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In today's rapidly evolving world, the pathway to college and career readiness is multifaceted, requiring a blend of academic excellence, personal development, and strategic planning. This guide aims to provide insightful information on the essential components of readiness and effective strategies for students, educators, and parents alike.

Understanding Readiness:

College and career readiness extend beyond traditional academic proficiency. It encompasses a spectrum of skills, including critical thinking, communication, digital literacy, adaptability, and interpersonal competence.

These skills are indispensable for success in higher education and the workplace, where complex problem-solving and collaboration are increasingly valued.

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A workshop I did on being the "only" in a space

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A workshop I did on being the "only" in a space

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Since the founding of this country, America's biggest adversaries have always been ideas. We've battled, destroyed, and waged war against, crime, terrorism, and drugs. And now, we've finally met our match with our biggest enemy yet... education.

Today, we find ourselves amid silent war. One that isn't fought with guns and tanks but has equally destructive consequences. On this battlefield of ideas, the future of our society and the minds of our youth hang in the balance.

The first phase of this war begins like so many historical totalitarian takeovers... the banning of education. More specifically, education that offers necessary perspective and history that contradicts the rhetoric of those in power. After banning 10 diverse books from classroom shelves in Georgia, and enforcing heavy censorship against lessons featuring the history of marginalized groups, it became apparent that Governor Kemp's agenda of "keeping Georgia’s students, teachers, and school personnel safe" hinged on maintaining an environment that upheld systems of oppression

As students across Georgia struggled with feeling like characters in Fahrenheit 451, we had little time to grapple with reality before we were faced with phase two... the continuous over-policing of students

According to Fulton County's annual budget, in August 2022, The Atlanta Public School system spent about $2.6 million on security upgrades. "The FCS School Police fleet of specially branded sedans, trucks, and SUVs not only provide greater visibility of our school police, but also increases mobility of our officers, and the ability to patrol all schools. Investments include body armor and a school report management system which will permit easier access to criminal records among metro police departments. ESPLOST has allowed for replacing and adding vehicles to the school police fleet. "

With 42.4% of students in Fulton County identifying as Black, words like patrol and easier access to criminal records on a school budget seem to say more about our interest in incarceration and not education.

In phase 3, students are underrepresented, inaccurately educated, and overpoliced, and teachers are underpaid but equally overpoliced. Now, to completely win the war, both teachers and students must be silenced.

An Atlanta teacher was recently fired for reading a book to her fifth-grade students that explores gender roles and identity through the eyes of a child who describes their shadow as purple. The Cobb County Board of Education voted 4-3 on Thursday to approve the recommendation by the superintendent, Chris Ragsdale, to terminate the contract of the teacher, Katherine Rinderle.

“The district is pleased that this difficult issue has concluded; we are very serious about keeping our classrooms focused on teaching, learning, and opportunities for success for students,” the Cobb County School District said in a statement.

"Teaching, learning, and opportunities for student success" doesn't include education or inclusion for the many students that fall outside of the gender binary. Instead, it reinforces the idea that there's something "unfocused" and worth censoring about simply existing authentically.

The war on education is not a battle that we can afford to lose. It is a battle that affects the future of our society, our children, and our world. As we stand here today, we must recognize the importance of investing in education, nurturing the minds of our youth, exercising our political power, and ensuring that knowledge and learning remain accessible to all.

Just like any war, this fight is long and challenging, but we are not alone. Together, we can overcome the obstacles that stand in the way of quality education for all. We must rally our communities, advocate for policy changes, and support initiatives that prioritize education as a fundamental human right.

Remember that the future is shaped by the young minds we educate today. Let us not leave them ill-prepared or afraid of the challenges and opportunities that await them. Let us commit to being champions of education, warriors for knowledge, and defenders of the right to learn.

As a young organizer, I know that the master's tools may never destroy the master's house. Still, I believe that organizers from all backgrounds have every tool we need to deconstruct every brick and column that keeps the house and the systems it represents upright. Our power lies not only in dismantling oppressive structures but also in rebuilding the future that we all deserve.

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As conversations about historical teachings have risen over the years, the Atlanta School Board has been making some decisions of its own. While the Atlanta school board was on record opposing limitations on historically accurate teachings, Georgia’s Divisive Concept  law, “which went into effect July 1, 2022, outlaws teaching students that anyone by virtue of their race “bears individual responsibility for actions committed in the past by other individuals of the same race,” or that they “should feel anguish, guilt, or any other form of psychological distress,” because of their race. It bans “race stereotyping” or “race scapegoating,” espousing personal beliefs which the law deems indoctrination of students, or teaching that the United States is fundamentally racist.” The Atlanta Board of Education finalized a complaint resolution process for divisive concepts taught in schools.

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How do you write a policy to implement a state law you disagree with?

That's the conundrum that faced Atlanta Public Schools after Georgia lawmakers passed a law this summer restricting certain classroom conversations about race and racism. Under the law, school districts were required to formulate policies aligned with it.

It's a task districts across the country this year may face in the wake of a wave of so-called "anti-CRT laws," passed by 17 states. Georgia's law, which went into effect July 1, outlaws teaching students that anyone by virtue of their race "bears individual responsibility for actions committed in the past by other individuals of the same race," or that they "should feel anguish, guilt, or any other form of psychological distress," because of their race. It bans "race stereotyping" or "race scapegoating," espousing personal beliefs which the law deems indoctrination of students, or teaching that the United States is fundamentally racist.

The Atlanta school board was already on record opposing those kinds of limitations on teaching. Its new policy, drafted by the school board last week, walks the tightrope between meeting the requirements of the law and protecting educators' freedom to continue to have honest, uncensored conversations about race and racism. Parents will have 30 days to comment on this version, after which their feedback will be considered for any edits to be made before final version of the policy goes into effect in November, said Eshé Collins, chair of the Atlanta Board of Education.

"If you firmly believe that teachers should be able to have this intellectual freedom to teach and our students should have the opportunity to learn and experience the world that we are actually preparing them to enter into, what it takes are courageous steps to speak out," Collins said.

"Knowing our city, knowing what our parents are demanding and the type of education that they want their children to experience, it was important for us to lead the way and speak out against the bill."

Atlanta's draft policy states that the school system "supports and encourages an environment that fosters independent and critical thought, including the studying and teaching of issues which may be considered controversial or divisive."

And it explicitly says that teachers and students have the right to teach and learn about issues considered controversial or divisive and to express opinions on them without fear of retaliation.

But, in keeping with the state law, the draft policy also outlines a process for parents to file complaints against the district and advises teachers that they can continue to discuss controversial issues "in a professionally and academically appropriate manner and without espousing personal political beliefs."

And it notes that the school system can't prohibit curricula from addressing slavery, racial oppression, racial segregation, or racial discrimination.

"That encapsulates what I believe that boards of education and school systems should be putting in their policies to say ... 'we are going to teach these concepts because they are important, and we don't believe it violates the law,'" said Gerald Griggs, an attorney and the president of the Georgia's NAACP chapter.

"And so I think that it will survive any type of legal scrutiny because of the vagueness of the law," he added.

Vague language opens laws to interpretation

In other states, these laws have led to teachers self-censoring because they're afraid of retaliation or complaints. Districts have been penalized after parents complained about lessons or books about race and racism violating the divisive concepts laws, and educators have been fired or have quit in opposition to the censorship and scrutiny.

"Teachers have been teaching about race and racism in U.S. history because race and racism exists in U.S. history. But no one is telling individual students that they should be held accountable for the actions of people centuries ago," said Kristen Duncan, an assistant professor in the department of teaching and learning at Clemson University.

Georgia's law, much like most of its precursors in other states, is so vague that districts can interpret it as they choose when it comes to policymaking and implementation, Griggs said. Atlanta's interpretation balances the rights of students and teachers with the legal requirements of having to pass a policy, he added.

Atlanta is a predominantly Black school district with a large population of Black teachers, which is why it's especially important that lessons on race and racism are not censored in the district, Duncan said.

"These conversations that have been deemed controversial in a lot of places have always been happening in these spaces, because Black teachers often feel it is part of their responsibility to help Black students in particular, learn how to navigate racism," she said. "And it looks to me like APS wants to ensure that this is able to still happen, because this is one of the ways that Black teachers care for Black students."

How effective the policy is will depend on how teachers interpret it and how it influences curriculum, said Keffrelyn Brown, a professor of cultural studies in education at The University of Texas at Austin and the co-founder for Center for Innovation in Race, Teaching, and Curriculum.

"But from the standpoint of their objectives, it appears that they are acknowledging that it's important for students to learn about race and the truth about our nation's history," Brown said. "And Atlanta public schools are saying we believe this is important, and so we are going to strike that balance."

Could Atlanta's policy be a blueprint for others?

Whether or not this policy will be a model for other districts across the country depends on each state's law, she said. But it's a good example of a district standing up for accurate and honest lessons about race, racism, and history.

"What I think this gives us that might be useful across the country is an example of a school district that is stepping up and saying that we can't do the work that we are supposed to do without making sure that our students have access to an accurate body of knowledge as they're moving through school.

"By saying that," Brown continued, "it brings some level of security for teachers, that they don't have to worry about mentioning race, or talking about race, when race actually has to be talked about in order to address specific kinds of curricular knowledge, like slavery or civil rights."

Collins, the board chair, hopes it will serve as a template for other districts in Georgia and beyond, and has spoken to some leaders in other states who are in the position of coming up with a resolution or policy to align with these laws.

"There is this fear and intimidation from their state legislatures and state leaders, if they do, in fact speak out," she said. "I often tell them about the organizing and the coalition-building that needs to happen to gain the support that they need to issue a statement and to have a firm stance and firm position on that."

Atlanta Public Schools had support in its opposition to the law and in drafting the policy from community groups and leaders, state senators that represent the area, and labor unions, Collins said.

But she's worried about rural Georgia districts without the community support Atlanta has buckling under the pressure of the law.

"It is always our goal to lead by example," she said. "Because the reality is, in other parts of the state where we have more of our rural school systems, they're probably feeling a lot more pressure because their communities and constituents are a lot more singular than the diversity that we have in the metro Atlanta area."

However, Griggs from the NAACP fears that other Georgia districts will not interpret the law the same way and that some conservative districts will perceive the policy as a political statement, which he said it shouldn't be. "If teaching that dogs were sicced on people, and people were excluded from voting with poll taxes and literacy tests-if that makes people feel uncomfortable, and thus should be banned by law, I would argue that the law is unconstitutional," he said.

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Atlanta District Drafts a Policy to Carry Out State's 'Divisive Concepts' Law

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Legal experts say the policy balances state requirements with protecting students' and teachers' rights to discuss race in class.

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How to Teach a Culturally Responsive Curriculum

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How to Teach a Culturally Responsive Curriculum

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A culturally responsive curriculum is a curriculum that respects learners’ cultures and prior experiences. It acknowledges and values the legitimacy of different cultures, not just the dominant culture of a society, it also encourages intercultural understanding. It incorporates cultural aspects into the curriculum, rather than adding them on as an extra or separate module or course.

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What is a Culturally Responsive Curriculum?

A culturally responsive curriculum is a curriculum that respects learners' cultures and prior experiences. It acknowledges and values the legitimacy of different cultures, not just the dominant culture of a society, it also encourages intercultural understanding. It incorporates cultural aspects into the curriculum, rather than adding them on as an extra or separate module or course.

What is Cultural Competence and why is it important?

Cultural competence, more specifically intercultural competence can be considered one of the main requirements to successfully teach a responsive curriculum. The combination of cognitive and behavioral skills allow education professionals to simply understand and appropriately interact with people with distinct and diverse backgrounds.

Attempting to engage with all one's students through utilizing one teaching approach will prove ineffective, a culturally responsive teacher builds a strategy in order to develop and deliver culturally responsive lessons in order to engage with students with diverse backgrounds.

Culturally Responsive Curriculum #1: Be aware of your student's diversity

Education professional are always aware of the diversity of their students, it is their job to act as a person who can relate to and resonate with each distinct culture. An adequate level of cultural aptitude paired with an ongoing effort to learn about their students' cultures are required to efficiently create a culturally responsive learning environment.

Culturally Responsive Curriculum #2: Classroom Set-up

A teacher must consider several elements when engaging with a diverse classroom; being aware of the classroom setup is crucial. In order to know how to educate a diverse class, first one must know the differences they have to pay attention to.

Culturally Responsive Curriculum #3: Contextual Learning

Making learning contextual gives students a clearer explanation of the concept, tying lessons to student's various social communities allows them to understand the why, when and how of the lesson.

Culturally Responsive Curriculum #4: Build relationships with students

Building a rapport with one's students makes them feel valued and appreciated for who they are and what they stand for, it promotes acceptance. Continuously building relationships with students builds a community within the classroom, a healthy community where each student feels like they have a voice, and more importantly a voice that matters.

Culturally Responsive Curriculum #5: Refelection on current curriculum

For teachers to efficiently plan and deliver such a curriculum, they must analyze, critique and self-reflect on their study plan in order to then recognize areas of growth and improvement in their responsive learning environment.

The students' multilingualism and multiculturalism must not only be identified and acknowledged but also supported, this allows teachers to make lessons more relatable as well as engage with students and show them that they have a voice and to make them feel safe.

Through teaching a culturally responsive curriculum, education professionals enhance their international practice build upon competences developed through experience. Understanding, planning, and teaching a culturally responsive curriculum improves teachers' career prospects.

To conclude, it is very clear that efficiently teaching a culturally responsive curriculum takes dedication and determination, as well as a willingness to understand and relate to students cultural backgrounds and how this alters their understanding of their lessons. Such a curriculum takes time and effort to complete, but once done, it is a whole new teaching environment for the students, one where each student feels comfortable and understand.
Interested in learning more about Teaching? view all our Teaching & Education Courses, or Speak to a Higher Education Consultant

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How to Teach a Culturally Responsive Curriculum

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Culturally responsive curriculum respects and integrates a learners' cultures and prior experiences, teaching intercultural understanding.

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What is your wish for America’s future?

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What is your wish for America’s future?

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Every single day, we get a chance to shape history—to share our visions, our hopes, and our wishes for the next 250 years. What role will you play?

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Nearly 250 years ago, the United States started as an epic experiment-one that's still going. While we may picture the architects of our nation as esteemed leaders in powdered wigs and frilly shirts, the spirit of the revolution was more rebel startup than stuffy law firm - and the effort involved everyone from struggling farmers to urban workers and enslaved people. They risked everything to escape tyranny and create new possibilities. They didn't always agree, and they didn't have it all figured out. Today, our democracy has lasted longer than any other nation's, but in many ways, we haven't yet reached our potential. It's up to us to live up to our bold, founding ideals. The good news: Every single day, we get a chance to shape history-to share our visions, our hopes, and our wishes for the next 250 years. What role will you play?

Inspire others with your wish for the future of the United States.

About Made By Us

Made By Us is brought to you by history and civics organizations dedicated to building a new path forward for the ways in which history serves us. Together, we present history in relevant, provocative, and surprising ways for anyone who wants to participate in shaping the future of our country. Learn more.

My Wish for U.S.

America 250's official recognition of "My Wish For U.S." acknowledges the program as an expression of the America 250 vision to inspire the American spirit.

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The growing acceptance and enthusiasm for restorative justice practices comes on the heels of more than a decade of research documenting the damaging impact of exclusionary discipline.

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In the nation's fourth-largest school district, the answer appears to be yes.

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Wrap around Justice: a more effective and compassionate approach

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Wrap around Justice: a more effective and compassionate approach

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Wrap around Justice: a more effective and compassionate approach

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Listen to this episode from Just Education Podcast: Mentorships in Education on Spotify. Police are at the forefront of our news today. And for good, well, not so good, reasons. We have a lot of work to do to address the cancer that has been left for so long to fester.

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Civic Season - It’s time to create a new tradition

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Civic Season - It’s time to create a new tradition

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July 4th commemorates the moment a new nation was born, based on ideals that each generation since has worked to bring to life:  freedom, equality, justice, and opportunity. Juneteenth, celebrated just a few weeks earlier, reminds us of the struggles and hard-won victories in our ongoing journey to form a “more perfect union.” Civic Season unites our oldest federal holiday with our newest, mobilizing a movement to understand our past and shape our future.

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Kick Off the Civic Season Together

Toward a more perfect union

We're Building A New Kind Of Tradition

Learn More

"We the people" means all of us

DEMOCRACY, POWERED BY YOU

Speak Up

What role will you play?

REWIND, REFLECT AND REIMAGINE OUR STORY

Get Started

Speak Up + Be Heard

Share what matters to you, and stay up to date on the many ways to take action.

Check Out Top Picks from Civic Season Guides

If you could make your country better…wouldn’t you?

The future is ours to shape. Every day offers a new chance to write the next chapter of the United States of America – from our traditions to our policies and practices. Held every summer between two watershed moments in our history, Civic Season is like the welcome party for the many hands involved in our democracy. Explore what you stand for – and connect with credible resources, passionate communities and avenues to amplify your voice.

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Civic Season - It’s time to create a new tradition

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Juneteenth - July 4th is Civic Season. Join in to explore, connect and shape the future of our country.

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The Zinn Education Project promotes and supports the teaching of people’s history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn’s best-selling book A People’s History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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To assist in promoting equity inside the classroom, the APS Center for Equity and Social Justice (APS CESJ) was established in 2021 as the district’s first office devoted solely to advancing equity in education. The APS CESJ supports the implementation of equity-focused, evidence-based practices for entities throughout the district, and supports staff in ensuring that educational equity is a primary consideration in our problem-solving, decision-making, planning, and implementation processes.

Visit the link to learn more about their vision and mission!

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The APS Center for Equity and Social Justice (APS CESJ) was established as the district's first office devoted solely to advancing equity in education. As such, the APS-CESJ supports the implementation of equity-focused, evidence-based practices for entities throughout the district. We do this by:

Offering thought-partnership around tackling complex equity-focused challenges:

Serving as accountability partners to divisions, departments, offices and schools;

Convening and partnering with groups of internal and external stakeholders to promote equity;

Providing advocacy supports for all stakeholder groups;

Examining current policies and practices, work to interrupt and eliminate inequitable practices, and

Supporting district staff in the creation of inclusive and just conditions for all students and staff.

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The APS Center for Equity and Social Justice (APS CESJ) was established as the district's first office devoted solely to advancing equity in education. As such, the APS-CESJ supports the implementation of equity-focused, evidence-based practices for entities throughout the district.

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We are mourning the reality that the nice, neat history in our text books wasn’t always the whole story. Many of us our now on a mission to make sure our kids don’t fall into the same trap. We want real US history for kids, or decolonized history, to help combat racism and make sure this version of history doesn’t continue to repeat itself.

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Many history books teach only one side of history. These resources will give you access to real (or decolonized) US History from all perspectives.

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Let’s Talk About Having An (Ed)Ge: The Importance Of Tuition Equity To Higher Education Access by Bella Naspinski

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Let’s Talk About Having An (Ed)Ge: The Importance Of Tuition Equity To Higher Education Access by Bella Naspinski

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The benefits of a college education are among the few topics that can be agreed upon in the polarized political climate we live in today. Whether it be increased access to high-paying jobs or the network of connections that come with a college degree, the advantages of post-secondary education are irrefutable. Until recently, I assumed that all of my peers had the same access to higher education - and in-state tuition access - as I do.

In less than a year, I'll be walking across the graduation stage - stepping into the next era of education and opportunity for myself. In anticipation of this day, I reflect upon the reality that many of my peers - nearly 3,000 students annually - will walk across that stage without the same opportunity to pursue a higher education degree. NC law prevents my peers, the students I've grown up with and learned alongside for the past twelve years, from this higher education access because they are undocumented.

NC falls behind 22 other states who invest in their undocumented youth by lacking tuition equity legislation: a policy that allows undocumented and DACA students access to in-state tuition. I joined , a student-led education justice nonprofit, to organize with students and legislators to garner support for our student-written tuition equity bill. If successfully passed in 2023, this bill will allow all taxpaying, law-abiding students in NC access to in-state tuition, regardless of citizenship status. A change in the law that redefines the meaning of a North Carolina resident is crucial to make our state more equitable, build our educated workforce, and support the continued investment in young people.

The United States Census Bureau reports that North Carolina spent $9,958 per student on public education in 2020. Despite the public education system investing in the potential of its undocumented students from kindergarten through 12th grade, we stop the investment in these students after high school by failing to provide them an equal opportunity to attend higher education. Only of undocumented students who graduate from NC high schools each year enroll in post-secondary institutions, yet according to Educators For Fair Consideration , "With college degrees, they [undocumented students] will be able to contribute substantially more in taxes, support their families, and be less likely to receive government assistance."

North Carolina continues to not take advantage of the immense benefits that my peers can bring - including a more educated, academically-driven workforce. Undocumented students deserve the opportunity to continue to learn and reach their full potential through post-secondary education. Besides simply deserving the opportunity to attend college, the small population of these students who attend college often outperform their legal-status counterparts and represent a group of "the most academically gifted, motivated, and resilient individuals with exceptionally high educational aspirations."

As a high school student attending a large, diverse public high school in North Carolina, I can attest that the students who come from even the most disadvantaged circumstances - including my undocumented peers - are often the most resilient and academically-driven individuals. Research on the educational experiences of undocumented college students says, "Despite the unique challenges faced by immigrant students, such as limited familiarity with U.S. culture and norms, they often outperform native-born students who have similar racial/ethnic and socioeconomic profiles." Undocumented students contribute to the NC economy in tax dollars and outperform their documented classmates; shouldn't they deserve the opportunity to pursue higher education at the same tuition rate as every other NC student?

In a city like Charlotte, where social mobility consistently remains a shortcoming, we must consider the economic and workforce development benefits that a more educated population of undocumented students would bring. Based on Georgetown University statistics, "By 2020, 65 percent of all jobs in the economy will require postsecondary education and training beyond high school." Considering the statutory goal set by Roy Cooper and the NC General Assembly to have 2 million more people in NC with higher education degrees by 2030 and our significant distance away from this benchmark, tuition equity would help NC to take drastic steps toward this goal of a more educated workforce.

Although I should be able to assume that my peers have the same opportunity to attend higher education as I do, until tuition equity legislation is passed, North Carolina leaves behind 3,000 of my undocumented peers each year who graduate from our high schools. Tuition equity is not access to free college or a handout. Instead, it is a policy that will increase revenue for NC by allowing more undocumented students to pay affordable tuition rates that they are not currently providing to our university system. Tuition equity is simply an amendment to the definition of a North Carolina resident that includes all students - hardworking, academically-motivated, resilient students - regardless of citizenship status.

By making college tuition accessible to undocumented and documented students alike, we are recognizing the investments that have already been made in these students from kindergarten through 12th grade while also positioning them to be able to make significant contributions to the future economic stability of North Carolina. I find comfort in knowing that a future of higher education, job opportunities, and life-long friends is ahead of me. I want to change the education system to provide this same well-deserved comfort to all of my peers and the generation of students behind us, starting with tuition equity.

Bella Naspinski

Our Turn Student Organizer

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Let's Talk About Having an (Ed)ge: The Importance of Tuition Equity to Higher Education Access

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The benefits of a college education are among the few topics that can be agreed upon in the polarized political climate we live in today. Whether it be increased access to high-paying jobs or the network of connections that come with a college degree, the advantages of post-secondary education are irrefutable.

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The Relationship Between School Climate and School Safety

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The Relationship Between School Climate and School Safety

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School climate is one of the most important factors of school safety. It is an abstract term that we often hear but don’t entirely understand. So what are the elements of school climate and how do they relate to school safety?

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School climate is one of the most important factors of school safety. It is an abstract term that we often hear but don't entirely understand. So what are the elements of school climate and how do they relate to school safety?

It may be a gentler word for "rules" from a certain perspective, but "norms" of a school can define behavioral standards from top to bottom. What is allowed or disallowed creates boundaries for everyone on campus.

Is lateness tolerated?

Are students allowed to roam campus in the morning before the first bell rings? This may depend on where you are and what has happened in the school's past to shape these norms.

Does your school have a dress code or a uniform? Again, location and demographics may shape the norms surrounding school clothing.

Do students take pride in their campus by contributing to cleanliness and decorating signs and hallways for holidays and big school events?

Letting students take part in maintaining the school environment can foster school spirit and help create a sense of safety and comfort in their own surroundings.

There may be many similarities between what most schools value; however, it is important to set your school apart with specific values that are made clear to students. These values may even change over time, depending on societal changes and community climate. At certain points in time, values such as equity and inclusion become a core focus for a school that has struggled in the past with these issues. What is it that your school needs to focus on in order to cultivate shared values throughout campus?

Some schools value community service and make service hours a required part of the curriculum. Others may value sustainability and create green spaces on campus where students can grow and monitor plants and vegetables as a part of their curriculum. Many schools value athletics and choose to generate school pride through their mascots and athletic events. Schools must be careful, however. Focusing too much attention on one value, such as using athletics as the sole generator of school spirit, can leave non-athletic students feeling alienated and not part of the school community. Whatever they are, it is important to have a variety of values that reflect the entire student body. Doing so ensures that students feel valued and gives them a sense of safety and belonging.

Expectations

Expectations are often confused with rules. Rules can be one-dimensional and restrictive. Expectations are less about reinforcing rules and more about sustaining a culture that is valued by everyone in the school. Having school-wide expectations in place also reduces the pressure on teachers to enforce rules that may be vastly different from other teachers' rules and may cause frustration for students.

School-wide routines and traditions are essential to expectations as well. Examples of these routines include student orientation programs, student and faculty handbooks that outline school values, school-wide reward and consequence systems, morning announcements that reiterate expectations, and simply maintaining a consistent schedule with as few interruptions to student learning as possible. Consistent expectations and routines create an environment of stability, a crucial factor of school safety.

Attitudes may be the trickiest part of school culture, especially within middle and high schools, when students start to develop more apathy toward school. However, there are a few things to consider when it comes to cultivating positive attitudes in a school environment. First of all, the attitudes of faculty and staff can greatly influence the attitudes of students. If students are in an environment where they are constantly criticized and restricted, they will react accordingly and develop a deeper apathy towards their education. On the other hand, performative positivity should be avoided for the same reason- it can be alienating and make faculty and staff feel unapproachable.

Faculty should never feel pressured to be performative, as this can further drain their energy and potentially harm their relationships with students. Instead, it is important for school leaders to check in with their faculty often to hear their concerns and make sure that they feel supported and appreciated. A supportive environment is key to positive attitudes for both staff and students. In turn, faculty and staff can support students and help them feel like they have an authentic voice and space to express themselves. Avoid thinking of attitudes as "positive" or "negative"; attitudes are not polar and should not be treated so simplistically. The attitudes we want in schools are those of authenticity, care, and supportiveness. These are the attitudes that make students feel safe and connected.

School Connectedness

Creating a climate of connectedness requires a level of authenticity that is sometimes difficult for schools to grasp. As said before, there should never be pressure to be in a constant state of positivity, regardless of what self-help books have told us over and over. In an environment where staff and students are constantly pressured to "stay positive," students will not feel safe coming forward with something that seems negative or outside the norm.

Instead, schools should aim for authentic connection with students and staff. The more connected students feel with each other and with their teachers, the more likely they are to open up about the important issues they are facing. This is imperative to developing an environment of trust, one in which students feel comfortable reporting suspicious behavior, coming to a teacher or counselor when in crisis, or simply divulging a serious problem for which they need help.

Relationships

Along with connectedness, relationships can make or break a school's climate. Again, the goal is genuine communication with coworkers and students. The teachers who feel comfortable opening up about their struggles with each other are more likely to support each other in difficult situations. Likewise, the students who feel closer to their teachers are more likely to communicate when there is trouble later. It is up to faculty and staff to form relationships with students and to prioritize those relationships above all else. The trust that is built as a result is invaluable to the school climate and vital to an environment where students feel safe.

Teaching and Learning

While this may be the most obvious purpose of a school, teaching and learning affect school climate in ways we may not immediately realize. For years, the buzzword in education has been "engagement." Are the students engaged? Is your instruction engaging? We often confuse engagement with entertainment. Teachers are not obligated to turn cartwheels in order to keep students entertained. However, whether or not students feel connected to what they are learning has a great impact on school climate. If they are stuck in dry lectures all day, they will inevitably feel restless and frustrated, possibly leading to behavior problems. At the same time, having an endless stream of entertainment in the classroom can negatively affect students' ability to learn critical thinking. Finding a way for students to be active in their own learning is all engagement is really about. When students feel like they have something to contribute and something to work towards, their sense of value in their school environment skyrockets.

Other factors to consider in the learning environment are:

Do students feel comfortable asking questions in your classroom?

Do students feel comfortable making mistakes in your classroom?

Are students given autonomy in their learning?

Are the more reserved students given the same opportunities to ask questions out of the spotlight?

These questions may seem insignificant in the scope of school climate; however, these are issues that can greatly impact how safe or secure students feel throughout their day.

Now we come to the big one: Safety itself. School climate and school safety are inextricably linked. A school can be gated, with a camera at every corner, and an SRO at each door, but if the climate is out of balance, safety can take a complicated turn quickly. Some questions related to school safety and climate to consider are:

Are all possible physical safety measures in place?

Has the school exhausted its resources for security officers, cameras, gates, etc.?

Are structures well-maintained and free of leaks and damage?

What measures are in place to protect and enhance student mental health?

What training does your staff receive in emergency preparedness?

What is your staff's attitude toward school safety? How often is safety discussed in faculty meetings?

Are students encouraged to be involved in safety planning and awareness campaigns?

There are many other factors to consider when planning for safety. However, when it comes to safety and school climate, it is important to make sure students are not only aware but actively involved in the schools' safety plans. It is also critical for faculty and staff to have training and resources available on emergency plans and safety issues. A safety-first approach to everyday routines is also crucial. Let students in on the reasons behind certain rules and expectations that relate to safety. When they understand how these seemingly arbitrary rules relate to their safety, they are more likely to invest in the school's safety initiatives as a part of the larger climate.

School climate is a complex system that takes a lot of commitment and teamwork from faculty, staff, and students. nSide strives to help schools make their environments safer with a one-stop platform where faculty and staff can view and enhance Emergency Operations Plans, navigate a detailed map of their school's facilities, increase their understanding of emergency procedures, and conduct threat assessments to identify students who are in crisis and get them the help that they need. To find out more about how we can help you make your schools safer, reach out to us at help@nside.io or send us a chat!

Sources:
https://www.erstrategies.org/cms/files/3714-schoolwide-values-ms-building-block-pdf.pdf

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The Relationship Between School Climate and School Safety

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School climate is one of the most important factors of school safety. It is an abstract term that we often hear but don't entirely understand. So what are the elements of school climate and how do they relate to school safety?

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Higher Education Must Invest In Students, Not The Other Way Around

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Higher Education Must Invest In Students, Not The Other Way Around

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To rebuild trust in higher education, we need innovation to drive not only institutional efficiency, ... [+]
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Too often, the "value" of a college degree is misconstrued to be synonymous with its cost. In reality, it's about students' return on their investment-which opportunities did the degree unlock, and how do those translate into economic and social mobility?

As a sector, we're falling disastrously short in this regard. Despite sky-rocketing costs that have increased 180% since 1980 (adjusted for inflation), many graduates find themselves ill-prepared for a rapidly evolving workplace. Indeed, the Postsecondary Value Commission, supported by The Gates Foundation and the Institute for Higher Education Policy, found that 650 institutions do not provide their students with a minimum economic return after accounting for the cost of attendance.

Pathways to opportunities often aren't accessible to the rising number of non-traditional students who are eager to advance their lives, and many post-secondary degrees fail to map clearly to high-quality, real-world opportunities. Despite their best intentions, too many institutions are restricted by outdated academic infrastructure, practices, regulatory prescriptions, and even antiquated notions of how to deliver education and best serve students.

To fulfill their promise as an equalizer and engine of mobility, higher ed institutions must rethink how they measure their value. While most understand and believe that the pursuit of knowledge is inherently valuable, surveys consistently highlight that individuals pursue post-secondary education to get a great job. These are not contending goals, but part of the same aspiration to live a self-determined life. College and university leaders must hold themselves accountable to delivering on that promise-for all students. The future of our communities, economy, and nation depends on it.

University leaders, policy makers, employers, and anyone associated with or underwriting higher education, need to take stock of the value our institutions and system are providing by exploring the following questions earnestly and honestly:
Who are our customers?
As institutions, we have too often designed around our own priorities and convenience, content with maintaining a status quo that caters to "traditional," younger students. Yet, increasingly, the way previous generations thought about education and careers doesn't fit today's realities, let alone the dynamics of the future of work. A growing share of today's undergraduates are actually "non-traditional"-over the age 25, from low-income backgrounds, who work at least part-time, have children, and pay for school independently.

Higher education's typical coming-of-age experience will undoubtedly continue to attract a privileged few for whom a beautifully manicured physical campus and robust social calendar matter just as much as their degree. But as demographics shift and technologies advance, the larger opportunity points to non-traditional students. This new majority isn't looking for climbing walls or sorority pins. Instead, they want to acquire the skills and competencies that will help them get ahead in life, and the flexibility to learn on their schedule and progress at their own pace. And they want to do so at a cost commensurate to the economic return.
How can we align learning outcomes with work?
In order to boost students' return on investment, higher education needs to catch up with 21st century workforce needs. The fourth industrial revolution is here; yet higher education is arguably still preparing talent for second industrial revolution jobs. More needs to be done to align learning outcomes with the requirements of the workforce. To do that, we must design education in a way that doesn't just prepare individuals for their first or next opportunity but puts them on a pathway toward lifetime professional and career progress.

In today's modern world, "hard" or technical skills have a shelf-life of just two and a half years. This has contributed to a skills-gap-by the time many Americans reach their early 30s, they're finding themselves in need of up-skilling or re-skilling.

If it's specific, certifiable skills students are after, we must ask ourselves: are we measuring learning by the number of courses students complete, or by the specific skills they master and leverage to secure high-demand jobs? Are we making our programs attractive to mid-career talent who will need new skills and credentials as their workplace adapts to technological innovation? Are we holding ourselves accountable to these questions, and committing to change if we fall short?

If we don't look outward and align with workforce needs, students, higher ed institutions, and our economy will suffer.
Are we designing learning that is both affordable and valuable?
The crippling level of student debt in this country is the symptom of a larger problem: too many learning experiences aren't designed to be affordable.

Since 2002, debt per undergraduate has jumped from $18,870 to more than $31,000 today. With ballooning costs, most often driven by spending unrelated to instruction, students are now mired in overwhelming debt, creating an additional barrier to getting ahead in life. It's no wonder that just a quarter of U.S. adults believe college is affordable, and only 60% believe it's accessible to anyone in the country who needs it. This is a real problem, and if we don't get it under control, students will be increasingly likely to choose not to enroll and pursue options that deliver a better value proposition.

To rebuild trust in higher education, we need innovation to drive not only institutional efficiency, but also changes that reward affordability and value for students. Do the majority of our graduates experience income gains and economic mobility not only within 25 years, but within two years of graduation? Does our business model hinge on high tuition rates, or do we achieve growth by making learning affordable and accessible to the new majority? How are we leveraging technology to bend the cost curve? Are we prioritizing spend towards practices and processes that improve access and increase student persistence and completion?

As we look ahead, we have an opportunity to put students at the center of our thinking, planning, and building. It's a chance to rethink our design principles, offerings, and measures of success; and a chance to recommit ourselves to providing value-tangible, quantifiable value. We do students and ourselves a disservice to do anything less.

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Higher Education Must Invest In Students, Not The Other Way Around

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In reality, it's about students' return on their investment-which opportunities did the degree unlock, and how do those translate into economic and social mobility?

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Attainment for All: Postsecondary Pathways

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Attainment for All: Postsecondary Pathways

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From Fall 2019 through Spring 2020, The Hunt Institute released a series of policy briefs, Attainment for All: Postsecondary Pathways, that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including high school graduates, first-generation students, and adult learners.

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TOOLS & RESOURCES TO HELP ORGANIZERS, STUDENTS, PARENTS, & EDUCATORS MAKE SCHOOLS MORE CULTURALLY RESPONSIVE.

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TOOLS & RESOURCES TO HELP ORGANIZERS, STUDENTS, PARENTS, & EDUCATORS MAKE SCHOOLS MORE CULTURALLY RESPONSIVE.

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The following documents highlight core values, principles, vision, and talking points about culturally responsive education. They are intended to help the community gain a deeper understanding of CRE in practice. You can download and share them.

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Tools & resources to help organizers, students, parents, & educators make schools more culturally responsive.

TALK TO ME ABOUT CRE

The following documents highlight core values, principles, vision, and talking points about culturally responsive education. They are intended to help the community gain a deeper understanding of CRE in practice. You can download and share them.

Culturally Responsive Education One Pager
A one-page document that makes it easy to introduce almost anyone to Culturally Responsive Education.

START YOUR CRE WORK & CAMPAIGN
Race Forward's H.E.A.L. Together Toolkit
This toolkit is a resource for organizing campaigns around educational equity and honest, fair education.

Questions for Planning a CRE/ Ethnic Studies Campaign
This document offers questions to think about in planning a campaign for culturally responsive education or Ethnic Studies.

Culturally Responsive Curriculum Scorecards
This tool helps evaluate the books in English Language Arts and STEAM curricula for cultural responsiveness.

MAPPING CRE & ETHNIC STUDIES

The Ethnic Studies Legislation Database below highlights victories for legislation across the country that supports Ethnic Studies and CRE. It also includes historical and present-day fights, schools, and districts that have implemented Ethnic Studies and CRE.

Click on the points on the map to learn more about the efforts of grassroots groups, in partnership with elected officials, to fight for CRE. You can click on the square icon on the top left to filter the map by legislation category. For in-depth information of each of these pieces, visit the drive here.

We want the creation and maintenance of this database to be a collaborative effort with communities. If you know of any Ethnic, Indigenous, or LGBTQ+ Studies efforts that aren't included here, please help us add them by emailing us at nyu- ejroc@nyu.edu

CREATING RELATIONSHIP CENTERED SCHOOLS

Transforming relationships within schools is key to tackling issues of equity and implementing CRE. Californians for Justice has been working to implement relationship centered schools (RCS) in California. They provide key tools and resources here.

Student Learning Walks
A tool for students to observe classrooms for what they want to see created and changed

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Resources - Culturally Responsive Education Hub

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Tools & resources to help organizers, students, parents, & educators make schools more culturally responsive. The following documents highlight core values, principles, vision, and talking points about culturally responsive education. They are intended to help the community gain a deeper understanding of CRE in practice. You can download and share them.

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American Library Association Opposes Proposed Georgia Legislation

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American Library Association Opposes Proposed Georgia Legislation

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The American Library Association (ALA) strongly opposes the proposed Georgia legislation that would prohibit the expenditure of public funds and private donations on services, materials, or operations provided by ALA.

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CHICAGO - The American Library Association (ALA) strongly opposes the proposed Georgia legislation that would prohibit the expenditure of public funds and private donations on services, materials, or operations provided by ALA.

Contrary to the claims made by proponents of this legislation, the ALA does not promote any "ideology." For almost 150 years, ALA has served as the preeminent non-profit, non-partisan organization dedicated to the development, promotion, and improvement of library and information services in the United States and the preservation of publicly funded libraries as community institutions that provide free and unfettered access to a wide range of information and ideas for all people.

ALA champions the First Amendment and works to enhance learning and ensure access to information for all. The association has served people of all demographic backgrounds and beliefs since its inception in 1876.

The beliefs of any one member of the association do not define the association. In fact, ALA does not espouse any political belief other than a commitment to the freedoms identified in our nation's founding documents that are essential for our democracy.

ALA endorses Libraries: An American Value which states that "Libraries in America are cornerstones of the communities they serve. Free access to the books, ideas, resources, and information in America's libraries is imperative for education, employment, enjoyment, and self-government... We celebrate and preserve our democratic society by making available the widest possible range of viewpoints, opinions and ideas, so that all individuals have the opportunity to become lifelong learners - informed, literate, educated, and culturally enriched." These American principles are further articulated in The Library Bill of Rights and The Freedom to Read Statement. We encourage everyone to read these documents.

The proposed Georgia legislation is based on false narratives that would restrict ALA and its resources for no valid reason. All organizations in any sector-business, legal, health, education, trades-should be concerned about this arbitrary effort to restrict the freedom of trade, freedom of speech, and freedom to associate.

About the American Library Association
The American Library Association (ALA) is the foremost national organization providing resources to inspire library and information professionals to transform their communities through essential programs and services. For more than 140 years, the ALA has been the trusted voice for academic, public, school, government and special libraries, advocating for the profession and the library's role in enhancing learning and ensuring access to information for all. For more information, visit www.ala.org.

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American Library Association Opposes Proposed Georgia Legislation

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CHICAGO - The American Library Association (ALA) strongly opposes the proposed Georgia legislation that would prohibit the expenditure of public funds and private donations on services, materials, or operations provided by ALA.

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How a Book Ban Helped Us Find Our Voice | Christina Ellis & Edha Gupta

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How a Book Ban Helped Us Find Our Voice | Christina Ellis & Edha Gupta

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How do students fight the growing epidemic of book bans spreading across the country? In this talk, student activists Christina Ellis and Edha Gupta narrate their journeys in successfully reversing a book ban held on diversity education books throughout the schools at Central York School District in York, PA.

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How a Book Ban Helped Us Find Our Voice | Christina Ellis & Edha Gupta | TEDxPenn

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ALA compiles data on book challenges from reports filed by library professionals in the field and from news stories published throughout the United States.

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Banned Books Week is an annual event celebrating the freedom to read. Typically held during the last week of September, it spotlights current and historical attempts to censor books in libraries and schools.

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Author Ta-Nehisi Coates on how to understand book bans, censorship, and the attack on imagination

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Author Ta-Nehisi Coates on how to understand book bans, censorship, and the attack on imagination

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Ta-Nehisi Coates talks about how to understand the current wave of book bans and censorship as part of a long war over African American literacy.

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Author Ta-Nehisi Coates on how to understand book bans, censorship, and the attack on imagination

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Transforming Alternative Education | Lateshia Woodley

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Transforming Alternative Education | Lateshia Woodley

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The French proverb which states “The more things change, the more they stay the same” sets the stage for this talk, “Transforming Alternative Education.” This project was born out of a desire to bring awareness to the need to transform education as a means to reduce the revolving door of drop-outs entering and exiting our programs and schools. This talk will take you on a journey of viewing education through the lens of being an alternative education student and then the lens being a turnaround leader working with schools to transform education.

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Transforming Alternative Education | Lateshia Woodley | TEDxDecatur

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My Story, and Why I Care About Mental Health by Megan Sawatzky

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My Story, and Why I Care About Mental Health by Megan Sawatzky

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This essay is part of the Student Agenda Essay Series, where students are sharing the pillars of the National Student Agenda that resonate most, and why they take action. Megan, pictured in the center of the picture, is located in Raleigh, NC and is a first-year Master's student at North Carolina State University.
When I was asked to speak at a conference this past February, I was terrified. I've always been an introvert - never wanting to be in the spotlight or the center of attention. So, my first instinct was to turn down the opportunity - but something stopped me. For the first time, I thought maybe my voice deserved to be heard.

I first became passionate about education justice because of my passion for mental health. During my senior year of high school, I was in a youth psychiatric facility for a short period of time to aid my struggling mental health. While there, although I was focused on my healing, I couldn't stop worrying about one thing: school. It was the beginning of the school year, and I couldn't help but think about the amount of work I was sure to have to make up when I returned, alongside the terrifying thought of time-consuming college applications.

When I returned, while my teachers were sympathetic, I still had mass amounts of work to do on top of jumping back into the regular school schedule. It was clear that my school prioritized my grades over my mental health. I felt let down by these adults that did not show up for me in a time of need and understanding. I no longer trusted my school or the notion that they genuinely wanted to support me. I hoped for a counselor to talk to - but my school did not even have one, leaving students to find counselors on their own, something just not affordable or accessible in our society. I have since pursued a career in social work and mental health advocacy - hoping that one day all students can have access to mental health care - something that should be a human right, not a privilege.

Once I got to college, I learned more about the counseling resources offered there. I'd hoped that I would be met with a better experience than in high school, and could use the resources available to continue working on my mental health. However, I quickly learned that each student was only allotted three free sessions with a counselor before being referred elsewhere. I was shocked - college can be a trying time for any person as they experience such a major transition. Over the course of my last school year, seven students tragically took their lives. Heartbreak and outrage do not begin to describe the impact on our community. We looked to higher-up officials for a change - but all that happened was those three free therapy sessions turned into twelve. According to the American College Health Association, "suicidal thinking, severe depression and rates of self-injury among U.S. college students more than doubled in less than a decade," but all my school could do was offer a few more free sessions.
Right around this time was when I found out about Our Turn, and knew it was the right time for me to join the fight for education.
While I felt strongly about advocacy, I didn't know how to combat my anxiety and shyness in order to share my voice, story, and opinions. When I started at Our Turn, I quickly learned that not only was my opinion valued, it was needed. I learned just how important students' voices are in changing the tide in education.

My role at Our Turn has often included public speaking, as I have facilitated meetings for the first time I was especially terrified the first time, but as I continued to be met with such warmth and empowerment, I could relax knowing that what I was doing was valuable. Doing things outside of my comfort zone has been so much of my role here, but I have felt the most professionally developed in my life so far.

The conference I was asked to speak at in February alongside one of my amazing Our Turn colleagues required that we prepare a 45-minute presentation in front of a room of over 50 k-12 school district leaders. Again, this was WAY out of my comfort zone. I needed to share my story of self as a form of advocacy, and again, I felt that I had nothing important to say. It took reflection to realize that my story was part of my strength, and that my passions and opinions needed to be shared.

I thought about everything I experienced in high school and the lack of mental health resources at my school. I thought of everyone I knew that had the same struggles with no professional to turn to. I thought of the seven students that took their own lives at my university. Suddenly, I knew I had my story of self ready. While I experienced anxiety before our presentation, something had shifted inside me. Afterwards, hearing the gratitude of those who attended our talk, I knew we had done well. And all I had to do was share my story.

Working at Our Turn has taught me just how impactful a personal story can be, enough to get someone to take action alongside you and fight for the change you want to see. It has also taught me how to combat shyness and a lack of confidence when doing things you may not be immediately comfortable with. Passion will carry you farther than you ever thought you could go, and make the lasting impact you have been dreaming about.

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My story, and why I care about mental health

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This essay is part of the Student Agenda Essay Series, where students are sharing the pillars of the National Student Agenda that resonate most, and why they take action. Megan, pictured in the center of the picture, is located in Raleigh, NC and is a first-year Master's student at North Carolina State University.

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This essay is part of the Student Agenda Essay Series, where students are sharing the pillars of the National Student Agenda that resonate most, and why they take action. Jaylen, pictured here, is a sophomore at Columbia University.
It was when classes ended and even more students spilled from the buildings that they chose to strike. White hoods came like snowfall, came like ash, came like hate. I recall very little, but what I remember was running. I ran for the gates, but they were blocked by burning crosses. I ran for the dorm rooms, but they were locked. In the chaos, I remember with debilitating clarity another student calling to us: " Let's just pretend to be on their side! "

I looked at him, skin as white as the hoods they donned, and I looked down at myself, an obvious blemish, something to be washed away. There was nowhere for me to hide and no way for me to blend in. The storm would roll in and I, like my ancestors, would be swept away.

They had been closing in when I woke up, teeth clenched and sweaty. It was a terrible nightmare, but not the first of its kind. What had made it so terrible was how I wasn't so sure it was far from the truth. In 1924, white students burned a cross to protest the presence of a Black student, they did so in front of Furnald, a freshman dorm across from where I had lived just a few months ago.

School has never been a safe place for me... or people like me. For a long time, I thought this was something I would shed in college. After all, I had gone to Olympic High School in Charlotte, predominantly people of color and absolutely overpoliced. We had always been at risk of search and shut down, whether for practice or for a gun. I was used to metal detectors, to proving I was a student with no malicious intentions, to prove I was .

Today, I feel the violence and dominance of my over-policed campus at Columbia University. In the weeks and months following the start of the Israel-Hamas war, my campus has been shut down more times than I can count. Too often, I would have to show my ID card just to even get through the front gates. I had to dodge over fifty police officers who made their homes on our front lawns, on our sidewalks, and even inside our buildings. Myself and my peers are still constantly overpoliced, we are still proving we are something more.

For me to be more though, schools must be more too. The solution is to put men with guns on our campuses. It is not to dump money into metal detectors. True improvement and true mean addressing the root of the issues. There needs to be more mental health support for students, whose fear and the stresses of our world can infect their very dreams. The Student Agenda is so important to me of its understanding of that sentiment. It reads: "Students deserve safe schools where they can thrive, and where their safety and well-being is invested in and put ahead of any political motivations."
My dreams, my future, who I am, and who I can be, all of that is powerful on its own.

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This essay is part of the Student Agenda Essay Series, where students are sharing the pillars of the National Student Agenda that resonate most, and why they take action. Jaylen, pictured here, is a sophomore at Columbia University. It was when classes ended and even more students spilled from the buildings that they chose to strike.

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The Atlanta College and Career Academy’s Career Exposure Camp 2024 is a week-long enrichment program for current 6th – 8th grade scholars in Atlanta Public Schools. During the program, students will gain exposure to high demand/high wage careers in the Metro-Atlanta area and a general understanding that postsecondary education and lifelong learning are necessary for long-term success. Featured pathways are Culinary Arts, Criminal Investigations, Dental Science, Graphic Design and Patient Care. Breakfast and Lunch will be provided for all students; and transportation will be provided students form traditional APS Middle Schools.

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Atlanta College and Career Academy / Home Page

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Coretta Scott King Young Women's Leadership Academy

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We demanded the implementation of a student-led Mental Health Community Board — details found above.

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A community petition is calling on the Atlanta Public School Board to create a Student Mental Health Community Board

About The Student Mental Health Community Board:

Student mental health is crucial because it directly impacts academic performance, overall well-being, and future success. Neglecting mental health can lead to increased stress, anxiety, and depression, hindering students' ability to focus and learn effectively. Many of these realities were highlighted by COVID-19 and continue to grow as a historically neglected support area in schools. Students have voiced these concerns, and change is necessary.

In order to address the student mental health needs highlighted above, Our Turn presents the Student Mental Health Community Board. The Student Mental Health Community Board provides a platform for students to advocate for their mental well-being and create real solutions while empowering students & growing community involvement. It offers a channel for students to voice their concerns, propose initiatives, and collaborate with the Atlanta School Board to implement effective mental health programs and resources tailored to their needs. Shifting the power solely from administrators/APS board members to collaboration among students AND administrators/APS board members highlights the importance of developing interventions that are for students by students. This channel of communication fosters students' leadership skills and provides a system of checks for the Atlanta Public School Board.

Our Demands:

Recognizing the need for a student-led mental health advocacy group, Our Turn Georgia is demanding that the Atlanta Public School Board build a Mental Health Community Board for APS students. Our demands of APS are as follows:

The Atlanta Public School Board established a fully student-led mental health community board for the 2024 - 2025 School Year.

APS gives the Community Board the ability to advise on district-wide surveys, recommend policy, present at school board meetings and public forums, and request funding for system-wide programming.

APS will pledge to recruit diverse student leaders to the community board.

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A community petition is calling on the Atlanta Public School Board to create a Student Mental Health Community Board.

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A community petition is calling on the Atlanta Public School Board to create a Student Mental Health Community Board.

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Our Turn Georgia on Instagram: "Listen to the Students!! This Mental Health Awareness Month, Our Turn Atlanta is fighting for student agency in Mental Health. Our amazing student Iman Cook testified in front of the Atlanta Public School Board (@apsboe) to advocate for the establishment of a mental health community board. Student voices are important in moving our education and democracy forward. Join Iman and Our Turn as we fight for student agency in mental health."

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32 likes, 6 comments - ourturnga on May 7, 2024: "Listen to the Students!! This Mental Health Awareness Month, Our Turn Atlanta is fighting for student agency in Mental Health. Our amazin...". 

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One of the key programs promoting college and career readiness is Dual Enrollment. Information for 2022-2023 dual enrollment information has not yet rolled out but according to The Governor's Office of Student Achievement,  In 2017-2018, the total count of postsecondary credentials earned by dual enrolled high school students increased from the previous year to 2,499. Over 90% of postsecondary credentials earned were certificates, whereas the remaining postsecondary credentials earned were Associate’s degrees. • In the class of 2017, 82% of high school graduates who participated in dual enrollment enrolled in some form of postsecondary institution within a year of graduating, compared to 62% of all public high school graduates.

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School Safety & Campus Climate | Create school environments where students feel safe and invest in safety solutions that don’t increase policing & punishment.

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School Safety & Campus Climate | Create school environments where students feel safe and invest in safety solutions that don’t increase policing & punishment.

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Problem:

Police and punitive measures on campuses are not lowering rates of violence across Atlanta, as students in Atlanta experience violence at very high rates. Metal detectors and other outcomes of a culture of policing reduce a sense of safety for students.

Pathways & Solutions:

Increase the student voice and input into disciplinary standards within APS Schools, focusing on restorative and community based practices.

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Historically Accurate and Culturally Relevant Curriculum | Protect & grow historically accurate and culturally relevant curriculum for all students across Atlanta.

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Historically Accurate and Culturally Relevant Curriculum | Protect & grow historically accurate and culturally relevant curriculum for all students across Atlanta.

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Problem:

Threats to culturally inclusive curriculum in Georgia are rampant as book bans across the state and the Professional Standards Committee removed DEI requirements from educator training. In order to protect and grow Atlanta students’ curriculum, proactive and inclusive policy must be passed.

Only 27% of students indicated that they often share information about their interests or cultural background to inform what is being taught in classes.

Only 40% of teachers and staff reported that professional development opportunities help them explore new ways to promote equity in their practices.

Pathways & Solutions:

A pledge by the APS School Board and the new superintendent to make sure that all history teaching is culturally accurate and inclusive.

Training for teachers and staff on how to create culturally responsive curriculum and classroom activity.

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Invest in the Whole Student | Invest in wrap-around services for students and families facing economic instability and hardship.

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Invest in the Whole Student | Invest in wrap-around services for students and families facing economic instability and hardship.

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Problem:

68.9% of students in Atlanta Public Schools are on free & reduced lunch, a key indicator of economic hardship, putting their overall well being and success at risk. Lack of wrap around services for students facing financial instability and housing insecurity perpetuates this harm in and out of school.

Pathways & Solutions:

Expanding wrap around and direct services to students experiencing hardship.

Specific policies and resources to support students who need to work while in school.

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College and Career Pathways | Create and resource curriculum and training that support students in succeeding post-high school graduation.

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College and Career Pathways | Create and resource curriculum and training that support students in succeeding post-high school graduation.

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Problem:

Students do not feel prepared for postgraduate life or success, whether that is a 4-year university or other pathway options.

Pathways & Solutions:

Evaluate and fill any gaps in APS college & career readiness.

Teach students about a variety of options post-high school graduation, and support students in finding and achieving success in those pathways.

Teach life skills to students to help them thrive beyond the classroom, including financial literacy, college financial aid, comprehensive sex education, tax information, job training, and more.

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Mental Health - Fully support & invest in the mental health of young people in Atlanta.

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Mental Health - Fully support & invest in the mental health of young people in Atlanta.

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Problem:

About 23% of high school students (9th-12th grade) note often/always experiencing stress and state that they do not have an outlet or adult voice to go to in times of crisis.

Pathways & Solutions:

Expand access to virtual and in person mental health services.

Execute informational campaigns to educate and destigmatize mental health services amongst young people.

In-school initiatives & education to evaluate and change the mental impact of social media on students’ mental health.

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Atlanta Public Schools, taken together, score a 74.1 on the state “College and Career Ready Performance Index,” compared to a statewide average of 75.9. Atlanta went up almost a point since last year and the state went down almost a point.

Within the city, there’s a tie for highest-scoring school between Druid Hills’ Springdale Park and Morningside elementary schools. Both scored an overall 96.7 on the CCRPI.

The scorecards for middle and high schools encompass metrics such as attendance rates, class participation, and academic performance. They also take into account student engagement in activities such as arts, languages, and advanced placement classes. Additionally, schools are expected to graduate students who are well-prepared to enroll in college, technical school, or pursue training for a career credential.

But only six Atlanta schools scored above 90. Those six are clustered in north and northeast Atlanta.

Superintendent Meria Carstarphen reported that about 65% of APS students are not up to state standards

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As per the 2022 National Assessment of Educational Progress, commonly referred to as "the nation's report card," which evaluated the reading and math proficiency of fourth- and eighth-grade students, the average national decrease in math scores marked the most significant decline in three decades of testing. Only 16% of eighth-graders and 27% of fourth-graders in APS achieved proficiency in math. In terms of reading, approximately one-fourth of both fourth- and eighth-graders scored at or above the proficiency level.

Atlanta Public Schools saw its all-time highest graduation rate with the class of 2023. With 86.6% of all students graduating, APS surpassed Georgia’s graduation rate, which was 84.4% according to the Georgia Department of Education, for the first time.

APS graduated 2,812 students across its 16 high schools, an increase of 121 students or 2.6% from the class of 2022

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The Georgia Department of Education released the 2022-2023 lists of schools identified for Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI), APS has 29 schools listed in one of these categories. In comparison to the rest of Georgia, APS has a few of the lowest performing schools in the state.

Consistently Underperforming Subgroup: The school has at least one subgroup performing in the lowest 5% of all schools in at least 50% of CCRPI components.

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The Amp Up survey was devised to provide APS with actionable data to: (1) learn more about the diverse learning needs and experiences of our students; (2) zoom in on ways to best support students and families most impacted by inequities; (3) celebrate and replicate bright spots and best practices districtwide; and (4) track our progress toward continuously creating a better APS for all.  The survey collected results from over 8,000 students, 3,800 families and 3,300 teachers in Spring of 2023. The results revealed:

72% of students said they feel confident their teachers really want them to succeed

85% of teachers reported feeling comfortable incorporating new material about people from different backgrounds in their curriculum.

84% of families noted their students schools provide a warm and welcoming environment

Only 27% of students indicated that they often share information about their interests or cultural background to inform what is being taught in classes

Only 40% of teachers and staff reported that professional development opportunities help them explore new ways to promote equity in their practices

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In 2020, Atlanta witnessed the loss of 44 teenagers aged 15 to 19 due to various causes. The annual count of teen deaths fluctuated between 16 and 36 from 2011 to 2019 but saw a notable increase in 2020. Although specific teen death rates for Atlanta are not provided nor are they directed related to in-school incidents, data for the surrounding Fulton County, where Atlanta is the most populous city, is available. The county's statistics reveal an escalation in teen deaths attributable to homicides, suicides, and accidents, rising from 30.6 to 51.9 per 100,000 youths aged 15 to 19 between 2012 and 2021. Despite annual variations, the 2021 figure dropped below the statewide rate of 54.9 per 100,000 for that year.

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Check out our interactive Self Care Activist Toolkit for tips and tracks on how to take care of yourself while engaging in this much needed work.

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APS has had its own police department since 2016 (the Office of Safety and Security). In the past, APS had enlisted the city's police force to fulfill the responsibilities of School Resource Officers (SROs). APS's internal police department adopts the national TRIAD model, which entails police officers serving not only as law enforcers but also as informal counselors and educators, as outlined by the National Association of School Resource Officers in 2012.

According to the Texas Association of School Resource Officers, The School Based Law Enforcement concept TRIAD is the placement of an experienced law enforcement professional in the High Schools, Middle Schools and Elementary Schools with the following goals:

Creating and maintaining safe, secure and orderly learning environments for students, teachers and staff.

Establish a trusting channel of communication with the students, parents, and teachers .

Serve as a positive role model to instill in student's good moral standards, good judgment and discretion, respect for other students, and a sincere concern for the school community.

Promote citizen awareness of the law to enable students to become better informed and effective citizens, while empowering students with the knowledge of law enforcement efforts and obligations regarding enforcement as well as consequences for violations of the law.

Serve as a confidential source of counseling for students and parents concerning problems they face as well as providing information on community resources available to them.

Atlanta Public Schools partnered with Evolvtechnlogy in January of 2023  to add weapon detection systems in all APS middle and high schools (same systems at arenas like Mercedes-Benz Stadium). This was a $2.6 million install. On top of this, an additional $4 million for safety and security, including $800,000 to fund school resource officers in elementary schools has been enacted.

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In the summer of 2023, APS launched a gang resistance training program entitled G.R.E.A.T. The Gang Resistance Education And Training (G.R.E.A.T.) program is a proven and efficacious initiative focused on preventing gang involvement and violence. It revolves around classroom curricula led by law enforcement officers within school settings. The program serves as a preventive measure against delinquency, youth violence, and gang affiliation for children during the critical period just before they reach the prime ages for potential involvement in gangs and delinquent activities.

As prefaced in the case study above, it is important to note the impact of police presence on school morale and safety. School safety is important and fostering healthy relations with community enforcement can enhance perception and precaution.

More about this program can be read by visiting the wensite!

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GREAT PROGRAM

The G.R.E.A.T. (Gang Resistance Education And Training) Program is an evidence-based and effective gang and violence prevention program built around school-based, law enforcement officer-instructed classroom curricula. For officers to become certified they have to go through a two week course to learn and understand the methods described in the curricula.

The Program is intended as an immunization against delinquency, youth violence, and gang membership for children in the years immediately before the prime ages for introduction into gangs and delinquent behavior. The program is most suitable for youth's grade 4th-8th. The Fulton County Sheriff's Office Community Outreach Section targets the 5th grade student body, due to the upcoming matriculation to middle school and a higher susceptibility for new pressures. Upon completion of the program, the Community Outreach Section provides a G.R.E.A.T. graduation for all participants.

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The G.R.E.A.T. (Gang Resistance Education And Training) Program is an evidence-based and effective gang and violence prevention program built around school-based, law enforcement officer-instructed classroom curricula. For officers to become certified they have to go through a two week course to learn and understand the methods described in the curricula.

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Beginning in the Fall 2023 school year, Atlanta Public Schools, in collaboration with the City of Atlanta, declared the initiation of its school zone speed safety initiative across various schools within the district. These selected schools constitute just a fraction of the 22 presently approved by both the City of Atlanta and the Georgia Department of Transportation (GDOT). The implementation of the program will occur in multiple stages, commencing initially at select schools.

The purpose of the school zone speed safety initiative is to minimize the occurrence of violations, accidents, and injuries resulting from speeding motorists. The primary goal of the program is to decelerate drivers and influence their behavior, thereby enhancing community safety through adherence to the designated speed limits.

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APS has partnered with six service providers to offer mental health support to students and families seeking therapeutic assistance. Families can access these services through their health insurance, and providers have the option to meet with children either at school or in the community. Here are the six mental health providers approved through the APS procurement process.

1. Access Mental Health

2. CHRIS 180 Counseling Services

3. Family Ties

4. Georgia Hope

5. Pathways

6. Underdue Social Services, Inc.

These services however require students to go through their insurance providers. Lists of partners and their corresponding schools can be found here.

Additionally, Hazel Health has collaborated with Atlanta Public Schools to offer free access to high-quality healthcare services for all students this academic year. A school health representative can arrange a video appointment with a Hazel healthcare provider while child are on campus, offering both physical and mental health services.Therapy sessions with Hazel Health are conducted in a secure, private, and confidential environment.

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End of an Era: Mental Health in Schools | Susanna Grace Johnson

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End of an Era: Mental Health in Schools | Susanna Grace Johnson

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Susanna’s talk presents a futuristic vision of how educators can bring a transformational shift towards positive mental health and raise resilient adults for a better tomorrow.

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End of an Era: Mental Health in Schools | Susanna Grace Johnson | TEDxGEMSWellingtonAcademyAlKhail

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End of an Era: Mental Health in Schools | Susanna Grace Johnson | TEDxGEMSWellingtonAcademyAlKhail

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The CDC created the The Youth Risk Behavior Surveillance System (YRBSS) in 1991. It is a set of surveys that track behaviors that can lead to poor health in students grades 9 through 12. This includes both private and public high schools.

2017 Results focused on Dekalb County with about 1,800 survey participants (2021 survey, which is the most up to date, only yielded around 600 participants in the whole state of Georgia).

77.4% percent of high school students who participated indicated not getting 8 or more hours of sleep

30.8% of female participants indicated feeling sad or hopeless almost every day for 2 or more weeks in a row so that they stopped doing some usual activities, during the 12 months before the survey. This compares to 22.6% of males.

15.9% had seriously considered attempting suicide

Other questions pertaining to poor mental health, mental health impact during COVID, home dynamics as a result of COVID and connectedness to peers had no data.

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A Health Crisis: The Adultification of Black Children and its impact on Mental Health

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A Health Crisis: The Adultification of Black Children and its impact on Mental Health

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According to the Georgia Department of Education, in 2022, Atlanta Public Schools served 54,559 students. The student demographics were: 73% Black, 15% White, 8% Hispanic, and 4% from other categories, including Asian/Pacific Islander, Native American, and multiracial. When we think of addressing/meeting the needs of students we must look into phenomena such as adultification.

Studying the adultification of Black students is crucial for Atlanta Public Schools, where 73% of the student population is Black, as it helps identify and address biases that may negatively impact these students' educational experiences and outcomes. Understanding adultification can guide the development of targeted interventions and policies to create a more equitable and supportive learning environment. Additionally, addressing this issue can improve student well-being and academic achievement, fostering a more inclusive and just school community.

In her 2024 research, Camryn Williams OurTurn Fellow explores the adultification of Black students starting with its history, the causes and an analysis of how we can move forward. Read some of the key findings to the research here

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In contemporary Western culture, childhood is seen as a distinct phase characterized by innocence, curiosity, and freedom from adult responsibilities, typically lasting until the age of 18. This period is protected by legal frameworks such as the United Nations Declaration of the Rights of the Child, which emphasizes the need for special care and legal protections for children due to their vulnerability. Philosopher John Dewey's concept of the "image of the child" further explores societal perceptions of children, categorizing them into areas such as innocence versus competence, rights and agency, socialization and development, and representation in media. These frameworks influence how society views and treats children, impacting policies and practices related to children's rights and well-being.

However, the idealized notion of childhood is not equally accessible to all children, particularly Black children, who face systemic racism and historical injustices that deny them the same protections and freedoms. From the era of slavery, where Black children were treated as property and subjected to brutal labor and family separations, to the Jim Crow era, where they faced segregation, violence, and substandard education, Black children's experiences have been marred by deprivation and dehumanization. This historical context has perpetuated stereotypes and biases that strip Black children of their childhood protections and subject them to adult-like scrutiny and punishment, a phenomenon known as adultification.

Adultification is a form of dehumanization that treats Black children as if they are older than they are, depriving them of the protections and nurturing typically afforded to childhood. Defined by the Cambridge Dictionary as the process of considering a child as an adult inappropriately, this bias places Black children at increased risk for harsh disciplinary measures, limited access to resources, and health disparities. The term gained prominence following the Georgetown Law study "Girlhood Interrupted," which highlighted the disproportionate burden of adultification on Black girls. Adultification operates through three main frameworks: the erasure of innocence, where Black children are perceived as less innocent and more self-sufficient than their peers; the projection of mature expectations, imposing adult-like responsibilities and behaviors on children; and dehumanization, which strips Black children of their dignity and individuality.

These frameworks collectively reinforce harmful stereotypes and societal pressures, contributing to the misperception of Black children as threatening and dangerous. Research shows that Black boys as young as 10 are often seen as older and less innocent than white boys, while Black girls face sexualization and maturity beyond their years. Adultification is a subtle but pervasive form of trauma that undermines the well-being of Black children, manifesting in various societal institutions such as education, healthcare, and the juvenile justice system. It forces Black children to navigate challenges prematurely, leading to significant short- and long-term mental health impacts. Addressing adultification requires understanding and dismantling these biased frameworks to ensure Black children receive the care and protection they deserve.

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This concept has been observed historically, notably during the industrial revolution when child labor was prevalent. By 1900, about 18% of the American workforce consisted of children under 16, highlighting how economic and social inequities forced children into adult roles prematurely. Scholars like Jane Addams critiqued this degradation of childhood, noting that poverty, ambition, ignorance, and market forces contributed to this exploitation.

Adultification, as a result, is deeply intertwined with politics, economics, race, gender, and class.

Adultification is best understood through the lens of intersectionality, a concept introduced by Kimberlé Crenshaw, which examines how various forms of oppression intersect to shape individual experiences. Jahnine Davis' Professional Inter-Adultification Model (PIA) explains adultification by focusing on the roles of professionals, agencies, and institutions. By examining societal stereotypes, personal biases, and specific practices like parentification—where children are given adult responsibilities—we see how these forces disproportionately affect marginalized groups, particularly Black children.

Parentification is split into emotional and instrumental, with the latter being more relevant for this discussion as it involves children taking on responsibilities that are not age-appropriate. Parentification within Black families manifests through practices such as "The Talk," generational resiliency, and eldest daughter syndrome. "The Talk" prepares Black children for societal biases and racism, fostering resilience but also leading to an early loss of innocence. Black parenting styles, often a blend of authoritative and authoritarian, aim to protect and prepare children for a world of systemic racism. However, this can lead to children being expected to mature faster, compromising their emotional well-being. Eldest daughter syndrome highlights the added pressures on the oldest daughters in Black families, who are often expected to be nurturers and role models, which can lead to premature emotional and social maturity.

Disciplinary disparities further illustrate the adultification of Black children, who are often perceived as older and more culpable than their peers. Studies reveal that Black students face harsher disciplinary actions and increased surveillance compared to their white peers, despite no evidence of higher rates of misbehavior. Policies like zero-tolerance disproportionately affect Black children, feeding into the school-to-prison pipeline and contributing to long-term mental health issues. The perception of Black children as inherently more aggressive and the dehumanization they face underscore the need for systemic changes to address these inequities and support their mental health and well-being.

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Student mental health is crucial because it directly impacts academic performance, overall well-being, and future success. Neglecting mental health can lead to increased stress, anxiety, and depression, hindering students' ability to focus and learn effectively. Many of these realities were highlighted by COVID-19 and continue to grow as a historically neglected support area in schools. Students have voiced these concerns, and change is necessary.

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The Atlanta Public School Board established a fully student-led mental health community board for the 2024 - 2025 School Year.

APS gives the Community Board the ability to advise on district-wide surveys, recommend policy, present at school board meetings and public forums, and request funding for system-wide programming.

APS will pledge to recruit diverse student leaders to the community board.

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Individual-level interventions can provide significant benefits in addressing adultification, but they must be paired with broader policy and community changes to be truly effective. This report explores how adultification is being addressed through three main intervention categories: childhood reinforcement, parenting support, and school policy reform. These categories provide a structured approach to understanding and combating the impacts of adultification on Black children.

Play therapy, particularly tailored to Black girls, has shown promise in preserving childhood innocence and fostering emotional and cognitive development. By using culturally relevant tools such as Black dolls, therapy sessions led by figures like Renee Curry have created safe spaces for Black girls to express themselves and build confidence. These sessions, although still new and with long-term effects yet to be fully documented, have observed improvements in emotional vulnerability, camaraderie, and self-awareness among participants. However, the success of such interventions relies heavily on the cultural sensitivity and relatability of the therapists involved.

In addition to individual therapeutic interventions, parenting support programs like EmbRACE play a crucial role. EmbRACE helps Black families navigate racial socialization by fostering communication strategies that mitigate the stress of racial discrimination. This program promotes a collaborative approach to discussions about race, emphasizing the importance of both parents and children in these conversations. While effective, the program faces challenges in accessibility and sustainability, highlighting the need for broader support systems and resources to ensure long-term impact. Policy-level interventions, such as the elimination of zero-tolerance policies in schools, also play a vital role. The Colorado Smart School Discipline Law serves as an example of how school policies can be reformed to reduce the criminalization of Black children by considering the student's holistic profile rather than relying on rigid disciplinary measures. However, the persistent racial disparities in discipline even after policy changes indicate the need for clearer guidelines and consistent enforcement to ensure equitable outcomes.

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Adultification: Where do we go from here?

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Adultification: Where do we go from here?

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Black children face systemic oppression that limits their opportunities for growth, with research primarily identifying adultification rather than preventing it. To address this, adultification must be recognized as a public health issue, directing resources toward comprehensive strategies. Using intentional language in research is crucial to acknowledging Black children's diverse experiences, moving away from harmful stereotypes. Interventions must work concurrently, addressing all aspects of a child's life, and require interprofessional collaboration to tackle this complex issue effectively. More qualitative and longitudinal research is needed to understand personal experiences and the issue's full scope. Broader policy and community interventions, such as culturally relevant school curricula, restorative justice practices, and implicit bias training.

Educators specifically need to work to create loving and supporting environments for Black children to grow and thrive. Ultimately, mitigating adultification helps dismantle systemic racism in schools, promoting justice and equality in education.

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Our Turn fellow Riasha Ullah created bookmarks that outline the Atlanta Student Agenda pillars. 

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Our Turn fellow Riasha Ullah created bookmarks that outline the Atlanta Student Agenda pillars. 

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Our Turn Live With APS District 9 School Board Member Jessica Johnson

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Our Turn Live With APS District 9 School Board Member Jessica Johnson

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Our Turn fellow Neev Seedani interviews with APS school board member.

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Our Turn Live With APS District 9 School Board Member Jessica Johnson

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APS begins to expand access to Mental Health resources

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APS begins to expand access to Mental Health resources

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Through student advocacy, APS announced an expansion of its current resources as they pertain to mental health. This is a big win!

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Student Supports & Interventions / Mental Health

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Emotional Fluency: The Language Black Boys aren't Taught | Nate Evans Jr.

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Emotional Fluency: The Language Black Boys aren't Taught | Nate Evans Jr.

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Nate Evans Jr. discusses an issue within black communities that persists due to the lack of mental health awareness.

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Emotional Fluency: The Language Black Boys aren't Taught | Nate Evans Jr.

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Emotional Fluency: The Language Black Boys aren't Taught | Nate Evans Jr. | TEDxWhiting