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Compassion and Empathy by Judy Naman

Compassion and empathy help us connect deeply with others. Compassion recognizes suffering and motivates us to help, while empathy allows us to understand and share someone else’s feelings. When we practice both, we create supportive environments where people feel heard and valued. Together, they inspire kindness, promote healing, and remind us of our shared humanity. This reading and video shows how compassion and empathy can strengthen our relationships and communities.

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Compassion and Empathy... Compassion and empathy are fundamental human traits that enable us to connect deeply with others. Compassion involves recognizing when someone is suffering and feeling motivated to alleviate that suffering. It goes beyond mere sympathy. It inspires action and a desire to help. Empathy, on the other hand, is the ability to understand and share the feelings of another person. It allows us to put ourselves in someone else's shoes, fostering a sense of connection and understanding. When we practice empathy, we validate the emotions of others, creating a supportive environment where individuals feel heard and valued. Together, compassion and empathy can transform our relationships, communities, and the world at large. They encourage kindness, promote healing, and help build a more just and caring society. In a world that often feels divided, these qualities remind us of our shared humanity and the importance of supporting one another.

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Compassion and Empathy... Compassion and empathy are fundamental human traits that enable us to connect deeply with others. Compassion involves recognizing when someone is suffering and feeling... | Judy Naman | 70 comments

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Compassion and Empathy... Compassion and empathy are fundamental human traits that enable us to connect deeply with others. Compassion involves recognizing when someone is suffering and feeling motivated to alleviate that suffering. It goes beyond mere sympathy. It inspires action and a desire to help.

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This LinkedIn post and resource is a reminder of why a strong SEN (Special Educational Needs) strategy matters.

It ensures all students are included and supported, helps teachers meet diverse learning needs with confidence, and improves outcomes for SEN students. A clear strategy also supports legal compliance and fosters meaningful collaboration with parents and caregivers.

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A strategy for SEN (Special Educational Needs) is important because it ensures that all students, regardless of their abilities, are included and supported in the learning environment. It helps meet individual learning needs through tailored support and interventions. Such a strategy also guides teachers by providing them with the necessary tools, training, and confidence to effectively support SEN students. This leads to improved academic and personal outcomes for the students. Additionally, having a clear SEN strategy ensures the school complies with legal responsibilities and promotes active involvement of parents and caregivers, creating a strong support system for the child.

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Understanding the Role and Responsibilities of the Department of Education

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Understanding the Role and Responsibilities of the Department of Education

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The U.S. Department of Education plays a pivotal role in fostering educational equity for students from all backgrounds, with a special focus on those who are socioeconomically disadvantaged. Through programs like Title I and federal financial aid initiatives, the Department strives to bridge gaps in educational opportunities, ensuring that every student, regardless of their economic status, has access to the resources and support they need to succeed.

This article outlines the U.S. Department of Education's role in ensuring equal access to education, promoting excellence, and addressing key challenges. It focuses on the department's mission to support states, enforce civil rights, improve special education, and enhance higher education access.

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Understanding the Role and Responsibilities of the Department of Education

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By fostering educational excellence and ensuring equal access, the Department of Education is a vital federal agency for the future of our nation.

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The Future of Strategic Planning An Adaptive Approach for Changing Times

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The Future of Strategic Planning An Adaptive Approach for Changing Times

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When we consider how to better serve students experiencing poverty, we must ask: What kind of planning process truly centers their realities and aspirations? The article, “The Future of Strategic Planning: An Adaptive Approach for Changing Times,” reminds us that rigid five-year plans often fail to meet the moment for students and families navigating economic uncertainty. This piece highlights how living, responsive plans, rooted in community voice and ongoing learning, can better reflect the dynamic needs of socioeconomically disadvantaged students and lead to more just, resilient school systems.

This article is a call for school districts to replace rigid strategic plans with flexible, adaptive approaches that evolve with change. It highlights the need for data-driven planning and collaborative leadership to better support students and communities in uncertain times.

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Liberatory Design for Student Experience & Belonging

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Liberatory Design for Student Experience & Belonging

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NEP will present a session on Liberatory Design for Student Experience & Belonging at the co-located ISTELive 25 / ASCD Annual Conference in San Antonio, TX, from June 29 to July 2, 2025. This session will explore how liberatory design, a methodology that integrates human-centered design with equity-focused practices,can transform educational environments to better support student voice, agency, and belonging. The combined event offers over 1,000 learning experiences aimed at advancing educational innovation and equity

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

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Adaptive Strategic Planning for Education Leaders

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Adaptive Strategic Planning for Education Leaders

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Adaptive planning is crucial when addressing the needs of socioeconomically disadvantaged students. This guide provides strategies to help education leaders design flexible, inclusive systems that are responsive to the needs of diverse communities.

This guide from the National Equity Project and Education Resource Strategies highlights adaptive strategic planning for education leaders. It stresses the need for flexible, inclusive approaches that prioritize community, trust, and ongoing learning, helping leaders navigate complex, uncertain conditions while engaging stakeholders and building leadership capacity.

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Adaptive Strategic Planning — National Equity Project

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“Leading change work is not just a programmatic thing. It is actually learning very different ways of working together and organizing to collaborate towards a shared goal.”

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The prosocial school leader: Theory, research, and action

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The prosocial school leader: Theory, research, and action

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This article is about the prosocial school leader, a principal who uses strong social and emotional competencies (SECs) to build caring, effective schools. It argues that a principal’s well-being, self-awareness, and leadership directly impact school climate, teacher performance, and student outcomes.

The model promotes healthy relationships, strong family partnerships, and effective SEL programs as key to success. It calls for professional development that supports principals’ emotional growth, helping them lead with empathy, equity, and care.

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​The Teach Plus Illinois Policy Fellowship is a prestigious, year-long program (June 2025–June 2026) designed for Illinois teachers aiming to deepen their understanding of education policy and advocate for impactful changes without leaving their classrooms. Fellows receive training through expert-led modules and direct engagement with key stakeholders, including community organizing, writing op-eds, speaking to the media, providing public testimony, and meeting with legislators. The fellowship includes monthly virtual sessions and two mandatory in-person weekends. No prior policy experience is required. Applications are due by April 21, 2025. For more information and to apply, visit the Teach Plus Illinois Policy Fellowship page.

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Teach Plus Illinois Policy Fellowship - Teach Plus - Leadership Opportunity

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In Illinois, we offer a statewide teaching policy fellowship to outstanding teachers in the state looking to deepen their knowledge of education policy and gain a voice in decisions that directly affect students and the teaching profession.

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Young people face many challenges, yet laws are being pushed to criminalize honest teaching of U.S. history and restrict critical thinking. These policies distort education and threaten democracy.

Join the 5th Annual Teach Truth Days of Action with a National Day of Action on June 7, 2025, and actions throughout the year. Stand up for #TeachTruth!

4o mini

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We invite educators, students, parents, and community members to host a mini-lesson, rally at a historic site, history walking tour, information table, or other event to defend the right to #TeachTruth.

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Transcript of Sold a Story E11: The Outlier

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Transcript of Sold a Story E11: The Outlier

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In Sold a Story, journalist Emily Hanford spotlights Steubenville Public Schools for their standout reading success despite high poverty. Key practices include:

Meeting students' basic needs (clothes, shoes).

High expectations, no excuses mindset.

Long-term, local staff stability.

High preschool attendance with focus on oral language.

Systematic phonics from kindergarten through first grade.

Integrated reading and writing with expressive, meaningful reading.

Cooperative learning and peer teaching by third grade.

All teachers—including art, music, and PE—teach reading.

A 90-minute literacy block with leveled reading groups.

Students in Steubenville perform over two grade levels above peers in similar communities, thanks to these consistent, community-rooted strategies.

Next article links:

Ep. 12

https://www.apmreports.org/episode/2025/02/27/sold-a-story-e12-the-evidence

Ep. 13

https://www.apmreports.org/episode/2025/03/06/sold-a-story-e13-the-list

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Transcript of Sold a Story E11: The Outlier

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This podcast is designed to be heard. We strongly encourage you to listen to the audio if you are able.

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Are We Teaching Reading Comprehension? Part I

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Are We Teaching Reading Comprehension? Part I

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Too often, comprehension lessons look more like vocab drills and pop quizzes. In this sharp two-part piece, literacy expert Timothy Shanahan argues that real comprehension instruction should change how students read, not just test what they remember. He shares six powerful shifts every educator should consider, including why students should read harder texts, not easier ones.

Part II: https://www.shanahanonliteracy.com/blog/are-we-teaching-reading-comprehension-part-ii-6-things-every-teacher-should-know

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Are We Teaching Reading Comprehension? Part I | Shanahan on Literacy

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Recent research has explored how much reading comprehension instruction is being provided in America’s classrooms. This blog entry explores what counts as teaching reading comprehension. This is the first of two parts on this subject.

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Improving the feedback given to students

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Improving the feedback given to students

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In this thoughtful piece from Grading for Growth, math professor Sarah Hanusch digs into why students often ignore feedback—and what educators can do differently. From rushed class routines to unclear comments and unconscious bias, Hanusch outlines four common pitfalls and offers smart, actionable strategies

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Improving the feedback given to students

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Four big problems about feedback from education research

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What Teachers Take Home: Stories of Secondary Trauma from PreK–12th Grade Teachers

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What Teachers Take Home: Stories of Secondary Trauma from PreK–12th Grade Teachers

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This research by Amber Howard in The Educational Forum examines the concept of secondary trauma in teachers working with students who have experienced trauma. Howard’s study reveals how educators, deeply impacted by their students’ emotional struggles, face symptoms such as stress, emotional fatigue, and blurred work-life boundaries. She shares strategies teachers use to cope, such as seeking support, practicing mindfulness, and setting boundaries, while highlighting the urgent need for systemic support, mental health services, and a cultural shift toward prioritizing self-care among educators.

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What Teachers Take Home: Stories of Secondary Trauma from PreK–12th Grade Teachers

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This research explores the emotional impact of secondary trauma on PK–12 teachers working with traumatized students. Through semi-structured interviews with 10 teachers that led to a nationwide sur…

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6 Tips to Make Difficult Phone Calls Home More Manageable

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6 Tips to Make Difficult Phone Calls Home More Manageable

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This article from Edutopia by Liz Capone provides effective strategies for calling home about a disciplinary incident. Capone suggests starting with reassurance to ease parental concerns, using objective language instead of inflammatory adjectives, and focusing on the specific incident rather than offering a general assessment. She also advises avoiding the phrase "talk to your child" and encourages including a positive comment about the student to maintain a balanced perspective. Ending the call with a sincere thank you helps foster a collaborative relationship with parents.

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6 Tips to Make Difficult Phone Calls Home More Manageable

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While calling home about an in-school incident is never fun, these tips can help make the conversations more effective and efficient.

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Stop typing, start talking: Why dialogue beats digital communication

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Stop typing, start talking: Why dialogue beats digital communication

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This article from SmartBrief by New Jersey principal Michael Gaskell highlights the unmatched value of face-to-face and voice-to-voice communication in school settings. Gaskell urges educators to prioritize direct interactions over digital messages—especially when clarity and care are needed—since tone, emotion, and nuance often get lost in emails. He encourages picking up the phone, stepping into a colleague’s office, or scheduling a quick Zoom to avoid misunderstandings, build trust, and save time. The result? Stronger relationships, better collaboration, and a healthier school climate.

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As educators, we communicate with students, parents and colleagues, which makes it hard to resist relying on and responding to digital communications. But are we truly communicating or just transmitting information? This matters in the most significant "people business," working with children and families. While digital communication has its place, it often falls short, especially when clarity and understanding are needed in sensitive and sensible situations. Sometimes, the most effective tool in our communication arsenal isn't a keyboard; it's our voice.

Consider research suggesting that digital communication is only 7% as effective as face-to-face dialogue . That's a staggering statistic. It highlights a critical issue. Words on a screen camouflage tone, inflection and body language, which can all be easily misinterpreted. How many times have you sent an email or text message only to receive a reply that made it clear something was lost in translation, leading to confusion or, worse, rising conflict?

Why talking matters

This is where the power of dialogue comes in. Think about a recent instance where a digital exchange went sideways. Perhaps a parent misunderstood your intended message to help and saw it as a war on their child. What if a student felt unfairly graded, and your correspondence was interpreted as insensitive, even dismissive?

Instead of continuing the back-and-forth volley of emails or texts, consider picking up the phone and scheduling a quick video call or in - person visit. Verbal communication shifts from a potential 93% rate of misunderstanding to far greater clarity. You might be surprised how quickly a simple conversation can resolve a festering issue. A phone call allows for immediate coherence, a chance to hear the other person's perspective, tone and intention and the opportunity to build rapport.

Similarly, consider the chaos of an overflowing email inbox. How much time do you spend each day wading through messages, trying to decipher their meaning and prioritizing responses? That flurry of emails on a single topic is incredibly inefficient. Instead of adding to the digital deluge, suggest a discussion - a quick chat in the hallway, a scheduled phone call or an in-person visit. While it might seem like adding another item to your agenda, a well-structured interaction can you time in the long run by addressing the issue comprehensively and preventing future misunderstandings.

Consider another surprising statistic : days lost in the valley . A Microsoft study highlights that workers can lose two full work days weekly on emails and unnecessary meetings. Have you ever gotten that email at the end of a school day, rivaling the length of a Stephen King novel that is laced with emotion and hidden somewhere deep within is the microdetail you need to know? You are vigorously shaking your head in agreement, aren't you?

In these instances, I use an AI chatbot and ask it to summarize all actionable items I need to know about in the message. And then I still pick up the phone!

Consider another Microsoft study : enlisting an AI chatbot to decipher the email volume, offering a refreshing antidote to the "two days lost in the valley" problem. Features like email summarization netted significantly less time pouring over them, resulting in a savings of 40 to 50 minutes per week. The decreased time spent on emails from the AI's ability to summarize and prioritize messages efficiently frees time to engage in those all-important discussions.

This also adds time for what matters most: teaching and learning. Never mind how this digital overload can exacerbate stress levels and reduce productivity. A shift from typing to talking in a people business is a must. Verbal communication's greater efficiency and quicker resolution of issues foster better relationships, which are vital to teaching and learning. Reduced digital fatigue and enhanced interpersonal skills improve the climate, enhancing teaching effectiveness.

Swap superficial for meaningful

Digital communication is like throwing a pebble across a pond - it creates ripples, but the impact is often superficial. Dialogue, however, is like casting a stone into the center of the pond - it creates a powerful wave of understanding that resonates throughout the entire community.

So, how can we, as educators, embrace this "stop typing, start talking" principle?

Recognize the limitations of digital communication. Acknowledge that nuance and emotion are commonly lost in text.

Prioritize dialogue for important or sensitive topics. When clarity is crucial, opt for a conversation over a digital exchange.

Don't be afraid to pick up the phone. A quick phone call often resolves issues more efficiently than a long email chain.

Embrace the power of direct interactions. This helps address complex issues and foster collaboration.

Model effective communication. Show others the value of respectful and thoughtful dialogue.

Like all other modern professions, educators must use technology and digital tools, which are essential. However, the power of human connection is often more effective and efficient. By prioritizing dialogue, we can build stronger relationships, foster deeper understanding and ultimately create a more positive and productive learning environment for everyone. Sometimes, the best way to connect is to stop typing and start talking.
Opinions expressed by SmartBrief contributors are their own. Subscribe to SmartBrief's FREE email newsletters to see the latest hot topics on educational leadership in ASCD and ASCDLeaders. They're among SmartBrief's more than 200 industry-focused newsletters.

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Stop typing, start talking: Why dialogue beats digital communication - SmartBrief

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Don't let technology distract you from having purposeful and effective face-to-face conversations, Michael Gaskell writes.

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Restorative practice and young people with special educational needs and disabilities: a scoping study

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Restorative practice and young people with special educational needs and disabilities: a scoping study

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This research presents a scoping study of peer-reviewed literature from 2000 to 2023 examining restorative practices in schools, with a focus on their application to young people with special educational needs and disabilities (SEND). While restorative practices are widely recognized for supporting inclusion and holistic development, the study reveals significant gaps in the research—particularly the lack of young people’s voices and experiences. Most studies emphasize large-scale data and adult perspectives, overlooking how restorative practices intersect with issues like ableism. The article calls for future research that centers the authentic inclusion of SEND youth and deepens understanding through more nuanced, experience-driven analysis.

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Restorative practice and young people with special educational needs and disabilities: a scoping study

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Restorative practice in schools has been seen to aid inclusive networks and the holistic development of young people; however, this scoping study of peer reviewed articles published between 2000 an…

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This article, Recognizing and Dealing with Toxic Behaviors, highlights how even a single toxic trait in leadership can erode team morale and derail otherwise effective leadership. Dan Rockwell, writing in Leadership Freak, outlines a list of harmful behaviors—including gossiping, tolerating toxic high performers, ignoring morale, and overmanaging—that often go unchecked in leadership roles. He emphasizes that the first step to improvement is self-awareness. Leaders are encouraged to observe patterns that lead to tension or disengagement, actively seek feedback, and reflect on moments when they feel discomfort or defensiveness. Ultimately, Rockwell urges leaders to confront these habits honestly to build stronger, healthier teams.

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12 Toxic Behaviors to Avoid at all Cost - Leadership Freak

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You can do many things right, but one destructive behavior pollutes them all. Toxic behaviors poison teams. Eliminating destructive behaviors lifts your potential. Keep the good. Jettison the bad. Here’s my list of 12 toxic behaviors you must avoid. Which three are the worst?

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EduTip 28: Add gestures to strengthen learning.

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EduTip 28: Add gestures to strengthen learning.

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This article, Jennifer Gonzalez on the Instructional Effect of Teachers’ Gestures, explores how purposeful physical movement can significantly boost both teaching and learning. Drawing on research, Gonzalez identifies four types of gestures—iconic, metaphoric, deictic, and beat—and emphasizes that iconic (e.g., drawing a circle in the air) and metaphoric (e.g., using a fist to represent strength) gestures have the greatest impact because they connect directly to meaning. These gestures can enhance students' comprehension and retention—and even improve the teacher’s recall of content. Gonzalez recommends that educators intentionally incorporate meaningful gestures and co-create them with students as memorable tools for understanding key ideas.

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EduTip 28: Add gestures to strengthen learning.

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Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes

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Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes

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In their article for Educational Evaluation and Policy Analysis, NaYoung Hwang (University of New Hampshire) and Cory Koedel (University of Missouri) examine the impact of Indiana’s third-grade retention policy, which holds back students who do not meet English Language Arts (ELA) and math benchmarks. Analyzing data from 2011 to 2017, they find positive short- and medium-term effects on students’ achievement in both math and ELA, with no negative impacts on discipline or attendance. These benefits persisted throughout the five years of the study.

Hwang and Koedel conclude that grade retention can be an effective intervention for struggling students in the early grades. They note that while retention in later grades may harm student outcomes, early grade retention generally leads to better academic results, with some exceptions.

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The Reading Teacher’s Children’s Literature Review Column

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The Reading Teacher’s Children’s Literature Review Column

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Discover a collection of multicultural children’s books that celebrate diverse cultures, traditions, and stories. In The Reading Teacher, Roberta Price Gardner and Allison Briceño highlight these "culturally rich" titles:

Big by Vashti Harrison

Sankofa: A Culinary Story of Resilience and Belonging by Eric Adjepong

Spanish Is the Language of My Family by Michael Genhart

Plátanos Are Love by Alyssa Reynoso-Morrist

Indigenous Ingenuity by Deidre Havrelock and Edward Kay

Forever Cousins by Lauren Goodluck

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A Physical Timeline of the Universe – This dramatic video by Wylie Overstreet and Alex Gorosh vividly portrays vast stretches of time.

“To Scale: Time” by Wylie Overstreet and Alex Gorosh, YouTube, 2024

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Education Leadership for Thriving Youth and Communities

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Education Leadership for Thriving Youth and Communities

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This video is a powerful introduction to the National Equity Project, an organization committed to transforming public education by developing leaders who center equity, justice, and liberation. It explores the history and evolution of the project, rooted in challenging traditional "factory model" schooling, and promoting student-centered, meaningful learning experiences. The video highlights the Leading for Equity framework, which encourages leaders to see, engage, and act differently in their systems by co-creating change with communities. Through real stories and reflections, it calls for a reimagining of education that truly supports every child, family, and educator.

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Education Leadership for Thriving Youth and Communities

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7 School Design Principles for Education’s Next Horizon

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7 School Design Principles for Education’s Next Horizon

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As we strive to create more equitable learning environments, the principles outlined in this article offer a roadmap for adapting educational systems to better support African American students. These principles prioritize student agency, personalized learning, and real-world problem-solving, empowering all students to succeed.

This article outlines 7 principles for transforming education, focusing on personalized, competency-based learning, real-world problem-solving, and community engagement. It advocates for moving away from outdated systems like standardized testing and fixed curriculums, and instead prioritizes student agency, meaningful assessments, and student-controlled learning records.

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Explore the third horizon in education and its transformative potential. Discover how to redesign learning for equity and success.

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How We Lead the Change Is the Change: Horizon 3 Leadership

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How We Lead the Change Is the Change: Horizon 3 Leadership

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Transforming educational systems to better serve African American students requires courageous, equity-centered leadership. This article introduces Horizon 3 (H3) leadership, an approach rooted in complexity, relational trust, and co-creation with historically marginalized communities. It calls leaders to shift from control to care, from heroes to hosts, and from maintaining systems to reimagining them entirely.

This article is a call to reimagine education through Horizon 3 leadership, centered on equity, adaptability, and community. It urges leaders to slow down, embrace complexity, and co-create joyful, healing spaces with those most impacted.

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How We Lead the Change Is the Change: Horizon 3 Leadership

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The journey towards equitable, innovative H3 learning ecosystems demands new forms of leadership that embrace uncertainty, nurture belonging, and co-design solutions with communities.

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Black Student Belonging in K12 Schools: Implications for Policy and Practice Amid Attacks on Diversity, Equity, and Inclusion

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Black Student Belonging in K12 Schools: Implications for Policy and Practice Amid Attacks on Diversity, Equity, and Inclusion

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This article is about how systemic racism in U.S. K-12 schools affects Black students' sense of belonging, which is essential for their academic success and well-being. It explores how interpersonal relationships, instructional practices, and institutional policies can either hinder or support belonging. The authors propose a strategic framework using targeted universalism to help school leaders and policymakers create more inclusive and affirming school environments for Black students.

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NEP will present a paper on Exploring the Application of Liberatory Design in Service of Implementing Racial Equity Interventions at the 2025 AERA Annual Meeting, April 23-27, 2025.

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The American Educational Research Association provides an annual forum for researchers to explore and discuss the latest research.

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Racial Equity Leadership Network: Fellowship Overview

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Racial Equity Leadership Network: Fellowship Overview

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​The Racial Equity Leadership Network (RELN) is an 18-month fellowship program for executive leaders in Southern U.S. school districts committed to addressing systemic disparities and ensuring that race and class are no longer predictors of student success. Fellows participate in five in-person convenings focused on equity-centered leadership and system transformation. They receive customized coaching to support the planning and implementation of a co-created action plan addressing their unique equity challenges. Fellows are also tasked with creating in-district design teams to support their efforts. The program offers opportunities for peer networking, access to experts, and participation in exclusive events. Applications are open through May 16, 2025. ​

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Fellowship Overview APPLY Applications are now open and will close May 16, 2025 The Racial Equity Leadership Network is an 18-Month fellowship program for Executive Leaders in districts who are committed to addressing persistent disparities in their systems and ensuring that race and class are no longer the most reliable predictors of student success. Each […]

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PERTS Webinar: "From the District to the Classroom: How Student Voice Drives School Culture"

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PERTS Webinar: "From the District to the Classroom: How Student Voice Drives School Culture"

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The PERTS Webinar: "From the District to the Classroom: How Student Voice Drives School Culture" is on April 30, 2025, from 5-6 PM ET (2-3 PM PT). It will explore how integrating student voice enhances engagement and school culture, featuring insights from CPS educators. It's for school and district leaders interested in practical strategies. Location: Zoom.

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Students who feel heard and empowered are more engaged and academically driven. Research shows that schools that prioritize student voice see greater motivation and stronger connections between students and educators. By integrating student perspectives into decision-making and daily learning experiences, schools can foster a more dynamic and inclusive environment.

But what does it take to build a culture where truly matters? This webinar brings together three levels of educators from Chicago Public Schools (CPS) Network 15-district, school and classroom-who have successfully embedded student voice into their practices, sharing strategies and real-world examples of its impact.

Best practices for leveraging student voice to enhance school culture and student engagement

Real-world implementation strategies from CPS educators

Insights into the role of different stakeholders-district leaders, school administrators, and teachers-in fostering a culture of student voice

This webinar is designed for school and district administrators, educators, and education leaders who are interested in practical strategies for making student voice a driving force in their schools.

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Students who feel heard and empowered are more engaged and academically driven. Research shows that schools that prioritize student voice see greater motivation and stronger connections between students and educators. By integrating student perspectives into decision-making and daily learning experiences, schools can foster a more dynamic and inclusive environment.

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Join Education Reimagined's webinar, "Exploring Learner-Centered Ecosystems: Microschools as a Pathway for New Possibilities in Public Education," on May 8, 2025, at 10:00 AM. Alin Bennett will be joined by Megha Juneja and Coi Morefield to discuss how microschools foster agility and deep learner connections. This event is ideal for educators, administrators, policymakers, and innovators interested in learner-centered ecosystems.

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Welcome! You are invited to join a webinar: Exploring Learner-Centered Ecosystems. After registering, you will receive a confirmation email about joining the webinar.

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Join Education Reimagined’s upcoming webinar, “Exploring Learner-Centered Ecosystems: Microschools as a Pathway for New Possibilities in Public Education”—the third installment in our thought-provoking, introductory series about learner-centered ecosystems. Alin Bennett of Education Reimagined will be joined by Megha Juneja of Purdue Polytechnic High School and Coi Morefield of The Lab School of Memphis to discuss how microschools enable agility and deep learner connection within learning ecosystems. This event is perfect for educators, administrators, policymakers, and innovators eager to explore the possibilities of learner-centered ecosystems.

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The Role of Nervous System Regulation in Systemic Change

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The Role of Nervous System Regulation in Systemic Change

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Understanding the nervous system’s response to stress is essential when working with students navigating housing instability. The following article offers insight into how emotional regulation and community care can support resilience in the face of crisis.

This article is a call to see the body as central to systemic change. It shows how stress and trauma live in our nervous systems, shaping how we respond to crisis and community. Using Polyvagal Theory, it highlights the power of nervous system regulation and co-regulation to foster resilience, connection, and cultural transformation.

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The Hidden Role of the Body in Systemic Change

We are living through a time of profound transformation.

Climate breakdown, ecological devastation, and deepening social inequalities are not distant or abstract-they are experiences we feel in our bodies.

That tightness in your chest

The constant hum of anxiety

The exhaustion that doesn't seem to go away

These aren't just emotions or passing thoughts.

They are your body's way of responding to a world in flux.

Beneath the surface, our nervous systems are working overtime.

They're reacting to the existential challenges of our time, shaping how we feel, connect, and act.
What if navigating these bodily responses could unlock new ways of approaching systemic change?
Through the Nervous System Mastery program , I've deepened my understanding of how emotional fluidity and co-regulation might be the key to creating networks and movements rooted in resilience rather than reactivity.

I learned that polyvagal theory, developed by Dr. Stephen Porges, offers a fascinating lens for understanding how our nervous systems shape our responses to challenges.

It identifies three primary states, which we can track through inner awareness and shift through self-regulation practices.

1. Sympathetic Overwhelm: The fight-or-flight mode where urgency fuels action, our focus is narrow, and our body tense. Here, we need down-regulating practices, such as calming breathing patterns, humming, or non-sleep deep rest.

2. Dorsal Shutdown: A state of collapse and detachment leaves us feeling hopeless and stuck. Here, we need protocols to up-regulate, such as the breath of fire or physical exercise.

3. Ventral Connection: The sweet spot of safety, creativity, and collaboration, where resilience flourishes. Here, we feel calm, our posture is open and our breath is deep and steady.

I've recently experienced firsthand how powerful it can be to shift from overwhelm or shutdown - states of dysregulation - into ventral connection.
This journey has opened up questions, such as:

How do we address the nervous system dysregulation often accompanying systemic crises?

What might it look like to build communities where emotional resilience and co-regulation are foundational?

How can emotional fluidity unlock the cultural shifts we so desperately need?

In this article, you'll explore these questions.

More importantly, you'll explore practical ways to cultivate emotional resilience in ourselves and our communities -because creating systemic change starts with how we show up, moment by moment.

1. Engaging in Systemic Change with a Dysregulated vs. Regulated Nervous System

The state of our nervous systems directly influences how we engage in change processes.

We often fall into urgency, control, and burnout when our nervous systems are dysregulated.

But when we regulate ourselves and co-create spaces of care and safety, we become more capable of navigating certainty.

The table below highlights how nervous system states influence core aspects of systemic change:

As you can see, regulating our nervous system is vital for how we engage in co-creation.

Our ability to self-regulate and co-regulate is directly related to the collective impact we can achieve within our networks and communities.

2. The Body as a Site of Collapse and Transformation: Trauma, Privilege, and Co-Regulation

Trauma doesn't impact us equally.

It's carried through generations-woven into relationships, institutions, and networks.

For many marginalized communities, systemic violence often leads to states of hypervigilance or chronic stress. Meanwhile, those with systemic privilege may experience emotional numbness or disconnection, prioritizing control over connection.

So, how our nervous system is shaped by oppression, privilege, and lived experience makes us respond to the world differently.

This raises an important question:
How might co-regulation in community spaces help us shift power structures and dismantle systemic violence?
Co-regulation happens when people support one another in achieving connection and safety.

It's not about everyone being in the same emotional state or bypassing trauma.

Instead, it's about honoring where people are, acknowledging the impact of their experiences, and creating the space to move through discomfort together.

Imagine what might become possible if communities embraced co-regulation as a practice:

Creating safety and fostering environments where all bodies can settle.

Honoring the diverse realities of trauma rather than silencing or dismissing them.

Redistributing emotional labor equitably, so the work of holding space doesn't fall to a few.

Healing, then, isn't just an individual pursuit.

It's a relational and cultural process -a weaving of communities and networks that allow all of us to feel safe, supported, and seen.

When we create this collective safety, we do more than heal ourselves.

We're laying the groundwork to challenge systemic violence and imagine liberated futures.

3. Composting Extractive Ways of Being: Building New Cultural Patterns

Extractive behaviors like consumerism, individualism, and coloniality aren't just abstract cultural forces.

They live in our bodies, shaping how we relate to ourselves, each other, and the more-than-human world.

These patterns often stem from dysregulated nervous systems operating in survival mode.
What if, by regulating our nervous systems, we create the inner space to break down and transform these ways of being?
Composting is not about discarding or suppressing what we've inherited.

It's about metabolizing-integrating these patterns' lessons, histories, and impacts so they become fertile ground for something new to grow.

Through this process, we can reconnect with what truly nourishes us: belonging, reciprocity, purpose, and shared vitality.

This transformation could allow us to shift:

From consumerism's endless urgency to act, acquire, and achieveto emotional fluidity, where emotions are honored as energy that can guide and transform us.

From individualism, which fragments us from the community of life,to inter-being, where interdependence becomes the foundation of our relationships.

From coloniality's drive to dominate land, people, and processesto emergence, where we trust the creative potential of collaboration, mutual care, and the unfolding unknown.

Composting such extractive ways of being is essential for cultural transformation.

It allows us to let go of what no longer serves and creates fertile conditions for new cultural patterns to emerge-patterns that nurture life, deepen connection, and center shared purpose.

Final Thoughts: Systemic Change Efforts Are as Strong as the Nervous Systems That Weave Them

Nervous system regulation isn't just a personal wellness practice-it's a foundation for cultural and systemic transformation.

When we address what we hold in our bodies, we compost extractive patterns, making space for new, regenerative ways of being together.

Cultivating nervous system regulation in ourselves and our communities invites emotional fluidity, relational care, and a deeper connection between our inner states and the outer world we're trying to change.

This work isn't about striving for perfection or always being grounded.

It's about showing up fully, in all our humanity-with grief, fear, joy, and love-and co-creating networks that can hold the complexity of our emotions while fostering collaboration and resilience.
As we step into this practice, let's keep some questions alive, such as:

What emotions are you feeling in your body right now?

How might emotional fluidity shift the dynamics in your relationships and networks?

What new patterns of connection and co-creation could emerge if you invited more care and co-regulation into your spaces?

Systemic change begins with how we show up from moment to moment.

When we nurture regulated nervous systems, we create the conditions for trust, creativity, and resilience to thrive-within us and across the networks and systems we're a part of.

If this resonates with you, I invite you to explore how nervous system regulation can transform your relationships and the collective impact of your work and community.

Invitation to the Nervous System Mastery Program.

I had no idea how to regulate my nervous system a few months ago.

- Stay aware of my inner state

- Protocols for up- and down-regulation

- Build my capacity to feel intense emotions

The next cohort starts on the 10.03.

As an alumnus, I can get you a 250-dollar discount.

Just send me a PM if you are interested!

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