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Mental and Emotional Health

Healthy Eating

Preventing Tobacco Use

Personal Health and Wellness

Preventing Drug/Alcohol Use

Gender/ Sexual Identity

Safety and Preventing Unintentional Injury

Intentional Violence/ Injury

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This article on mental and emotional health from CBS News discusses how in Texas suicide is the second leading cause of death for students ages 10 and older. Tashina Calhoun is on a mission to make sure children and schools are safe. Through her non-profit One-belief organization Calhoun gives mental health presentations at schools across the Dallas-Fort Worth metroplex. In attempts to help kids learn to process their emotions in ways that don't end in violence against themselves or others. There's growing evidence that social media can lead to harassment, affect body image, and exacerbate mental health issues. She believes that if we teach students how to critically evaluate what they see online and how algorithms work, we may see a significant difference in statistics.

This pertains to teaching health to elementary students because this involves their age group. Most students have access to social media at home, so if we teach the students at a young age how to properly manage social media this can save a child's life. A way teachers can help children learn about the dangers of social media is by reminding students to stay off technology and teaching the students about daily affirmations. It is essential for teachers to know about this topic because their students are taking their own lives. If a teacher became educated about this topic it could save students lives.

Vandergriff, C. (2023, May 15). The destructive impact of social media on Teens’ Mental Health. CBS News. https://www.cbsnews.com/texas/news/destructive-impact-social-media-teens-mental-health/?intcid=CNM-00-10abd1h

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/ CBS Texas

NORTH TEXAS (CBSNewsTexas) - Teenagers today face high rates of depression, anxiety, and loneliness.

In Texas, suicide is the second leading cause of death for students ages 10 and older, according to the State Department of Health and Human Services.

"If you have kids who are negative, they don't believe in themselves, nobody's ever uplifted them, nobody's ever told them they're worthy - it affects everything," said Tashina Calhoun, who is on a mission to make sure children and schools are safe.

Through her nonprofit, One Belief Organization, Calhoun gives mental health presentations at schools across the Dallas-Fort Worth metroplex. She wants to help kids learn to process their emotions in ways that don't end in violence against themselves or others.

"Understand that if you're feeling depressed, if you're feeling lonely, if you're having harmful thoughts, that you talk to an adult and get help," she said.

On Monday, Calhoun spent the day at Uplift Summit Preparatory in Arlington, giving multiple presentations to different age groups.

"With so many things that have to happen in a school day, we have to make sure we prioritize just the self," said Dr. Avril El-Amin, director of social and emotional learning for Uplift Education. "Just the self."

Young people today are experiencing unmatched levels of anxiety and depression. Stressors are everywhere, from the most recent mass shooting in Allen to the distorted reality often presented on social media.

"People will see these very edited photos, and they'll think that's what they're supposed to look like," said Eliza Thornton, a 13-year-old student at Uplift Summit Preparatory.

There's growing evidence that social media can lead to harassment, affect body image, and exacerbate mental health issues.

"Teens, in particular, that are on social media and technology for an hour or two or more are actually more likely to experience anxiety, depression, isolation," said Dr. Nicholas Westers, a Children's Health clinical psychologist and associate professor at UT Southwestern.

Dr. Westers says parents need to teach their children how to critically evaluate what they see online and how algorithms work. He also recommends putting boundaries on when and where phones and other devices can be used in the house, especially at night.

"We know poor, inadequate sleep is a risk factor for so many things including the very depression they're experiencing, anxiety, and even suicidal thoughts and behaviors," Dr. Westers said.

Having candid conversations about these issues, whether at home or at school, is key.

"I think it provides people the confidence to go and ask for help, to talk to their friends about it to be like hey, I'm struggling," Thornton said.

Students at Uplift Summit Preparatory said their main takeaway from Calhoun's presentation was that life is a gift.

"Just take a minute, get off your phone, look at yourself in the mirror, start saying positive affirmations," said Jayvieir Williams, 13. "Everyone is given a life for a reason."

And if they're given tools at a young age to improve their mental health, advocates believe it will in turn help them turn into happier, more resilient, healthier adults.

More from CBS News

Caroline Vandergriff

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The destructive impact of social media on teens' mental health

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In Texas, suicide is the second leading cause of death for students ages 10 and older, according to the State Department of Health and Human Services.

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This article on healthy eating from CBS News discusses that over 100 schools across 11 northern Colorado school districts are partnering with the state's largest medical provider to improve healthy eating habits. It is called the "5210+ challenge". This challenge states that each student must indulge in five fruits and vegetables every day. Two hours or less of recreational screen time. One is one hour of activity every day. Zero is zero sugary drinks. The plus sign stands for getting at least nine hours of sleep per night. This article pertains to teaching health to elementary students because the students are the ones completing the challenge. Teachers can educate their students about this challenge and encourage students to try it out for themselves. This is essential for teachers to know about because it is important for students to know about healthy lifestyle choices early on.

Thomas, D. (2023, February 22). UCHealth and 129 Northern Colorado Schools Partner to promote healthy eating. CBS News. https://www.cbsnews.com/colorado/news/uchealth-northern-colorado-schools-healthy-eating/?intcid=CNM-00-10abd1h

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UCHealth and 129 northern Colorado schools partner to promote healthy eating

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Over 100 schools across 11 northern Colorado school districts are partnering with the state’s largest medical provider to improve healthy eating habits. The “5210+ challenge” has helped kids learn healthy choices for many years.

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This article on preventing tobacco use from CNN News discusses how there has been a 1% decrease in high schoolers smoking e-cigarettes since last year. However among middle school students, overall tobacco use increased from 4.5% to 6.6%, and use of multiple tobacco products, such as cigarettes, cigars, e-cigarettes, and smokeless tobacco. Even though the percentage has slightly dropped for high schoolers the work is far from over. Smoking cigarettes is the “leading cause of preventable disease, disability, and death in the United States. This is why teachers must address to the students about the harmful impacts of smoking. In the classroom, teachers can share news articles, pictures, and facts to prevent students from smoking. It is essential that teachers know about this topic, so they can stop addiction before it starts. Teaching the students at a young age can prevent them from smoking in the future.

Hassan, C. (2023, November 3). Youth tobacco use rates declined slightly in us, but “work is far from over,” health officials say. CNN. https://www.cnn.com/2023/11/02/health/youth-tobacco-rates-decline-survey/index.html

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Youth tobacco use rates declined slightly in US, but 'work is far from over,' health officials say | CNN

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Overall tobacco use among middle school and high school students dropped slightly, by about 1%, since last year, largely driven by declines in e-cigarette use among high schoolers, according to data released Thursday by the US Centers for Disease Control and Prevention and the US Food and Drug Administration from the 2023 National Youth Tobacco Survey.

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This article on personal health and wellness from National Institute on Drug Abuse discusses how Anti-poverty programs may help reduce disparities in brain development and mental health symptoms in children. States that provide stronger social safety nets have lower socioeconomic disparities in the brain development and mental health of children 9 to 11 years old, according to research supported by the National Institute on Drug Abuse. The disparity in brain structure between children from high- versus low-income households was more than a third lower in states with greater cash assistance than in those offering less, and the disparity in mental health symptoms was reduced by nearly a half. This pertains to teaching health in elementary school because some of these students may have delayed brain development due to socioeconomic disparities. It is important that we are aware of students' backgrounds so we can assist as needed. It is essential for teachers to be aware of this because the teacher may be unaware of why the student is struggling in school. Knowing more about their personal lives outside of school can help develop a plan for the students' assisted learning.

U.S. Department of Health and Human Services. (2023, October 9). Anti-poverty programs may help reduce disparities in brain development and mental health symptoms in children. National Institutes of Health. https://nida.nih.gov/news-events/news-releases/2023/05/anti-poverty-programs-may-help-reduce-disparities-brain-development-mental-health-symptoms-children

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States that provide stronger social safety nets have lower socioeconomic disparities in the brain development and mental health of children 9 to 11 years old, according to research supported by the National Institute on Drug Abuse (NIDA) at the National Institutes of Health. The disparity in brain structure between children from high- versus low-income households was more than a third lower in states with greater cash assistance than in those offering less, and the disparity in mental health symptoms was reduced by nearly a half.

The study, published in Nature Communications, highlights the impact that socioeconomic inequities can have on a child's brain development, but demonstrates that this gap can be mitigated through state anti-poverty programs, such as Earned Income Tax Credit, Temporary Assistance for Needy Families, and Medicaid.

The findings reflect data from the large, multisite Adolescent Brain Cognitive Development Study (ABCD Study), led by NIDA. Researchers from Harvard University in Cambridge, Mass.; and Washington University, St. Louis, analyzed ABCD Study data from more than 10,000 youth across 17 states that differ in their cost of living and anti-poverty policies.

Emerging evidence has shown that children from families with lower income relative to children from families with higher income exhibit smaller hippocampal volume. The hippocampus plays a critical role in memory and emotional learning.

"Multiple studies have found associations between the brain changes shown in this research and meaningful impacts such as low test scores, lack of school readiness, and risk factors for mood disorders," said NIDA Director Nora Volkow, M.D. "Investigating the policy factors that are associated with brain development and mental health is an important part of better understanding health inequities that impact people throughout their lives, starting in critical periods of development."

Replicating findings from smaller studies, the research team first validated that lower family income is associated with smaller hippocampal volume and more symptoms of mental health conditions like anxiety, depression, aggression, impulsivity, and inattention among the 9-to 11-year-old participants. They expected these disparities among families with a high versus low income to be exacerbated in more expensive states, where the high cost of living places additional strain on low-income households.

As hypothesized, differences in hippocampal volume between children from high- and low-income families were greater in states with a higher cost of living. However, the availability and benefit value of monetary assistance programs in higher cost-of-living states reduced this disparity by 34%, and similarly, in states with Medicaid expansion, the disparity was reduced by 43%. Overall, more expensive cost-of- living states with anti-poverty programs in more expensive states had narrower gaps in income- associated differences in brain structure. Similar levels were observed in states with the lowest cost of living.

Additionally, the income-associated disparity in some mental health symptoms like anxiety and depression was 48% lower in expensive states with larger cash benefits than in states with lower cash benefits. These patterns remained significant when controlling for numerous state-level social, economic, and political characteristics, including population density, education equity, incarceration rates, and gender equity.

"The association between brain structure and a low-resource environment is not an inevitability," said study author David Weissman, Ph.D., a postdoctoral fellow in the Stress and Development Lab at Harvard University. "Children's brains are undergoing substantial development and have enhanced plasticity or capacity for further change based on their environment. These data suggest that policies and programs that work to reduce social and health inequities can directly reach children in disadvantaged environments and help support their mental health."

Weissman and his team - which included Katie McLaughlin, Ph.D.; Mark Hatzenbuehler, Ph.D.; and Mina Cikara, Ph.D., at Harvard and Deanna Barch, Ph.D., at Washington University, St. Louis - also note that this is a correlational study, and there are many other factors for consideration to pinpoint exactly why disparities in brain development and mental health exist along different income levels. In future research, they hope to explore impacts of experimental cash-assistance interventions as well as other real-world policy changes to see how they relate to differences in mental health and brain structure in children.
The Adolescent Brain Cognitive Development Study and ABCD Study are registered service marks and trademarks, respectively, of the U.S. Department of Health and Human Services. This study was also supported by the National Institute of Mental Health. For more information on substance and mental health treatment programs in your area, call the free and confidential National Helpline 1-800-662-HELP (4357) or visit www.FindTreatment.gov. NIH...Turning Discovery Into Health®
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About the National Institute on Drug Abuse (NIDA): NIDA is a component of the National Institutes of Health, U.S. Department of Health and Human Services. NIDA supports most of the world's research on the health aspects of drug use and addiction. The Institute carries out a large variety of programs to inform policy, improve practice, and advance addiction science. For more information about NIDA and its programs, visit www.nida.nih.gov.

About the National Institutes of Health (NIH): NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov.

About substance use disorders: Substance use disorders are chronic, treatable conditions from which people can recover. In 2021, over 46 million people in the United States had at least one substance use disorder. Substance use disorders are defined in part by continued use of substances despite negative consequences. They are also relapsing conditions, in which periods of abstinence (not using substances) can be followed by a return to use. Stigma can make individuals with substance use disorders less likely to seek treatment. Using preferred language can help accurately report on substance use and addiction. View NIDA's online guide.

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Anti-poverty programs may help reduce disparities in brain development and mental health symptoms in children | National Institute on Drug Abuse

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Study identifies potential of support programs to decrease health impacts of socioeconomic inequities

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This article on preventing drug/alcohol use from CNN News discusses how more than 1 in 6 US adults and adolescents had a substance abuse disorder in 2022. Of those, about 30 million people had an alcohol use disorder, and 27 million had a drug use disorder, including about 6 million with an opioid use disorder. About 8 million people had both alcohol and drug use disorders, the survey found. About 1 in 5 adolescents ages 12 to 17 – nearly 5 million – had had a major depressive episode in the past year. President Joe Biden has requested billions of dollars to strengthen substance use disorder services and address drug trafficking. This article pertains to elementary students because once they transition from elementary school to middle school they are exposed to more drug and alcohol use. It is essential that teachers are informed about this topic because it is affecting their students from previous years. If they had a conversation about this before

McPhillips, D. (2023, November 13). More than 1 in 6 US adults and adolescents had a substance use disorder in 2022, Federal Survey finds. CNN. https://www.cnn.com/2023/11/13/health/substance-use-disorder-mental-health-survey/index.html

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More than 1 in 6 US adults and adolescents had a substance use disorder in 2022, federal survey finds | CNN

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Nearly 49 million people in the US ages 12 and older – more than 1 in 6 – had a substance use disorder in 2022, according to survey data released Monday by the US Department of Health and Human Services.

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This article on gender/sexual identity from The Washington Post discusses how new Florida rules target the teaching of gender identity and sexual orientation in public schools. The college board states, “Please know that we will not modify our courses to accommodate restrictions on teaching essential, college-level topics”. They share that colleges would not accept the course for credit, and the course would not prepare students for success in the discipline. They believe that it lacks educational value therefore it is not necessary to teach. This information pertains to teaching health to elementary students because there may be students that are a part of the LGBTQ+ community. It is essential for teachers to be informed about this topic so teachers can advocate for their students, and ensure that students feel comfortable and accepted in all classrooms.

Anderson, N. (2023, June 16). College Board defends AP course amid Florida restrictions on LGBTQ lessons. The Washington Post. https://www.washingtonpost.com/education/2023/06/15/florida-ap-psychology-college-board/

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Florida Gov. Ron DeSantis (R) speaks in Sioux City, Iowa, on May 31. The DeSantis administration has raised questions about the content of Advanced Placement courses in high schools. (Nicole Neri for The Washington Post)

Months after attacking a new African American studies course for high school students, Florida state officials working under Gov. Ron DeSantis (R) are putting the Advanced Placement program through another round of unusual scrutiny. This time the target appears to be AP psychology lessons on gender identity and sexual orientation.

The College Board, which oversees AP nationwide, told Florida officials Thursday it stands by a sequence in the psychology course that covers gender and sexual orientation in a unit on developmental psychology.

"Please know that we will not modify our courses to accommodate restrictions on teaching essential, college-level topics," the organization said in a letter to the state education department. "Doing so would break the fundamental promise of AP: colleges wouldn't broadly accept that course for credit and that course wouldn't prepare students for success in the discipline."

The letter responded to a recent inquiry theFlorida department made after the state enacted new restrictions on teaching gender identity and sexual orientation in public schools. The department told the College Board on May 19 that it is developing an "assurance document" for the College Board to indicate that its courses comply with Florida's new rules. It also said state officials "implore" the organization to review its courses and identify those that might need to be modified.

"Some courses might contain content or topics prohibited by State Board of Education rule and Florida law," the department's letter said.

Florida bans teaching about gender identity in all public schools

"[The] College Board is responsible for ensuring that their submitted materials comply with Florida law," said Cassie Palelis, press secretary for the Florida Department of Education.

The back and forth suggested that conflict between the DeSantis administration and the College Board is intensifying.

In January, Florida officials rejected an initial version of AP African American studies, declaring that it "lacks educational value." DeSantis, who is now a presidential candidate, accused the course architects of promoting "a political agenda" and criticized references in an early draft of the curriculum to Black queer studies and " intersectionality," a concept that helps explain overlapping forms of discrimination that affect Black women and others.

In February, the College Board publicly released a plan for that course that omitted or scaled back some concepts and terms that had drawn objection from conservative commentators. The adjective "systemic" disappeared from the African American studies plan, even though many academics and civil rights advocates say the term is essential for understanding racism, oppression and discrimination. Most uses of "intersectionality" were also cut.

Did politics scrub 'systemic' from AP African American studies plan?

Facing uproar from the left and the right, the College Board conceded missteps and announced in April that it would revise the African American studies course again to ensure students "have access to the full breadth and beauty of this discipline."

Now the College Board is taking a harder line as it defends the psychology course.

"We don't know if the state of Florida will ban this course," the organization said in a statement Thursday to the AP community. "To AP teachers in Florida, we are heartbroken by the possibility of Florida students being denied the opportunity to participate in this or any other AP course. To AP teachers everywhere, please know we will not modify any of the 40 AP courses - from art to history to science - in response to regulations that would censor college-level standards for credit, placement, and career readiness."

"We have learned from our mistakes in the recent rollout of AP African American Studies and know that we must be clear from the outset where we stand," the College Board said.

The College Board said some Florida school district leaders have asked how they should "navigate" state laws "relative to AP Psychology." The organization emphasized that enrolling in AP is a choice, not a requirement. "Families can review AP course content and make informed decisions about whether they want their students to participate," the College Board said.

In February, DeSantis raised the possibility that Florida could withdraw support for AP classes and expand other options to give high school students opportunities for college credit.

The AP psychology course is popular in Florida and nationwide. College Board data show that more than 28,600 Florida students took the course exam in May. In 2022, about 292,000 students nationwide took the exam.

Students who earn a 3 or better on AP exams, which are scored up to a 5, often qualify for college credit.

The American Council on Education reviews AP and other programs that seek to provide college credit. The AP psychology course is among those the council has deemed worthy of credit. But that recommendation could be dropped if the course were altered.

"It strains credulity to believe that our reviewers would certify for college credit a psychology course that didn't include gender identity," Ted Mitchell, president of the council, said Thursday.
Lori Rozsa in West Palm Beach, Fla., contributed to this report. This story was updated to reflect the latest statement from the College Board and from the Florida Department of Education.

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College Board defends AP course amid Florida restrictions on LGBTQ lessons

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Months after attacking an AP African American studies course, Florida state officials appear to be targeting AP psychology lessons on gender identity and sexual orientation.

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Safety and Preventing Unintentional Injury 

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Safety and Preventing Unintentional Injury 

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This article on safety and preventing unintentional injury from PBS News discusses how swim safety advocates aim to overcome historical racial inequalities. A surprising number of American children cannot swim. Part of this issue comes from access and restrictions rooted in racism that have kept generations of swimmers out of pools. In the United States, an average of 11 people are drowning everyday, meaning we are losing 4,000 people a year due to drowning. According to the Centers for Disease Control and Prevention, Black children are 1.5 times more likely, and Native American children are two times more likely than white children to die of drowning. This pertains to elementary students because some of these children could be in danger around water if they do not know how to swim. It is essential that teachers are informed about this so teachers can try to infiltrate swimming lessons into the curriculum. By doing so, you are having the students work with professionals and teaching them an important life skill.

Jibilian, I. (2023, October 21). Swim safety advocates aim to overcome historic racial inequities. PBS. https://www.pbs.org/newshour/show/swim-safety-advocates-aim-to-overcome-historic-racial-inequities

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For many, learning how to swim is a rite of passage. But a surprising number of American children can't swim. Part of that comes down to access and restrictions rooted in racism that have kept generations of swimmers out of pools. Isabella Jibilian of Rhode Island PBS explores the fight for swim safety.

Ray Rickman, Stages of Freedom: One night phone call woman sobbing on the phone telling me that her child had drowned at 5 o'clock at Lincoln Woods.

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Swim safety advocates aim to overcome historic racial inequities

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Learning how to swim is a rite of passage for many, but a surprising number of American children can't swim. Part of that comes down to access and restrictions rooted in racism that have kept generations of swimmers out of pools. Isabella Jibilian of Rhode Island PBS reports.

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This article on intentional injury and violence from PBS News discusses how a Brooklyn subway gunman who shot 10 people in a 2022 attack was sentenced to life in prison. James waited until the trains were between stations, then ignited multiple smoke bombs, and fired a 9 mm handgun. Witnesses say James walked calmly out of the station and vanished. He received a life sentence on 10 counts and 10 years for an 11th count for discharging a firearm during an act of violence. This information pertains to teaching elementary students because it is important to inform them to always stay with an adult and communicate a plan with parents or guardians in case of emergency. A way that teachers can inform students about this topic is by reviewing safety tips and precautions with students. This allows the students to be knowledgeable about how to react if an emergency arises.

Calvan, B. C., & Offenhartz, J. (2023, October 6). Brooklyn subway gunman who shot 10 people in 2022 attack sentenced to life in prison. PBS. https://www.pbs.org/newshour/nation/brooklyn-subway-gunman-who-shot-10-people-in-2022-attack-sentenced-to-life-in-prison

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Brooklyn subway gunman who shot 10 people in 2022 attack sentenced to life in prison

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A man who sprayed a New York City subway car with bullets during rush hour, wounding 10 people and sparking a citywide manhunt, was sentenced Thursday to life in prison after several of his victims tearfully and angrily recounted their ongoing trauma.