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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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A new poll says many people blame drug companies for opioid abuse

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A new poll says many people blame drug companies for opioid abuse

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Newsela | More than half of Americans blame drug companies for opioid deaths - poll

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When it comes to assigning blame for the opioid crisis, Americans lean toward drug companies.

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Tech Ethics Issues We Should All Be Thinking About In 2019

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Tech Ethics Issues We Should All Be Thinking About In 2019

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Technology doesn't police itself. New technologies require us to pay attention, voice our concerns constructively, and demand accountability when people are harmed.

For the seventh year in a row, I've released a list of ten technologies that people should be aware of in the hopes of giving non-experts a window into what's going on in labs around the world. The goal has always been to raise some of the ethical and policy issues that surround these technologies, not to scare anyone, but to drive home just how much the average American might be unaware of when it comes to what's coming down the pipeline or already in their homes, potentially doing harm.

Over the years, the list has touched on everything from healthcare innovations to biased algorithms and advanced military weaponry. And while there's been the occasional entry on head transplants and cyborg roaches, most of these issues will touch us all in some way. Our most challenging task will be to try to de-politicize as many of these discussions as possible so that we can truly talk things out. Of course, when it comes to implementing policy (or even suggesting that policy is the right way to approach an issue), politics creep right back in. Clearly, we've got a lot of work ahead of us before we can make headway, but that only means we better get on it as soon as possible.

In 2019, the list includes some technology you've definitely heard of (such as 5G) and some that will come as a surprise. If you'd like to see lists from previous years (as well as some further reading recommendations), you can go here. In the meantime, here are the 2019 entries for the Tech Top 10 List:

Pet cloning: For $25k-$50k, you can now clone your cat or dog. However, there are no guarantees you'll get a new pet that looks or acts like your old one, and the animal-lovers out there would do well to note that the host animals used to gestate clones have a pretty miserable life. Is it right to invest in this technology when there are so many animals in need of homes already out there?

DIY neurohacking: At-home neurostimulation devices have hit the market, but plans for making your own are all over the Internet. Customers hope that zapping their brains with a small electrical current will help improve everything from memory to attention, but we don't know the long-term effects of neurostimulation. Combine that with high hopes and a few extra zaps with the intention of superpowering your brain and you've got a recipe for potential disaster. Should there be some kind of oversight, or should we let people do whatever they want to their brains? What about parents who let their children use such a device in the hopes of boosting their grades?

Behavioral biometrics: Forget PINs and passwords. More institutions are now using hand-eye coordination, the angle at which you hold your device, finger pressure, hand tremors, navigation patterns, and other hand movements to judge whether you're really you when you log into an app. We all want to be protected from hackers, but we might also want to think about how this information is being collected, stored, and used. Do we have a right to know what our behavioral profiles look like? Will we have to sue companies to get the information?

5G: 5G is on its way, but it's not here yet, despite the false promises of companies like AT&T. With speeds of up to 1 gigabit per second, 5G has the ability to change the world by enabling speed-of-thought communication. But 5G is also an enormous and expensive infrastructural undertaking and will require new regulatory frameworks. Devices will have to be replaced to take advantage of the new network, increasing the amount of electronic waste we produce. Rural areas that still have incredibly slow wifi will be further left in the dust as the digital divide deepens. And to top it off, it will require an enormous amount of energy to run, far more than we're able to produce through renewables. None of this will stop 5G from coming, but what should we be doing now to help prepare?

The datafication of children: Children don't have any right to privacy when it comes to their parents. That's why it's so alarming that parents are the biggest violators of their kids' privacy. Ultrasound photos on Facebook and live updates from the delivery room mean children now have digital footprints before they're even born. And because any data that can be hacked will, we've already seen children and their families extorted for money as a result. The FBI even recently warned that kids are at risk in school as well and hackers have already stolen academic and behavioral data from thousands of schools. What does this mean for your child's future, especially in an era when background checks are ubiquitous and all-knowing?

reate genetically modified insects that can deliver viruses to plants. The viruses deliver new genes to the plants in an effort to make them more resistant to climate change and human interference. But it's easy to argue that they can just as easily Insect Allies: DARPA's military research can always be counted on for a good scare. It's some of the strangest and most cutting-edge research in the world and while it's designed for national security, it often raises a lot of ethical issues. Their Insect Allies Project has been around for a while, but has recently received more attention. The goal is to c be used to decimate crops and wipe out the food supply of millions of people. Is this a biological weapon? Will it motivate other countries to develop the technology in defense?

use of interconnected sensors, a company called Sidewalk Labs (which is a subsidiary of Alphabet, the parent company of Google) want to monitor traffic, pedestrians, weather, pollution, building occupancy, and sewage. But these sensors will track people and everything they do in an effort to create the smartest city possible, and that can't happen without the help of a lot of third-party entities that need access to this data. If Sidewalk Labs wants the support of Toronto's citizens, Sidewalk Labs: If you really want an example of how the public should comment on new innovations, look to Toronto where citizens are concerned about a new project designed to create a hyper-efficient city in an underutilized 12-acre area called Quayside. Through the they're going to have to answer some questions about where the data is going and how they plan to remediate any damage they cause to people or the environment.

Autonomous translation: Companies like Microsoft are currently trying to build AI that can perform real-time translations of human speech. But language is wildly complex and our slang and idioms make it difficult for a computer to get a good enough translation to trust it in tricky situations like military engagements. But translators aren't always available, so we have no choice but to keep working on the technology. Despite its inevitable march forward, it's worth thinking about whether you'd put your life in the hands of a translating computer.

harmaceutical companies recruit physicians to lead small studies on new drugs or devices and then publish the results. It's already a conflict of interest when the researchers get paid by the companies, but it becomes even more complicated when the doctors have a vested interest in insisting their study was successful and encourage other healthcare workers to try it with their patients. It's not good science, but Seeding trials: Of course, pharmaceutical companies and their affiliated researchers would never admit to participating in seeding trials, but they've become a common marketing ploy to get doctors familiar with new drugs and their potential off-label uses. P it's brilliant marketing.

The "Sarco" suicide machine: Let's not get this mixed up with the right-to-die movement going on around the world because the "Sarco" takes the issue to a whole new level. This machine was created and displayed this year by Australian euthanasia activist Philip Nitschke, who plans to revolutionize the way we die by selling the 3-D printing schematics to a suicide machine in 2019. While you can download and print it yourself, you'll have to take an online test to make sure you're fit to make the decision and then Nitschke will send you a passcode good to activate the machine for 24 hours. Upon activation, nitrogen will spill into the pod and knock you out before you die of asphyxiation. It's apparently painless and on offer to anyone over the age of 50, regardless of whether or not they're sick. Nitschke insists that anyone who has lived that long and wants to bow out of going on any longer deserves to make that decision for themselves. So, is this a dignified way to end a life without making things messy and traumatic for onlookers and rescue workers? Or a gimmick that encourages healthy people to end their lives?

While the issues above are interesting (and sometimes disturbing) to discuss, they're meant to bring up more important questions about what we even have the right to control (that is, if we even have the energy to try to control something so complex). It's easy to get fatigued by a long list of technologies that seem to be already spiraling out of control, but the point is not to overwhelm but empower.

If we can take just a moment to think about the ethical issues first, before things go sideways, we'll be one step closer to controlling our destinies.

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Tech Ethics Issues We Should All Be Thinking About In 2019

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Technology doesn't police itself. New technologies require us to pay attention, voice our concerns constructively, and demand accountability when people are harmed. For the seventh year in a row, I've released a list of ten technologies that people should be aware of in the hopes of giving non-experts a window into what's going on in labs around the world.

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Rollout of "Rapid DNA" technology sets off alarm bells

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Rollout of "Rapid DNA" technology sets off alarm bells

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Time.com, How to Talk To Your Kids About Immigration by Carey Wallace, January 13, 2015

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Time.com, How to Talk To Your Kids About Immigration by Carey Wallace, January 13, 2015

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How to Talk to Your Kids About Immigration

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News stories about the debate over the DREAM act, the tens of thousands of children who arrive unaccompanied in the U.S. each year and even...

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Newsela, A Mile In Our Shoes by Newsela Staff

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Newsela, A Mile In Our Shoes by Newsela Staff

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Newsela | A Mile In Our Shoes: Immigrants

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Scholastic, Teacher’s Activity Guide, Meet Young Immigrants

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Scholastic, Teacher’s Activity Guide, Meet Young Immigrants

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This content resource is an interactive tour of Ellis Island. Students can explore different rooms in the main building at Ellis Island, and can view original photographs, listen to audio, or watch video.

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Teen Vogue, What It’s Like to Be a Teen Living in Immigration Detention Center byAdrienne Gaffney, Feb. 16 2017

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Teen Vogue, What It’s Like to Be a Teen Living in Immigration Detention Center byAdrienne Gaffney, Feb. 16 2017

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Adriana had long looked forward to her 16th birthday - but when the date finally arrived, she celebrated not at home with her family and friends, but in a Texas center for immigrants that felt more like a prison.

"That day I didn't do anything. I just sat there and I cried and cried all day," Adriana recalls to Teen Vogue. Weeks earlier, she had fled El Salvador with her mother and sister, Allison, then 13, crossing the Rio Grande in order to escape violence. When they entered the United States, they didn't have any authorization, and when they were picked up by border patrol officials, they said they were seeking asylum.

The three have found themselves stuck in a system of family detention, where other women and children like themselves are kept under lock and key.

Until 2014, under the Obama administration, children and children traveling with families seeking asylum in the U.S., like Adriana (now 17) and Allison (now 15), were required to be held in the least restrictive setting appropriate for their age while they awaited their court dates. In 2014, however, following a summer of Central American violence that saw tens of thousands of families and children (more than 68,000 families and 68,000 unaccompanied children were apprehended by agents between fall 2013 and 2014) stopped by border patrol, those hoping for asylum began increasingly finding themselves sent to detention centers, often privately run, for stays that extended indefinitely. Then Homeland Security secretary Jeh Johnson explained at the time that detaining asylum seekers was seen as a method of deterring others from crossing the border. The new policy has led to a dramatically different experience for families seeking to immigrate. As of August 2016, more than 2,000 women and children were being held at facilities in Texas and Pennsylvania maintained by the U.S. Immigration and Customs Enforcement agency (ICE).

The facilities, two in Texas and a smaller one in Pennsylvania, are restrictive, dorm-like settings, often compared to cozier-looking prisons, where mothers and children as young as two weeks old are policed by guards. Meals, school, and recreation all take place within the center, and families share rooms with strangers. Some of the centers have features like playgrounds and salons. However, the inability to leave and the monotony of life take a toll on the mental health of some residents, with reports of depression, anxiety, and suicide attempts amongst residents.

Adriana, Allison, and their mother were picked up by border patrol after entering Texas in August 2015. Shortly thereafter, they were sent to the South Texas Family Residential Center, a 2,400-bed center in the city of Dilley, a community that's become an immigrant detention capital. The girls expected to be released after a short stay to join their father, who had left El Salvador several years prior and was living and working in Dallas. But while Johnson has said that the average detainee is held for only 20 days, their family is one of a number whose stays have stretched past the one-year mark.

After more than a month at Dilley, a center staff member told Allison to begin packing their things to prepare to leave. "We got very excited. We thought that that was where we were going, that we were going to go home. But then when we got all our stuff ready and they took us to our room, we saw a bunch of other women that were leaving as well," Adriana tells Teen Vogue. Aware that her mother had not signed any release documents, she began to fear they were about to be deported. After several hours in that room, the group was taken to an airport and put on a plane to Pennsylvania.

"When we got on the plane, it was several of us families, including kids as young as five years old. On the plane we saw a lot of men, a lot of people in shackles and cuffs, and we were wondering how they could allow a kid as young as five to see this?" says Adriana.

ICE officials tell Teen Vogue that protocols have shifted and families are now, for the most part, transported on commercial flights. But when Adriana's family traveled, it was on ICE Air, one of the routine flights mainly comprised of people facing deportation, including those being returned to their home countries, some of whom had been convicted of crimes. Arriving at yet another facility, the much smaller Berks County Residential Center, a public center in the borough of Leesport, she worked to maintain hope while spending each day in a sparse room shared with another family, eating cafeteria food and spending a lot of time indoors.

"When we got there, we were all trying to stay very positive, thinking, 'OK, now we're going to leave this place really soon,'" Adriana recalls. "Why would it be so difficult for them to just get us a ticket home and let us go back to our family [in Dallas]?" Administrators offered them no timeline for when they might be able to leave.

Adriana was not the only Berks resident feeling in limbo and receiving little information about her case. U.S. family detention is a system that doesn't seem to operate under any easily understandable rhyme or reason, with women and their children given little information about the progress of their cases, when they might expect to be released, or who is making that decision. This was acknowledged even by a Department of Homeland Security Advisory Committee, which said in a report that "At the individual immigration officer level, it remains unclear what factors are used for custody determinations, and how they are applied." This summer and fall, a group of mothers in the facility even joined together for hunger strikes meant to protest and draw attention to their prolonged detainment. Adriana said she and her sister, Allison, were eager to take part but said the strikers had been told that any minors involved could potentially be transferred and separated from their mothers.

As the weeks at Berks stretched on, the sisters grew tired of the restrictions and monotony. "Everything was the same," says Allison. "We would have breakfast in the morning, and we would have school, and then we would go to the computers or take a nap, or later at night we would watch some TV, and we were so tired of it all." Even school offered little in the way of stimulation. She says that children between the ages of 12 and 18 were in the same class with no distinctions made between grade levels. As an 11th grader, Adriana felt hopelessly unchallenged, learning alongside 7th- and 8th-graders.

ICE officials tell Teen Vogue that children are given an educational assessment within three days of arriving, and an individual educational plan is developed for each child.

After nearly a year at Berks, in the fall of 2016, Adriana and Allison's mother, Carmen, who had frequently been ill, began to feel dizzy. Adriana went to get her something to drink and returned to see her condition rapidly worsening. "Her hands started getting really cold. She said that everything was going numb. Her face was really pale. Mom started to say that she was feeling so bad that she thought that she was dying. I kept saying to her, 'Mom, please don't say that,'" says Adriana.

Carmen was eventually taken to the hospital, where she had her gall bladder removed. One day after her operation, she was discharged and returned to Berks. Her daughters were appalled at what they saw as a total lack of regard for her needs during her recuperation. No provisions were made for her to have food appropriate for her recovery, they say, and they received no assistance from staff in helping her to the bathroom or visits with outside family members. ICE officials said they could not comment on residents' individual health records due to strict HIPAA provisions.

While the surgery may have been the lowest point in a grueling 13-month period, it presented a ray of hope. Adriana says Carmen's attorneys filed paperwork contesting her having to return to the facility after undergoing such a serious surgery. Shortly thereafter, the family was notified that they were being released to go live with their father in Dallas. "We just cried and we screamed and laughed, and we couldn't believe it. We hugged each other. It was just unbelievable. That day was October 5. It was the day before my birthday, so I couldn't believe it," Adriana recalls.

Today, Adriana and Allison are in the 11th and 9th grades and living in Texas with their mom and dad. "We are at home; we go to school; we are learning things we are supposed to be learning. We meet a bunch of different people. We're going to a bunch of different places like normal teenagers. We have phones," Adriana explains. "Most importantly, we are with our family. We are with our dad after 11 years of not seeing each other."

But their fears remain. Their case is still not settled, and while it was the Obama administration under which they were held, they know that President Donald Trump's policies on immigration may threaten them and millions of others. A judicial order currently keeps them from being deported; they are required to report to ICE for regular appointments. "We are very scared for all the promises that he [Trump] has made of deporting so many people because we're very scared to go back to our country. Things in our country are not OK," Adriana says.

Thoughts of the families remaining in custody weigh heavily on the girls' minds as well. "There are people that we arrived with at Berks when we first arrived there who are still detained there, and we always wonder, How is it possible?" Adriana says. For many, it seems, fear in their own nation has been replaced by fear in a new one.

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What It's Like to Be a Teen Living in an Immigration Detention Center

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"When we got there, we were all trying to stay very positive, thinking, 'OK, now we're going to leave this place really soon.'"

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Adoptive Families, Real World Lessons by Tanya Reid

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Adoptive Families, Real World Lessons by Tanya Reid

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Huffington Post, 6 Ways That Adolescent Grief is Different by Kenneth J. Doka,April 18, 2014

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Huffington Post, 6 Ways That Adolescent Grief is Different by Kenneth J. Doka,April 18, 2014

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Grief and loss are often themes in young adult literature. From classic novels such as Old Yeller to more current popular books and films such as The Fault in Our Stars and even the Hunger Games series, death and grief are front and center. Sometimes, as in the horrific Overland Park, Kansas shooting on Sunday, death and grief escape the adolescent's fictional world, becoming a real-life experience. Yet as a group, adolescents are often neglected or disenfranchised grievers.

Excellent resources exist for grieving children, and grief support groups are generally developed with adults in mind. Unfortunately, grieving adolescents are often left to fend for themselves or are offered support from counselors outside their community immediately after an event. Such support may be unwelcome, particularly by adolescents.

Consequently, teachers and others who routinely work with adolescents are in a position to not only recognize grieving students, but also to grapple with how best to accommodate students dealing with the pain and ongoing journey of grief.

At a time when adolescents face numerous social and emotional challenges in a highly-charged developmental period, it is essential to realize that they may exhibit grief differently than young children or adults. Understanding and recognizing these differences is key to identifying a grieving student and responding to his or her unique needs. Teachers, counselors and school administrators should know that:

Adolescents are likely to experience losses that are sudden, unexpected, and traumatic.

The three leading causes of death in adolescence are unintentional injury (accidents), suicide, and homicide, according to the National Vital Statistics System of the Centers for Disease Control and Prevention, which reports that 72 percent of deaths between the ages of 12 and 19 occur for these reasons in the United States. So at a time when adolescents most strongly base their own identity on their peers, a loss of a peer is likely to be due to a traumatic event. Even other losses, such as the death of a parent or sibling, may feel unexpected even if from natural causes. Adolescents may need support in processing the complex emotions often associated with grief after sudden death, including a sense that the world is less than safe or predictable. Such losses may affect an entire school community, and the school should have a strategy in place to communicate and address traumatic deaths. Schools should have plans in place to support surviving students and policies established around notification and memorializing students who die.

Adolescents can be isolated in their grief.
As adolescents become more independent, they also may become less comfortable in seeking support from parents or other adults. The young child who once curled up in a parent's lap when upset may now be the adolescent who slams his or her bedroom door. In a middle school and high school setting, it may be more challenging for teachers and counselors to effectively assess whether a student is having a difficult time coping with a loss, or to even know that a loss has occurred in a student's life. Take the time to have a private conversation with him or her and find out. It may be useful to ease up on homework and exam expectations for a period of time and let other school personnel know about the loss.

Adolescent egocentricity stresses the need for normalcy.
Adolescents often believe the world is constantly looking at them and judging them. The adolescent then places great value on fitting in -- emphasizing a sense of strength and normalcy. The grieving adolescent is likely to keep grief at a distance to not be seen by peers as "the kid whose father died." Peer support groups or teen grief camps can be safe places for grieving teens to feel "normal" with other teens who have had the same experience. A number of terrific grief camps exist, and may local hospices have their own programs geared towards adolescents. Two camps with national networks are Comfort Zone Camps and Camp Erin.

Adolescents are more likely to turn to the Internet and social media as they cope with loss.
Adolescents are digital natives -- at home with technology, while most adults are digital immigrants. Adolescents go online for information and utilize a variety of forms of social media for support and opportunities to memorialize. While good information and social support can be found online, adolescents also need to be reminded that the information may not be accurate, and that the anonymity of the Internet may expose them to cruel comments or even online predators. Direct adolescents to safe places to share their grief, such as Hellogrief.org, monitored for safety by Comfort Zone Camps.

Adolescence is often a time of spiritual questioning.
Adolescents know the beliefs that they have been taught in childhood. Part of the development of identity during adolescence is asking, "What is it that I believe?" In a time of spiritual questioning, grieving adolescents may not be able to rely on their faith as strongly as they did as children, or as strongly as they may again in adulthood. Adults supporting grieving teens need to encourage them to explore their spirituality and grief in an open and honest way.

Adolescent grief may be masked by other behaviors.
Acting out behaviors, substance abuse, and eating disorders may all be ways that the adolescent copes with loss and seeks support. Adults who work with adolescents, including teachers, counselors, and health care professionals, need to learn to recognize these signs and refer if necessary.

In recent years, we have moved away from looking at grief as a process of universal stages, understanding instead the very personal pathways people experience in their journey with grief. An individual's grief is as unique as a fingerprint or snowflake. While there are differences in the ways that adolescents may express and experience grief, two things remain the same: Significant losses of the individuals with whom adolescents form attachments will cause grief, and most important, an adolescent -- as any grieving person -- needs understanding and support while coping with loss in his or her individual way.

Need help? In the U.S., call 1-800-273-8255 for the National Suicide Prevention Lifeline.

Hospice Foundation of America has developed new resources, including a book written by adolescent grief experts and an educational program about adolescent loss. For more information, go to www.hospicefoundation.org or email educate@hospicefoundation.org

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6 Ways That Adolescent Grief Is Different

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Grief and loss are often themes in young adult literature. From classic novels such as Old Yeller to more current popular books and films such as The Fault in Our Stars and even the Hunger Games series, death and grief are front and center.

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The Dougy Center, How To Help A Grieving Teen

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The Dougy Center, How To Help A Grieving Teen

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This material was adapted from Helping Teens Cope with Death by Dougy Center. To order a copy of the book, visit our online bookstore or contact Dougy Center, 503-775-5683.

What is it like for teenagers when someone close to them dies? How do they respond to the death of a parent, a sibling, a relative, a friend?

In our work with teenagers, we've learned that teens respond better to adults who choose to be companions on the grief journey rather than direct it. We have also discovered that adult companions need to be aware of their own grief issues and journeys because their experiences and beliefs impact the way they relate to teens.

Six basic principles of teen grief

1. Grieving is the teen's natural reaction to a death. Grief is a natural reaction to death and other losses. However, grieving does not feel natural because it may be difficult to control the emotions, thoughts, or physical feelings associated with a death. The sense of being out of control that is often a part of grief may overwhelm or frighten some teens. Grieving is normal and healthy, yet may be an experience teens resist and reject. Helping teens accept the reality that they are grievers allows them to do their grief work and to progress in their grief journey.

2. Each teen's grieving experience is unique. Grieving is a different experience for each person. Teens grieve for different lengths of time and express a wide spectrum of emotions. Grief is best understood as a process in which bodily sensations, emotions, thoughts, and behaviors surface in response to the death, its circumstances, the past relationship with the deceased and the realization of the future without the person. For example, sadness and crying may be an expression of grief for one teen, while another may respond with humor and laughter.

"I hate it when people think I should be grieving according to the 'stages' described in some high-school health book. Since my sister's death I've learned that grief isn't five simple stages."

Kimberly, 17

While many theories and models of the grieving process provide a helpful framework, the path itself is an individual one, and often lonely. No book or grief therapist can predict or prescribe exactly what a teen will or should go through on the grief journey. Adults can best assist grieving teenagers by accompanying them on their journey in the role of listener and learner, and by allowing the teen to function as a teacher.

3. There are no "right" and "wrong" ways to grieve. Sometimes adults express strong opinions about "right" or "wrong" ways to grieve. But there is no correct way to grieve. Coping with a death does not follow a simple pattern or set of rules nor is it a course to be evaluated or graded.

There are, however, "helpful" and "unhelpful" choices and behaviors associated with the grieving process. Some behaviors are constructive and encourage facing grief, such as talking with trusted friends, journaling, creating art, and expressing emotion rather than holding it inside. Other grief responses are destructive and may cause long-term complications and consequences. For example, some teens attempt to escape their pain through many of the same escape routes adults choose: alcohol and substance abuse, reckless sexual activity, antisocial behaviors, withdrawal from social activities, excessive sleeping, high risk-taking behaviors, and other methods that temporarily numb the pain of their loss.

"My friend went crazy into drugs, sex, and skipping school after her boyfriend got killed in a skiing accident. She stopped talking about him. Now she's kicked out of school and is pregnant by a guy she hates. Since my boyfriend's car accident, I know what can happen if I make wrong choices like her."

4. Every death is unique and is experienced differently. The way teens grieve differs according to personality and the particular relationship they had with the deceased. They typically react in different ways to the death of a parent, sibling, grandparent, child, or friend. For many teens, peer relationships are primary. The death or loss of a boyfriend or girlfriend may seem to affect them more than the death of a sibling or grandparent.

"Expect the unexpected. Emily actually danced and sang after I told her that her mother died. I was shocked. Later I realized the relief we both felt. The relationship had been filled with her alcoholism, lies and illness."

Father of Emily, 17

Within a family each person may mourn differently at different times. One may be talkative, another may tend to cry often, and a third might withdraw. This can generate a great deal of tension and misunderstanding within the already stressed family. Each person's responses to death should be honored as his or her way of coping in that moment. Keep in mind that responses may change from day to day or even from hour to hour.

5. The grieving process is influenced by many issues. The impact of a death on a teen relates to a combination of factors including:

Social support systems available for the teen (family, friends and/or community)

Circumstances of the death - how, where and when the person died

Whether or not the young person unexpectedly found the body

The nature of the relationship with the person who died - harmonious, abusive, conflictual, unfinished, communicative

The teen's level of involvement in the dying process

The emotional and developmental age of the teen

The teen's previous experiences with death

6. Grief is ongoing. Grief never ends, but it does change in character and intensity. Many grievers have compared their grieving to the constantly shifting tides of the ocean; ranging from calm, low tides to raging high tides that change with the seasons and the years.

"I've had people say that you've got to go on, you've got to get over this. I just want to shout, 'You're wrong! Grief never ends.' I don't care what they say."

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Dougy Center for Grieving Children & Families | Portland, OR

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This material was adapted from Helping Teens Cope with Death by Dougy Center. To order a copy of the book, visit our online bookstore or contact Dougy Center, 503-775-5683. What is it like for teenagers when someone close to them dies? How do they respond to the death of a parent, a sibling, a relative, a friend?

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Kids Health, Teens Health, Dealing With Divorce

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Kids Health, Teens Health, Dealing With Divorce

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Sports Illustrated, Defying expectations, people with autism are participating andexcelling in sports by Jon Wertheim and Stephanie Apstein, November 1, 2016

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Sports Illustrated, Defying expectations, people with autism are participating andexcelling in sports by Jon Wertheim and Stephanie Apstein, November 1, 2016

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Once untrafficked, the intersection between sports and America's growing autistic population has never been busier.

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PBS Parents, How to Talk to Kids (And Parents) About Disability by Amy Julia Becker

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PBS Parents, How to Talk to Kids (And Parents) About Disability by Amy Julia Becker

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Find parenting tips and advice on PBS KIDS for Parents! Explore articles written by parents and experts to help raise kids who thrive at every age.

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Teen Vogue, What to Know About Living A Disability by Robyn Lambird, May 10, 2017

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Teen Vogue, What to Know About Living A Disability by Robyn Lambird, May 10, 2017

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As a young woman living with Cerebral Palsy, a neurological condition affecting movement and muscle tone, it's hard not to notice that disabled people - the world's largest minority - could benefit from some more representation. Because there's such a lack of visibility in mainstream media, disabled people are still very much misunderstood. I recently shared my feelings about the disabled identity on the Body Pos Project, an online platform for sharing stories about overcoming issues regarding body positivity. People responded with so much love. Still, there are some things I wish they knew.
We can't be summed up with a wheelchair symbol.
Although a wheelchair is the universal symbol for accessible facilities, the actual community is so much broader than that! Disabled people make up the world's biggest minority - that includes sensory, physical, mental, or intellectual disabilities. Some are visible, some aren't. Their disability might be the result of an accident or illness, or they may have just been born this way. Having the wheelchair symbol represent the entire disabled community often means that individuals who have "invisible disabilities" face discrimination and microaggressions. To put it into context: Many of my disabled friends, when not using mobility aids, have received negative comments and stares when taking a priority seat on public transport. This is because we appear to be young able-bodied individuals, and our mobility and balance impairments aren't obvious.
We get around a lot of different ways.
How I get around differs based on fatigue, distance, pain, accessibility, and sometimes even the weather. I may walk, wheel, or use a cane depending on the circumstances, and it's like that for a large portion of the disabled community. The mobility aids we choose can differ from day to day, so you should never make assumptions about someone's mobility from a handful of experiences.
It's better to not make assumptions. Just ask!
As long as you are polite and respectful, I'm more than happy to answer your questions about my situation. I understand the natural curiosity, and the more you understand about my disability, the more I actually benefit. We can't underestimate the power of the mind-body connection! If people are willing to sit and listen to our stories and challenges, that goes a long way in making us feel valued and empowered.
We want to be seen.
It's validating to see someone who looks like you on screen, on a billboard, or in a magazine. Unfortunately, this rarely happens for disabled people. But if we have representation, disability will be normalized, and negative attitudes (like fear and bias) can be shifted. While the industry is slowly getting more representative - brands such as Target are including disabled models in advertising and shows like Speechless feature a character with cerebral palsy - there is more work to be done. Still, I'm optimistic.
Please, don't call us "brave."
Having a disability doesn't make us exceptional...or inspirational...or brave. In fact, those words actually comes across a little condescending. I shouldn't be seen as inspiring because I use a wheelchair, but rather because of my achievement in athletics or because I work to raise awareness for my community. But really, many of us don't want to be put on a pedestal. We just want the same things as everyone: employment, relationships, and the opportunity to go out and experience the world in the same way as our able-bodied peers.

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What Disabled People Wish You Understood

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People living with a disability make up the biggest minority, yet we don't discuss it enough. Here's what you should know.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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The Washington Post, How a transgender teen became a nationally known activist byLindsey Bever, March 19, 2015

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The Washington Post, How a transgender teen became a nationally known activist byLindsey Bever, March 19, 2015

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"I've always known exactly who I am. I was a girl trapped in a boy's body."

Those words come from 14-year-old Jazz Jennings, a transgender teen who has announced that she will open up about her day-to-day troubles and triumphs in dating, sleepovers and high school this summer in a new reality show on the cable TV network TLC called "All That Jazz."

For the record, Jennings is not her real last name, according to TLC. While she has been called " the public face of transgender children," her true name is not public, concealed because her parents fear for her safety.

In recent years, Jazz has become a prominent young activist in the transgender community. In 2012, she became the youngest person to hit the Advocate's "Top Forty Under 40," CNN reported. In 2013, she was honored at the GLADD Awards. She was recognized last year as a Human Rights Campaign youth ambassador, and she was named in Time's " Top 25 Most Influential Teens" and the Huffington Post's " 14 Most Fearless Teens of 2014," among other honors.

"With Time magazine, she was screeching, 'Oh my goodness! I'm on the list with Malala!' She felt the company she was with, she was not worthy," her mother told the Miami Herald last year. "But she is worthy. To be compared in the same list as these people, it's extremely overwhelming for her and she feels so flattered."

She has co-written a children's book based on her experiences called " I Am Jazz," making her a voice for "transkids everywhere," as her publisher put it. She said she wanted to let other transgender children and their families know that it's " okay to be different."

And just last week she became a new face in Clean & Clear's new digital advertising campaign intended to encourage people to share their personal stories using the hashtag #SeeTheRealMe in an effort to promote natural beauty.

"I feel really honored to be part of the #SeeTheRealMe campaign," she told the Huffington Post last week. "It's really amazing, as it helps many teen girls who are struggling. It helps them to find themselves and be true to who they are. I hope they can learn to be brave and not care what other people think about them, because if they just stay positive and spread love, then others will be true friends who will accept them no matter what."

Jazz started questioning her gender identity when she was 2 years old. Her pediatrician told her parents she likely had a gender-identity disorder, and she was sent to a therapist. Until kindergarten, Jazz lived as a boy, wearing pants in public to appear gender-neutral. At home, she was embraced as a girl. But hiding who she really was wasn't working for Jazz, her parents told Barbara Walters back in 2007. So, on her fifth birthday, she pulled on a one-piece swimsuit and told her friends she was a girl.

"They referred to her as a boy," her mother said on ABC's "20/20." "But kids are very accepting at that age. They believe what you tell them. She is a boy but she wants to be a girl, so we let her wear a [girl's] bathing suit." At the time, ABC News described her as "one of the youngest known cases of an early transition from male to female."

Indeed, Jazz stepped onto a very public stage, but her family still wanted to protect her identity for fear of bullying. Her parents were referenced by ABC News as Scott and Renee Jennings. Now they go by Greg and Jeanette, TLC said.

Jazz's father told ABC News that he feared for his child.

"Every day I'm afraid that I might get a call that something happened," he said back in 2007. "We have older brothers, and an older sister, that are always looking out for her. Keeping their eyes on her."

Since then, Jazz has grown out her hair and pierced her ears. She paints her nails. She wears dresses, high heels and makeup. When she turned 11, she went on testosterone blockers.

"It blocked all the testosterone or else I would have a hairy beard right now, which I don't, so I'm thankful for that," she said last year in a video on her YouTube channel. Her parents have said that a few years after she started the testosterone treatment - if she still wished to identify as a girl - she would start taking estrogen and go through puberty. If she ever decides to have sex reassignment surgery, her parents said they will support her decision.

More and more, Jazz has started speaking out and, because of that, she has a steady following of supporters. More than 34,000 people subscribe to her YouTube channel, where she sometimes posts Q&As about what it's like to be a transgender teen. She has more than 21,000 followers on Instagram. One of her most recent photos was for the NOH8 Campaign, an advocacy organization that popped up in response to California's Proposition 8.

"All transkids deserve to be happy. Get to know us; you'll love us!" - Author and activist Jazz Jennings for #NOH8 pic.twitter.com/L1QgU3qiVu
- NOH8 Campaign (@NOH8Campaign) March 15, 2015

As for Jazz, she said she has found confidence in her gender identity.

"I wouldn't change anything about myself," she said in a recent YouTube video. "Not because I'm being cocky or anything, but because this is who I am and I'm proud of who I am. This is me, and I'm transgender, and that's okay. It makes me a stronger person, a more confident person, and it just makes me myself."

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How a transgender teen became a nationally known activist

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"I've always known exactly who I am. I was a girl trapped in a boy's body." Those words come from 14-year-old Jazz Jennings, a transgender teen who has announced that she will open up about her day-to-day troubles and triumphs in dating, sleepovers and high school this summer in a new reality show on the cable TV network TLC called "All That Jazz."

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The Washington Post, Homeless rates for LGBT teens are alarming, but parents canmake a difference by Jaimie Seaton, March 29, 2017

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The Washington Post, Homeless rates for LGBT teens are alarming, but parents canmake a difference by Jaimie Seaton, March 29, 2017

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I will never forget the father who told me, on a first date, about his transgender son, who was assigned female gender at birth but identifies as male. What stuck with me most wasn't the fact that he had a transgender child, but the affectionate way he described his relationship with his son. He told me about how his teenager, who identified as a lesbian, came to him one night and explained that she was a he.

The father told me that he didn't fully understand at first what his child was saying, but he knew he loved him, and that was all that mattered. So he educated himself and supported his child through the transition.

Not all parents are as accepting of their children. Too often, kids who come out to their parents are rejected, abused or thrown out of their home.

Up to 1.6 million young people experience homelessness in the United States every year. Forty percent of them identify as LGBT (lesbian, gay, bisexual or transgender), according to a 2012 study conducted by the Williams Institute at UCLA Law. It's estimated that LGBT youth represent about 7 percent of the population, which puts that 40 percent figure into heartbreaking context.

The study's other findings are equally bleak: 46 percent of homeless LGBT youths ran away because of family rejection of their sexual orientation or gender identity; 43 percent were forced out by parents, and 32 percent faced physical, emotional or sexual abuse at home.

"There are several reasons parents reject their LGBT youth," said Telaina Eriksen, author of " Unconditional: A Guide to Loving and Supporting Your LGBTQ Child." "Sometimes it is based on religion; they think that their child is a sinner or that their child needs to be punished so they see 'the error of their ways.' They might think if they force their child to leave their home, their child may return repenting, magically somehow no longer LGBT."

Eriksen, who is an assistant professor at Michigan State University and has a gay daughter, added that sometimes one parent is more accepting than the other and that they might kick a child out of their home to please their spouse or partner. Or parents might think that an LGBT child makes them look bad to their peers.

"These attitudes can be present in any race, religion or income bracket," Eriksen said.

She said that parents who reject their LGBT child need to do some work on themselves, because the problem is theirs, not their child's.

'I'm not a boy, I'm a girl': How these parents are supporting their young child

"A good way to start is for a parent to think about how they felt when their child was first born; the overwhelming love, sense of awe, and the sense of responsibility and commitment," Eriksen said. "My number one piece of advice is to keep the lines of communication open and keep reaffirming your love to your child."

Marcus Pizer, 19, told me that when he came out as transgender to his family three years ago, he was worried that his parents wouldn't accept him, but those fears were unfounded.

Marcus and his parents, Penny and Chuck, recently spoke with me from their home in Vermont.

"I had two reactions when Marcus came out," Penny said. "Intellectually, I felt like, 'We love you and want you to be who you are.' But then there's the emotional, which is like a death, in a way, of the person who used to be."

When Penny said that her daughter "Molly" was going to be gone, I asked Marcus how he felt about his former name being used publicly. Some transgender people do not want to be reminded of the name they were given at birth. He was quick to give his permission before Penny continued.

"What about the family photos, do we put them out?" Penny said. "Molly is no more, and she was very special, and now this new person is coming about, and it's not a birth. How do you get to the point where with your loss, you're losing the child you identified with but trying to be accepting of who they are becoming? You don't want to look like you're so upset, you want to be supportive, but inside you're grieving as well. It was definitely difficult."

Each family member - Marcus has three siblings - is dealing with the change in their own way and from their own perspective. Marcus and his parents attended family therapy, and they all continue to work through their emotions as Marcus transitions.

"I think that everybody has to be really honest on where they are," Penny said. "You can't tell anybody else how they should do their own process."

Two years ago, Marcus went to his parents and said he wanted to do something to help trans youth who don't have the support he has at home.

"I've always recognized the privilege that I had," Marcus said. "Talking to other trans youth online, I heard stories that were heartbreaking about how others haven't been able to transition safely or be who they are."

The family founded Safe Harbor for Trans Teens, a nonprofit foundation that offers a safe space for LGBT teens - including a small Department for Children and Families licensed homeless shelter - where they live, in Burlington, Vt. The hip college town on Lake Champlain mirrors the rest of the nation, where 40 percent of homeless youth identify as LGBT.

"That was a motivating factor," Chuck said. "It was something that we felt was not being addressed adequately, so we decided to focus on that area."

The shelter can accommodate four teens, and the Pizers are working with the Pride Center of Vermont and Outright Vermont and raising money to expand. Their goal is to have a place where LGBT teenagers can come together, listen to music and have a cup of coffee in an atmosphere of acceptance.

Penny and Chuck don't pretend to have all the answers, and they are the first to admit that the process has not been easy. But their acceptance and support of Marcus was never in question. The family is now harnessing their love to help other LGBT teens who might otherwise be on the street.

"If the parent is inclined to get angry, lash out at their child or kick them out of the house, they should think about how they would feel if their child were to die tomorrow. Because that could really happen if a parent withdraws emotional, physical and financial support from their minor child," Eriksen said.
Jaimie Seaton is a freelance writer and journalist. She tweets @JaimieSeaton. Follow On Parenting on Facebook for more essays, news and updates. You can sign up here for our weekly newsletter. You might also be interested in: How to talk to your kids about family addiction Daddy's home: Why I let my ex live with us on the weekends Parenting my teen feels really lonely right now

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Perspective | Homeless rates for LGBT teens are alarming, but parents can make a difference

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I will never forget the father who told me, on a first date, about his transgender son, who was assigned female gender at birth but identifies as male. What stuck with me most wasn't the fact that he had a transgender child, but the affectionate way he described his relationship with his son.

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Huffington Post, Middle School vs. My Gay Kid by Amelia, April 2, 2016

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Huffington Post, Middle School vs. My Gay Kid by Amelia, April 2, 2016

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Middle school is terrifying. For me. As the mother of a gay kid going into the sixth grade next year I am scared down to my very toenails about my son going to middle school.

Middle school is when we throw all our insane hormones-in-flux preteens into the same building and hope they don't kill each other. At least that's how I remember it. It was supremely unfun.

Elementary school, on the other hand, has been awesome. Not every young gay kid can say that. I've heard the horror stories from other parents, and I know we're really lucky. Our kid goes to a fantastic school with a principal and teachers who have my kid's back, and don't want him to be anyone other than exactly who he is. They added elements of LGBTQ history to class assignments, and dealt with the one instance of homophobia from a classmate he's had to face quickly and effectively. I want my kid to be in this school forever, but he insists on growing up. It's really annoying.

So, the search began, and it wasn't long before we hit a problem. The conversations would go something like this:

Me: "What are your policies about bullying?"
School Person: "We are 100 percent against bullying in all forms."
Me: "Great! What are your processes for students dealing with homophobia and hate speech?"
School person: "Processes?"
Me: "It's important to us because our kid has been out for awhile."
School Person: "If your child is going to be out you have to expect problems."

If you are a "School Person" please know that this is the absolutely the wrong thing to say to parent of a gay kid. Do out gay kids often have problems at school? Yes. 8 out 10 LGBT kids experience some kind of bullying. But the answer to this behavior is not just to accept that these things will happen and move on. Students need to have options. They need to know what they are supposed to do when bullying happens. A "boys will be boys" attitude offers little comfort to a kid suffering through school. My kid deserves better. All kids do.

And then we found it: An art school.

We met with the head of the program we were interested in, and he dove right in:

School Person: "What makes you interested in our school?"
Me: "We need a school with a very positive atmosphere for LGBTQ students."
Husband: " Our son has been out since first grade. Not that he's ever been in."
School Person: "Well, I'm out and it's never been a problem."

That is probably the best response we've had from any educator ever.

When we took our kid for the tour, he was a little overwhelmed. He's a shy boy, and he's also used to being the tallest kid around. He's 5'7" at 11 years old, so he's always been head and shoulders above than the other kids in his class. But at this combined middle school/high school he looked like what he really is: a little boy. My son's shoulder started to hunch, and he started walking closer to me until he was leaning into my side. And then it happened.

He stood up straight and looked from me to my husband and back out at the crowd of students.

"There are other gay kids here!" he said, his voice filled with surprise and wonder.

"Yeah, baby," I said. "There are."

To be fair, I had no idea who my son was looking at or why he was so sure they were gay. But to him the writing was on the wall: he would not be alone here. After that he was confident and happy as we were led around what will be his new school. I guess the presence of 18-year-olds taller than your father is a little less daunting when it's tempered by the idea you won't be the only gay kid any more.

Our kid is getting closer to age where people find it more "acceptable" for him to be gay. We're already getting less looks and fewer questions when our son says something particularly out. Most of me really appreciates not having so many annoying conversations. But part of me is annoyed that it is ok now, when it wasn't five years ago. It should have always been ok. Gay doesn't have an age requirement. At least it shouldn't.

So, yes, he is going to be going to school with more and more kids who know who they are and tell people about it. He won't be the oddity, the holy-cow-how-can-he-know-that-so-young kid. Sure, the kids he meets are going to have different stories than his, and different feelings about being gay and coming out. These new children and their stories will lead to new conversations with our son, and probably some unfun conversations about the negative ways families treat one another. But our son will get to be one story of many. That's something he's never had before. He's going to be able for the first time to have a community of peers. And that's really cool.

And maybe that makes middle school less scary. A little. For his mom.

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Middle school is terrifying. For me. As the mother of a gay kid going into the sixth grade next year I am scared down to my very toenails about my son going to middle school. Middle school is when we throw all our insane hormones-in-flux preteens into the same building and hope they don't kill each other.

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Teaching Tolerance, “Good Morning Boys and Girls” by Rebecca Bigler, Fall 2005

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Teaching Tolerance, “Good Morning Boys and Girls” by Rebecca Bigler, Fall 2005

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It happens every day across the nation: Teachers welcome their students to class by saying, "Good morning, boys and girls."

It's one of countless ways teachers highlight gender with their speech and behavior.

In one kindergarten class, children count the number of girls present each day and place a corresponding number of female paper dolls on a graph, then do the same for the boys.

Other teachers assign classroom or lunchroom seats in boy-girl alternating order, sometimes as a casual norm, other times as a disciplinary tool.

And some set up good-natured competitions, such as a boys vs. girls spelling bee.

Most school staff and parents perceive such practices as harmless. Some teachers even choose such practices with the goal of increasing gender equality within their classrooms. One elementary school math teacher, for example, ensures equal gender participation by alternating between male and female students to work problems at the blackboard. "We need a girl to work the next problem," he says.

Unfortunately, teachers' use of gender to label students and organize the classroom can have negative consequences.

New research in the field of child psychology suggests that teacher behaviors can play an important role in shaping their pupils' gender attitudes. Although this general conclusion is not necessarily surprising, which behaviors are important often surprises teachers.

When Words Hurt

Imagine if a teacher used race labels in similar fashion: "Good morning, whites and blacks." Or used ethnicity as a way to organize classroom activities: "Latinos, get your backpacks now."

Most readily expect such practices would increase - not decrease - children's racial stereotyping and prejudice. Gender labeling works in a similar way to increase children's gender stereotyping bias.

Too often, teachers use gendered terms in the classroom - boys, girls, men, women - without thinking about the impact of such words. New research suggests, however, that such language draws children's attention to gender - rather than other more important characteristics of individuals within classroom settings, such as their personalities or skills.

This practice also leads children to believe that teachers' are intentionally signaling the existence of important differences between genders - even when they are not. When teachers use noun labels rather than adjectives to describe any group of people - girls, Native Americans, Catholics - children are likely to believe the people in that group share meaningful and unseen characteristics. That, then, is how the seeds of stereotyping are planted.

A teachers' use of gender labels also can cause children to perform poorly on tasks at which they would normally excel. This phenomenon is called stereotype threat. It occurs most in academic areas that are stereotypically linked to the other gender, such as when girls perform math problems.

Studies show that thinking about gender causes girls to perform significantly worse on a challenging math test or problem than they would normally because they worry about confirming others' beliefs that girls are bad at math. Similar studies have shown that African Americans also under-perform on intelligence tests when thinking about race.

This is another important reason that teachers should not inadvertently highlight gender in the classroom with their behavior, including language.

Words that Work

As a first step, classroom teachers should avoid making statements such as, "The girls are doing a good job," or, "The boys need to be a bit quieter." This will help all children concentrate on their identity as students rather than as members of a gender group.

Psychologists who study groups recommend that teachers organize classrooms by using educationally relevant groups, or groups whose membership changes frequently. So, for example, children who are learning about the months of the year could be asked to line up by their birthdays. Alternatively, children could be asked to sit in groups according to whether their shoes have buckles, laces or Velcro.

Of course, gender cannot and should not be ignored in all situations. Children will frequently comment about gender themselves, and some curriculum content is related to gender. It is appropriate, for example, to discuss gender barriers that have been broken - the first female astronaut, the first female U.S. senator and so on.

When presenting roles that are linked to gender group - such as the presidency of the United States - teachers should explicitly discuss why one gender is associated strongly with the role. Ask, for example, "How are these people similar? Why do you think only men have done this job?" Teachers and students can then discuss gender discrimination, gender stereotyping, sexism and other issues.

Mentioning sexism (and racism and other -isms) is important. Children who understand the environmental factors that lead members of social groups to perform different roles are less likely to explain these differences in terms of innate characteristics - "white men are better leaders" - and will, therefore, be less likely to embrace or accept gender stereotyping and bias.

Which can lead to a new morning greeting: "Good morning, students!"

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It happens every day across the nation: Teachers welcome their students to class by saying, "Good morning, boys and girls." It's one of countless ways teachers highlight gender with their speech and behavior. In one kindergarten class, children count the number of girls present each day and place a corresponding number of female paper dolls on a graph, then do the same for the boys.

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Scholastic, How to Talk About Gender Identity In Your Classroom by Kaitlin Menza,January 3, 2017

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Scholastic, How to Talk About Gender Identity In Your Classroom by Kaitlin Menza,January 3, 2017

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Editor's Note: Many of you have written to us for help answering questions about gender identity in your classroom. Whether you're addressing this complex issue in a lesson or simply need to support a student one-on-one, we hope this Tough Topics Guide will give you the background you need. Special thanks to The Trevor Project for helping us put it together.
Exploring and determining one's identity is a lifelong journey--one that is often particularly painful in the teenaged years. Your students are trying to figure out who they are, and studies show that for this generation, gender is an even more shapeless piece of the puzzle. Over half of gen Z say they know someone who uses gender-neutral pronouns such as "they," and nearly 70 percent believe that public spaces should offer gender-neutral bathrooms (full survey available here).

Of course, transgender and gender topics are made all the more complicated by the fact that administrators, parents, and state governments may each have different ideas of how to handle them. In the interest of helping you create a classroom that is inclusive and welcoming to students of all genders, we reached out to The Trevor Project, the leading organization dedicated to crisis intervention for LGBTQ youth, to answer some frequently asked questions.
1. What does it mean to be transgender?
Transgender is an umbrella term to describe the experience of a person's gender identity being different from what they were assigned at birth. When a baby is born, doctors typically determine its sex based on one thing: its genitals. If sex refers to one's body parts, then gender encapsulates literally everything else. Some people are assigned a gender at birth and continue to identify with that gender for the rest of their lives. Those who don't might identify as transgender or gender neutral.

Importantly, one's gender identity does not automatically correspond to their sexual orientation. Sexual orientation refers to whom someone feels attracted, while gender identity refers to a person's internal sense of gender or self.
2. How many transgender teens are there?
It's difficult if not impossible to set a number of transgender teens or to assess the percentage of the general population who does or does not identify with the gender they were assigned at birth. A more striking statistic is that 41 percent of transgender people have attempted suicide in their lifetimes.
3. What pronouns do I use?
At the beginning of the school year or term, you may consider distributing worksheets to learn about each student, including items like nickname, favorite color, allergies, and which pronouns they'd like use to use in reference to them. Keep in mind that their answers might change during their time in your classroom, and that declaring one's pronouns can be a sensitive milestone in the life of a transgender or gender-neutral person. In particular with teenagers, it's possible that they might use their preferred pronoun with their group of friends, but their parent or guardian might not yet be aware of this.
4. How can I create a classroom that is inclusive?
You can teach students to think critically around the ways gender and the gender binary are social constructs. You can include LBGTQ characters and histories in your curriculum. A simple way is to use gender-neutral language when addressing the class in person or on forms, such as saying "everyone" or "folks" to get their attention instead of "boys and girls." Outside of teaching, you can make it clear that you are available as a supportive and private resource. The Trevor Project also features online seminars and simulations for youth-serving professionals.
5. How do I address students (or parents) who say being transgender is "wrong?"
You can immediately intervene to explain that someone's identity can't be right or wrong, and that you prefer open-minded and kind discussion in your classroom. In terms of suspected or overt bullying, you can work within your administration's bullying policy and remind both parties that you are available for separate and private discussion.
6. How can our school better support transgender students?
You may want to examine or reevaluate your school's policies on student health, safety, bullying, and parental relationships to make sure they are up-to-date and inclusive of gender and sexuality issues.
7. What resources should I be providing to transgender students?
Teachers can order free Trevor Project Resource Posters here to make sure LGBTQ students know they are not alone and that there is someone they can reach out to 24/7. Trevor Project's Pinterest page also includes educational resources, infographics, films, and more.
More resources for teachers from Choices and The Trevor Project:

To help your students better understand socially constructed gender roles, consider using our May 2016 cover story, Who Said It?, as part of your lesson.

Interested in spearheading a training program to help your school's staff better understand and connect with LGBTQ youth? Visit The Trevor Project's training page for more information on its in-person or online training programs.

For help teaching this topic, The Trevor Project also has a fantastic hub of activities for your curriculum and classroom.

As mentioned earlier, 41 percent of transgender people attempt suicide in their lifetimes. Check out The Trevor Project's Suicide Prevention Page, which outlines a model school district policy for suicide prevention--and how to create your own.

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How to Talk About Transgender Identity in Your Classroom

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Editor's Note: Many of you have written to us for help answering questions about gender identity in your classroom. Whether you're addressing this complex issue in a lesson or simply need to support a student one-on-one, we hope this Tough Topics Guide will give you the background you need.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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American Psychological Association, Black Boys Views as Older, Less Innocent ThanWhites, Research Finds, March 6, 2014

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American Psychological Association, Black Boys Views as Older, Less Innocent ThanWhites, Research Finds, March 6, 2014

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WASHINGTON - Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers, but are instead more likely to be mistaken as older, be perceived as guilty and face police violence if accused of a crime, according to new research published by the American Psychological Association.

"Children in most societies are considered to be in a distinct group with characteristics such as innocence and the need for protection. Our research found that black boys can be seen as responsible for their actions at an age when white boys still benefit from the assumption that children are essentially innocent," said author Phillip Atiba Goff, PhD, of the University of California, Los Angeles. The study was published online in APA's Journal of Personality and Social Psychology®.

Researchers tested 176 police officers, mostly white males, average age 37, in large urban areas, to determine their levels of two distinct types of bias - prejudice and unconscious dehumanization of black people by comparing them to apes. To test for prejudice, researchers had officers complete a widely used psychological questionnaire with statements such as "It is likely that blacks will bring violence to neighborhoods when they move in." To determine officers' dehumanization of blacks, the researchers gave them a psychological task in which they paired blacks and whites with large cats, such as lions, or with apes. Researchers reviewed police officers' personnel records to determine use of force while on duty and found that those who dehumanized blacks were more likely to have used force against a black child in custody than officers who did not dehumanize blacks. The study described use of force as takedown or wrist lock; kicking or punching; striking with a blunt object; using a police dog, restraints or hobbling; or using tear gas, electric shock or killing. Only dehumanization and not police officers' prejudice against blacks - conscious or not - was linked to violent encounters with black children in custody, according to the study.

The authors noted that police officers' unconscious dehumanization of blacks could have been the result of negative interactions with black children, rather than the cause of using force with black children. "We found evidence that overestimating age and culpability based on racial differences was linked to dehumanizing stereotypes, but future research should try to clarify the relationship between dehumanization and racial disparities in police use of force," Goff said.

The study also involved 264 mostly white, female undergraduate students from large public U.S. universities. In one experiment, students rated the innocence of people ranging from infants to 25-year-olds who were black, white or an unidentified race. The students judged children up to 9 years old as equally innocent regardless of race, but considered black children significantly less innocent than other children in every age group beginning at age 10, the researchers found.

The students were also shown photographs alongside descriptions of various crimes and asked to assess the age and innocence of white, black or Latino boys ages 10 to 17. The students overestimated the age of blacks by an average of 4.5 years and found them more culpable than whites or Latinos, particularly when the boys were matched with serious crimes, the study found. Researchers used questionnaires to assess the participants' prejudice and dehumanization of blacks. They found that participants who implicitly associated blacks with apes thought the black children were older and less innocent.

In another experiment, students first viewed either a photo of an ape or a large cat and then rated black and white youngsters in terms of perceived innocence and need for protection as children. Those who looked at the ape photo gave black children lower ratings and estimated that black children were significantly older than their actual ages, particularly if the child had been accused of a felony rather than a misdemeanor.

"The evidence shows that perceptions of the essential nature of children can be affected by race, and for black children, this can mean they lose the protection afforded by assumed childhood innocence well before they become adults," said co-author Matthew Jackson, PhD, also of UCLA. "With the average age overestimation for black boys exceeding four-and-a-half years, in some cases, black children may be viewed as adults when they are just 13 years old."

Article: "The Essence of Innocence: Consequences of Dehumanizing Black Children," Journal of Personality and Social Psychology, published online Feb. 24, 2014; Phillip Atiba Goff, PhD, and Matthew Christian Jackson, PhD; University of California, Los Angeles; Brooke Allison, PhD, and Lewis Di Leone, PhD, National Center for Post-Traumatic Stress Disorder, Boston; Carmen Marie Culotta, PhD, Pennsylvania State University; and Natalie Ann DiTomasso, JD, University of Pennsylvania.

Phillip Atiba Goff, PhD, can be contacted by phone at (310) 206-8614 (preferred) or by email. If Goff is unavailable, contact Matthew Christian Jackson, PhD, by phone at (814) 574-9781 or by email.

The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA's membership includes more than 134,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowledge to benefit society and improve people's lives.

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Black boys viewed as older, less innocent than Whites, research finds

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Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers, but are instead more likely to be mistaken as older, be perceived as guilty and face police violence if accused of a crime.

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Teen Vogue, How To Support Protest When You’re Not Affected by the Issue by AmnestyInternational, July 10, 2017

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Teen Vogue, How To Support Protest When You’re Not Affected by the Issue by AmnestyInternational, July 10, 2017

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Is It OK to Attend Protests for Marginalized Groups If I’m Not Affected?

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We paired with Amnesty International USA to answer.

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Heinemann, Why #BlackLivesMatter in Your Classroom Too by Cornelius Minor, August 11,2016

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Heinemann, Why #BlackLivesMatter in Your Classroom Too by Cornelius Minor, August 11,2016

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by Cornelius Minor

I have a simple job. It has two easy mandates.

1. Love children with good teaching.

2. Love their teachers by supporting them with good stuff to teach with.

I work in classrooms all over the world. When there are pieces of your heart in far flung corners of the globe, a powerful kind of empathy grows. When communities hurt, I hurt.

When Trayvon Martin was murdered in Florida, I thought of the children I serve there. I thought of the books they like and the jokes they tell me when I get to town. I remembered his school and his teachers. I thought of his community and especially of his family that has had to find light in the traumatic void his absence creates. On some mornings, when I am particularly sensitive or tired, I can see his classroom. His empty desk haunts my dreams.

When the same thing happened with Mike Brown and Tamir Rice, a significant part of me broke. These names are not headlines or hashtags to me. These were children who read the books my colleagues and I suggested and wrote the essays we asked them to write. These are children who trusted us with their futures. Our system betrayed that trust.

I've worked in schools my entire career. The death of a student or family member is not a new occurrence to me. It is painful every single time. But I heal.

These recent wounds, however, are kept fresh not just by the regularity of these murders, but that they are carried out by agents of the state or their proxies and that they happen almost exclusively to black and brown children, to their siblings, to their mothers and to their fathers.

When educators talk about racism our conversation is often limited to individual acts of personal bias. As long as we don't know any mean or intolerant people, we are complacent in our thinking that these problems are not ours to contend with. Such a stance ignores the systemic complexities of how race is lived in America, on its streets and in our classrooms-and even when there are no people of color present.

Becoming more systemically aware means understanding the kinds of racism that shape our communities, schools, and classrooms, and where we stand in relation to those social forces.

Most people are aware of individual racism. If we choose to talk about race, it is what we spend most of our time talking about, but few understand how it works. There are two kinds of individual racism. The first kind of individual racism is internalized racism. These are all the conscious and subconscious racial biases, prejudices, and blind spots that we all have within ourselves as individuals.

The second kind of individual racism is interpersonal racism. This is what happens when we act out the biases we internalize on others. Most of us are sensitive enough to avoid acting out our internalized racism, but as humans, our biases, prejudices and blind spots are most likely to emerge when we are tired, stressed, late, scared or feel threatened. As educators we are tired quite regularly and stressed daily, so the work of avoiding interpersonal racism is real and significant, but it is not all.

There are also two kinds of systemic racism. The first kind-institutional racism-is the collection of racist policies and discriminatory practices in schools, government agencies, and workplaces that routinely produces unjust outcomes for people of color. These words may be new to us, but as teachers we are intimately familiar with this kind of racism. This is the "achievement gap." This is the testing industrial complex. This is school discipline.

Let's consider this: if there were an activity at school that resulted in the mass failure of kids with green eyes, we would not criminalize the kids with green eyes. We would ask, "What is it about this activity that excludes kids with green eyes?" and we would change the activity. Are we, as members of the education community, willing to do this for black boys who are suspended at rates that are exponentially more in comparison to their peers? What could this look like? If sitting in a desk all day listening to lectures leads to mass suspensions for a specific subset of kids, I need to get with my team and change the activity. To engage in this imaginative work-even if it is messy-is antiracist. It affirms that black lives do matter.

The second kind of systemic racism-structural racism-is the unjust patterns and practices that play out across societal institutions. It is the reality that those suspended black boys miss out on valuable instructional time and consequently miss out on opportunities that lead to college. It is the reality that this boy's earning potential over a lifetime is now a paltry percentage of his college educated peers. It is the knowledge that this reduced earning diminishes quality of life. To be antiracist is to know that all of these things are connected and to know that many of them start in school even when we express no interpersonal racism.

All of our students matter, but in a society characterized by its dogged refusal to treat all kids and their families equally, it is our moral imperative to affirm that black lives matter. If outcomes continue to be bleak for large groups of people, it diminishes the quality of all our lives. When there is massive disenfranchisement fueled by widespread failure and incarceration, the safety of all our communities is compromised.

In our search for solutions, people utter platitudes disguised as answers- we should love one another, I don't see color or race, let's talk more-and all of those things are lovely and important starts, but they alone will not change the systems that routinely produce unjust outcomes. To continue with business as usual, to do nothing, to be "neutral" is a passive declaration of racism because the system that we are most intimately connected with-school-will continue to produce unjust outcomes for people of color. To be antiracist is to be actively involved with the disruption of these systems.

What is our influence, as educators?

What can we do? We cannot reconstruct the world to reflect our views, but we are in a unique position to take action in our classrooms. We can start to disrupt the status quo by asking ourselves questions about our practice, community and curriculum. When I'm working in teams with other teachers, here are some initial questions we use to imagine what our disruption can look like.

1. Safety. In order for students to learn, they need to feel safe. How can I make sure that my classroom is a place where children feel safe and protected? Can I ensure the sustained management of the room while communicating respect (without cultivating fear, embarrassment or teacher dependence)?

2. Choice. Children read more when they feel capable and motivated. How can I create access to reading material that is high interest and appropriately challenges kids? How can I create consistent opportunities to do work that has both meaning and consequence?

3. Voice. When students have a voice, they feel empowered. When so much of childhood is about staying quiet and listening to adults, how can we give students a platform to talk, to write, to share what is important to them? How can we help them be heard by the constituencies that matter the most to them? Who are those people, can we get them to the classroom, and how can we communicate with them?

4. Growth. Learning is not an identical process for all kids; we cannot treat it as if it is. Where are my students now? Honestly. Where can they be by the end of the week? What kind of teaching and practice will it take for them to get there? How can I best facilitate progress-small groups, out of classroom activities, labs, centers, discussions, home visits? How can I measure progress? What tools might kids need in addition to what I have planned so that they may succeed? Do all kids need that tool?

5. Flexibility. Children and communities are changing all the time. What do we need to read to be more responsive to our kids and communities? Who do we need to learn from? What is the best way to share that learning with other teachers? How can we put that learning into action? Day to day, what can this kind of professional growth look like for us?

There is no right answer; rather, it's the questions that help us think about what actions or changes might lead to better outcomes for all of our students, particularly those who are underserved by traditional schooling. Being an advocate for black lives does not mean that I am an advocate against any other lives. When we make the conscious decision to address persisting injustices, this broadens access to justice for everyone.

♦ ♦ ♦ ♦

Cornelius Minor is a frequent keynote speaker for and staff developer at the Teachers College Reading and Writing Project. In that capacity, he works with teachers, school leaders, and leaders of community-based organizations to support deep and wide literacy reform in cities (and sometimes villages) across the globe. Whether working with teachers and young people in Singapore, Seattle, or New York City, Cornelius always uses his love for technology, hip-hop, and social media to recruit students' engagement in reading and writing and teachers' engagement in communities of practice.

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Why #BlackLivesMatter in Your Classroom Too

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by Cornelius Minor I have a simple job. It has two easy mandates. Love children with good teaching. Love their teachers by supporting them with good stuff to teach with. I work in classrooms all over the world. When there are pieces of your heart in far flung corners of the globe, a powerful kind of empathy grows.

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Teaching Tolerance, Talking Race: Making a Space Where Teachers Can Talk AboutDifference by Janee Darden, Fall 2009

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Teaching Tolerance, Talking Race: Making a Space Where Teachers Can Talk AboutDifference by Janee Darden, Fall 2009

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Making a space where teachers can talk about difference.

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Heinemann, If You Think You’re Giving Students of Color a Voice, Get Over Yourself byJamila Lyiscott

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Heinemann, If You Think You’re Giving Students of Color a Voice, Get Over Yourself byJamila Lyiscott

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Miss, miss! What the C.O. toldju about us? They already gettin' in y'all heads right?

Miss, we human! I'm a human! We have families....

-Rikers Island Youth Workshop Participant

The walls on Rikers Island are the same as the walls in my high school. In a facility six security check-points deep, where it takes myself and my team of social justice educators over 1.5 hours to get from the first screening to the classroom where we run a workshop with a small group of incarcerated adolescent boys, the walls are the same style of brick as every inner-city school I have ever attended or visited. While I am struck by the visceral effects of this very concrete reality for these young men who have attended public schools across the five boroughs, I am not at all surprised. Still, within the physical, psychological, and emotional confines of this space that they navigate daily, I am the one who often feels the deep constraints of internalized social attitudes and perspectives about young Black and Brown men, who they are, what they need, and how they should be engaged within the context of the classroom. The possibilities of our time together are tethered to my internal work - The shedding of any savior complexes and constant collective reflection with the team to live in the tensions and questions of our work as critical educators.

So imagine my horror when on a recent phone call, a white educator who expressed interest in my youth development work, squealed with congratulations and awe for the way that we "give so many young people voice." Her words were deeply disturbing, but hardly surprising. Grateful that in our last email I chose the 'phone call' over the 'in-person' or 'facetime' option for our meeting, I rolled my eyes, and promptly ended the call.

I should not have ended this call. I should have said to this woman, "if you think you're giving students of color a voice, get over yourself"... then hung up the phone.

So what's the big deal? Why get caught up on words when you know that kind well-meaning woman only meant to celebrate the work that you are doing?

Some of the most deeply problematic issues of inequity within the field of education are sustained by well-meaning people embracing progressive politics without intentional frameworks of self-reflection to guide their praxis in a healthy direction.

Here's the problem:

1. It's paternalistic. Webster's defines paternalism as, "the attitude or actions of a person, organization, etc., that protects people and gives them what they need but does not give them any responsibility or freedom of choice?" The idea of "giving" students voice, especially when it refers to students of color, only serves to reify the dynamic of paternalism that renders Black and Brown students voiceless until some salvific external force gifts them with the privilege to speak. Rather than acknowledge the systemic violences that attempt to silence the rich voices, cultures, and histories that students bring into classrooms, this orientation positions students, and by extension, the communities of students, as eternally in need of institutional sanctioning.

2. Paternalism was a huge part of the rationale for slavery. When we operate with the mindset that we are "giving" students voice, we align ourselves with a deeply problematic and historic orientation. So much of the rationale for oppression through slavery, colonialism, and imperialism, had to do with "giving" civilization to people who were "less fortunate." Do not align your pedagogy with the ethos of slavery and colonialism.

3. They woke up like that. When the young men at Rikers share their work, I am fully intimidated by their uses of extended metaphors, similes, and other literary devices. But all we did was lend them an ear. They woke up like that. We did not give them a voice. What we gave them was space to be heard. Students navigate powerful spaces of learning every single day in their homes and communities. Especially when it comes to students of color, the skills, experiences, and rich knowledges that shape their voices are devalued in the classroom, but are still powerful and have absolutely nothing to do with our "salvation."

What does this mean for our classrooms?

Jamila Lyiscott is currently a Postdoctoral Fellow at the Institute for Urban and Minority Education (IUME) of Teachers College, Columbia University, and a professor at Long Island University where her work focuses on the intersections of race, education, and social justice. The recently awarded Cultivating New Voices among Scholars of Color fellow also serves as a public speaker, community leader, and educational consultant locally and internationally. Her scholarship and activism work together to prepare educators to sustain diversity in the classroom, empower youth, and explore, assert, and defend the value of Black life. Jamila's recently featured TED Talk, "3 Ways to Speak English," was viewed over 3.5 million times. She has also been featured on NPR, Huffington Post, Upworthy, The Root, Radio New Zealand, Lexus Versus and Flow, and many other media outlets and her scholarly work has been published in several peer-reviewed journals. As a testament to her commitment to educational justice for students of color, Jamila is the founder and co-director of the Cyphers For Justice (CFJ) youth, research, and advocacy program, apprenticing inner-city youth and pre-service teachers as critical researchers through hip-hop, spoken word, and digital literacy.

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If You Think You're Giving Students of Color a Voice, Get Over Yourself

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Miss, miss! What the C.O. toldju about us? They already gettin' in y'all heads right? Miss, we human! I'm a human! We have families.... -Rikers Island Youth Workshop Participant The walls on Rikers Island are the same as the walls in my high school.

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Teen Vogue, How Aggressive Policing Impacts Black Girls and Women by Eva Lewis,March 6, 2017

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Teen Vogue, How Aggressive Policing Impacts Black Girls and Women by Eva Lewis,March 6, 2017

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The dash-cam footage shows Bland talking back to the officer, resulting in her arrest.

Needham adds, "I think people were shocked they treated a woman like that. Some men said she should've stayed in her place. My question is, what is a woman's place? For her not to speak up and know her rights? For her to sit back and let the man do what he wants?"

For many, it is hard to conclude that an incident such as Bland's could be both a matter of sexism and racism. Understanding the intersectionality of the two, and the fact that black women and femmes are in their own oppressed category, is something that many are not willing to do.

Aggressive policing isn't regulated to one form, or rather, to one gender. The Say Her Name campaign intends to create a dialogue about the intersectionality of aggressive policing and the possibility of a solution. Below is a list of incidents of aggressive policing against black women that can be further researched, and used to create discussion:

● Mya Hall, a 30-year-old black trans woman, was killed after security opened fire at her vehicle.

● Michelle Cusseaux, a 50-year-old black woman, was killed by the police officer who was called to bring her to a mental health facility.

● Alberta Spruill, a 57-year-old black woman, suffered a heart attack and died after police mistakenly raided her apartment and threw a concussion grenade inside upon entering.

● Shantel Davis, a 23-year-old black woman, was shot and killed while unarmed by a police officer.

● Shelley Frey, a 27-year-old black woman, was shot and killed while unarmed by an off-duty sheriff's deputy who was chasing her after receiving a report that she was suspected of shoplifting.

● Kayla Moore, a trans black woman, died after police forcefully arrested her on a warrant that might have been for someone else, by piling on top of her, and putting her in a "Wrap" device. According to Slate, that's a body wrap law enforcement uses containing a shoulder harness, binding for the ankles, and a blanket with straps that encircles and restrains the legs.

● Kyam Livingston, a 37-year-old black woman, died in police custody after screaming for help to no avail, according to a witness.

● Miriam Carey, a 34-year-old black woman, was shot and killed with her infant in the car after she drove through an unauthorized White House area and Secret Service shot through her car.

● Tanisha Anderson, a 37-year-old black woman, died after being handcuffed and thrown to the ground by police officers while being taken into custody.

● Pearlie Golden, a 93-year-old black woman, was killed after police were called to calm her down and shot twice.

● Aiyana Jones, a 7-year-old black girl, was shot to death while sleeping when police raided her home.

Related: Serena Williams Speaks Up About Police Brutality in Powerful Facebook Post

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How the Say Her Name Campaign Is Helping Black Girls and Women Affected by Aggressive Policing

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The dash-cam footage shows Bland talking back to the officer, resulting in her arrest. Needham adds, "I think people were shocked they treated a woman like that. Some men said she should've stayed in her place. My question is, what is a woman's place? For her not to speak up and know her rights?