategy to counter memory loss is distributed practice. Distributed practice spreads application and repetition of a new skill or process over time. Rather than concentrating intensive practice immediately following the learning of a new skill or process, revisiting and practicing of what has been learned is scheduled over a few days, and eventually over several weeks. Distributive practice tells the brain that this is important information to be stored where it can be easily and repeatedly accessed. While new learning can quickly dissipate over time, distributive practice keeps the learning fresh and maintains recall at a high level.

Importantly, none of the three memory enhancing strategies require special skills, technology, or extensive time. However, they need to be part of a consistent routine to be most effective.

June 17, 2022

Students Who Transfer During the Year Need Special Support

The events of the past two years have disrupted many families, led to housing instability for many, and has often meant that children and young people have had to relocate, join new families, and find their way in new schools. Beyond the crises and trauma leading to life disruptions, students also pay a price in their learning. Even before the pandemic, estimates were that roughly 6.5 million students changed schools each year. Some of these students faced having to change schools multiple times. For students who lost parents and family members to COVID and suffered other related traumas, changes in schools they attend may be only one of many challenges they face. Of course, we carefully prepare and support students as they make planned transitions from one school to the next within a system, such as from elementary to middle school and middle school to high school. We know that moving from one school to another, even when planned and supported can be traumatic for students. So, we prepare for and monitor the process carefully. We arrange visits and orientation well in advance. Entry to the new school is orchestrated to be smooth and information about students and their needs is provided to receiving staff to prepare them to move students forward with as little disruption as possible. However, for students who move from one school to another during the year, such planning and supports are rarely available. Yet, the trauma and confusion associated with changing schools are felt no less intensely. In fact, the intensity is often greater given that friends and even families may be left behind, the new neighborhood may not be familiar, and little information about the student may be available to inform us about the student’s history, needs, and strengths. This is a situation we can ill afford to ignore. Researchers have calculated that students who transfer schools four or more times by sixth grade have an average academic deficit equal to a full grade. Estimates are that each transition sacrifices three months of reading and math achievement. Frequently transferring students tend to engage in more at-risk behaviors than age-mates. They are more likely to be held back a grade. They also are more likely to drop out of school before graduation and, if they graduate, they are less likely to pursue post-high school education. The pandemic has added to the trauma experienced by these students and we are just beginning to understand the impact. Obviously, such a situation is intolerable. Educators alone can do little to change the factors that often cause student mobility. Inability to pay rent, loss of job, family stresses and break-ups, adult mental health challenges, and other factors are complex and often intractable. Yet, there are several steps we can take to help students who face school transitions to do so successfully. Where possible, we can offer flexibility in school attendance area requirements to families that move locally, but relocate in new school attendance areas. Preventing the need to make a transition can be the most effective prevention step we can take. When a transition is inevitable, we can quickly reach out to the sending school to learn as much as possible about the student, including their academic achievement profile, social strengths and struggles, any special programs or supports needed, and other information that might support a successful transition. Granted, sending schools are not always prompt in sending records for transitioning students, but personal contacts and reach outs can often hasten the process and glean important informal information. This information needs to be in the possession of receiving teachers before the student arrives, if possible. We can also take steps to see that these students feel welcome. For example, students might be formally introduced and welcomed to their new class. Work products posted by the class should include the new student’s work as soon as possible. Posted information and activities such as birthdays, weekly class leaders, etc. should feature the student as soon as they can be integrated so these students feel included and connected. We can encourage connections and friendship with other students. Peer mentor programs can assist in making this process intentional and consistent. However, informal introductions to students who might share interests and become friends can also help. Further, we can encourage and arrange for new students to join school clubs and activities that can facilitate friendships and foster social inclusion. Adult mentoring programs can be an effective way to smooth the transition and identify emerging issues before they require formal intervention. For some students, having a positive, stable, caring adult checking in with them regularly may be exactly what they need to succeed. We may not be able to control the frequency of school transitions for students, but there is much we can do to help them survive and succeed when a change of school is unavoidable. Our attention and support may be the key to making the transition successful and allowing learning to continue.

June 13, 2022

Five Trends Likely to Impact Education: 2022-2025

As we close out yet another school year, we can leave the challenges and distractions behind us and pause to appreciate what we have learned and how we have grown. It has been a remarkable year. It has also been a time of new beginnings as we contemplate education in a post-pandemic world. While the pandemic presented us with myriad challenges, it also offered new insights, led to new ideas, and launched several trends that will grow and impact our thinking and practice in the next several years. Let’s explore five emerging areas of attention, engagement, and opportunity likely to have an impact between now and 2025. Trend #1: An increased focus on the mental health of students and adults. The mental health of our youth has been deteriorating for some time. It was a serious and growing concern prior to the pandemic with suicide rates climbing and increased reports of stress and depression among young people. The pandemic has only exacerbated the situation. Meanwhile, conditions created by the pandemic have increased awareness and concern about the mental health of educators. Increased responsibilities, growing cultural conflict, and attacks on the profession have led to growing stress, burnout, and departures from teaching. Look for increased investments, additional resources, and role adjustments to better prevent and address mental health problems. Trend #2: Continued growth in online and hybrid learning. The sudden shift away from face-to-face instruction at the beginning of the pandemic caught most educators unprepared and students inexperienced in the skills, strategies, and routines of online learning. Only through the flexibility and dedication of educators were schools able to make the shift and continue operation in the uncharted context. Still, the consensus has been that despite everyone’s best efforts, the learning experience of most students during the pandemic was less than optimal and reports of slow learning progress provide the evidence. However, even though the initial attempt at large scale remote learning was less than successful, many important lessons were learned, and many students, families, and educators saw possibilities for better strategies, more effective tools, and more satisfying learning experiences. The result is accelerated growth among online and hybrid learning providers and a wider array of options for students and families. The online and hybrid learning market is projected to grow to $319 billion by 2025. Trend #3: Growth in homeschooling and learning pods. The disruption of the pandemic also provided families with experience in more active roles in the academic learning of their children. Some families embraced the role and have chosen to continue homeschooling their children rather than send them back to traditional school. The pandemic also led some families to collaborate within their neighborhoods, apartment complexes, and other settings to form learning pods to serve their students’ learning needs. In some cases, families pooled resources and hired skilled and experienced educators to support their students. In other cases, parents assumed the role of educators within the pods. Remarkably, studies have shown that students who experienced learning pods during the pandemic demonstrated learning growth comparable to what might have been expected had there not been a pandemic and in some cases, they experienced accelerated learning. The combination of growth in homeschooling and learning pods may have enrollment and funding implications for schools. The effectiveness of learning pods also offers lessons and strategies for traditional schools to consider. Trend #4: Accelerated application of neuroscience to learning and instruction. The combination of more accessible and applicable research on the brain and learning and pressure to catch students up in the aftermath of the pandemic has led to increased interest in and exploration of strategies to increase learning and instructional effectiveness. For example, a significant amount of research points to the effectiveness of micro-lessons to increase learning impact and extend the length of learning retention. Micro-lessons involve short bursts of instruction on a specific topic or skill, followed immediately by application opportunities. Within a few days instruction returns to the topic or skill with another layer of information or complexity to build on previous learning. The cycle continues over time, consistently building and reinforcing learning. Other applications for neuroscience include greater focus on learning over earning grades to increase ownership and depth of learning and extend learning retention, performance-based assessments to help learners integrate and organize learning, and reduced focus on memorization in favor of deeper, more experience-based learning. Trend #5: Growing interest in and application of virtual reality and artificial intelligence. Most applications of virtual reality in education have been confined to supplemental experiences. The minimal advances artificial intelligence has made to education have been primarily embedded in technology systems. However, recent research combining artificial intelligence and virtual reality for training in business is showing remarkable promise. Studies are showing accelerated rates of learning, increased learning retention, and reduced instruction time. It will take some time for applications in elementary and secondary education to be developed and adopted, but the promise of virtual reality and artificial intelligence to transform learning experiences for students and educators is intriguing. Even though each of the trends are unique and will have distinct impacts on education, learning and instruction, they point in a common direction. Each of the trends speak to greater customization, personalization, and learner-centered approaches in education. One thing is certain: The days of one-size-fits-all education are waning. The future demands and will offer a widening array of opportunities to make learning a deeply meaningful, purposeful, personal experience.