The Importance of Parent Involvement

In order for students to grow at school, they must also receive the help they need at home. But how do we ensure that our students are getting the guidance necessary to achieve success both in academics and extracurricular activities? Highlighting the importance of parent involvement at your school is the first step to making certain that students (no matter their age) can receive the comprehensive guidance they need.

So why is parental involvement so important? A research synthesis from 2002^[1] found that the benefits of parent involvement include the following:

• Students with involved and engaged parents are more likely to earn higher grades
• These students are also more likely to be pass courses and earn credits for their classes
• Their attendance is stronger and more regular than other students
• They also tend to have more social skills and are more likely to have good behavior

But there’s more to ensuring that parents are involved in their children’s learning than just a parents group for your school. The National Education Association offers a number of suggestions^[2] for other ways to get parents engaged in the school, including:

• Helping them to set goals with their children and reward the meeting of those goals
• Providing access to academic sources to keep track of their work and their progress
• Setting up a parent portal that they can use for reference to their child’s grades, comments from teachers, etc.
• Ensuring that teachers develop appropriate relationships with parents

These benefits and strategies show both the importance of parent involvement and also some of the easy ways you can ensure that your students have engaged parents (and legal guardians). To find out if the parent involvement at your school is benefiting students, check out our parent survey.

[1] Henderson, Anne T. and Karen L. Mapp. “A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.” SEDL. Retrieved from http://www.sedl.org/connections/resources/evidence.pdf on March 16, 2016.

[2] García, Lily Eskelsen and Otha Thornton. “The Enduring Importance of Parental Involvement.” National Education Assocation. Retrieved from http://neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/ on March 16, 2016.

Why Community Involvement in Schools is Important

It’s no secret that parental involvement is an integral part of a successful educational framework. Numerous studies^[1] have identified parent engagement as a critical factor affecting the success of individual students and the school environment itself. But what many schools and educational institutions overlook is the fact that high rates of student success are generally the result of three groups collaborating to provide the best opportunities for the future—teachers, parents, and the community. In a 2002 research review by Anne T. Henderson and Karen L. Mapp – A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement – the researchers concluded that there is a significant positive correlation between school, family, and community involvement and student success^[2].

Oftentimes, the onus for providing a well-rounded educational experience for every student falls directly on the shoulders of the school administrators, teachers, faculty, and staff. However, this limited perspective overlooks the fact that much of a child’s life and education occurs outside the classroom. What happens before the school day starts and after it ends can be just as important and impactful in the lives of your students as what happens during the traditional school day. This is why community engagement and involvement in schools is such an important facet of the educational process.

The Benefits of Community Involvement in Schools

Consistent community involvement and engagement at all levels of the school have been shown time and time again to have significant short and long term benefits.

According to a recent policy brief^[3] from the National Education Association (NEA), “when schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs”.

With these important benefits in mind, it’s clear that a focus on increasing community involvement programs and opportunities should be a consistent goal for your school.

Easy Ways to Encourage Community Engagement in Your School

Volunteering is one of the most common and popular ways to encourage community involvement in schools. Connect with local businesses, civic organizations, charities, nonprofit foundations, and other groups in your community to enlist volunteers to come in before, during, or after the school day.

Volunteering can come in many different shapes and forms. Invite local leaders and individuals in the community to visit classes and speak about their chosen profession for Career Day. Encourage community members to get involved by volunteering with enrichment opportunities before and after school, such as tutoring, fine arts clubs, and athletic teams.

Not every organization, business, family, or individual in your community is going to have the time or capacity to participate in in-person and on-premise volunteer opportunities. That’s why it’s important to also prioritize community involvement in the form of sponsorship and donation programs.

Does your school need a restaurant to provide food for this year’s field day? Do your teachers need iPads or Smart Boards to engage students with new technologies? Does an extracurricular club or team need supplies, uniforms, or equipment?

Create and publicize sponsorship and donation needs throughout your community, to give local organizations and businesses the opportunity to partner with your school.

Make Community Involvement a Priority for Your School

The responsibility for raising a well-educated and civic-minded generation of children cannot rest solely with schools. The research review^[4] by Henderson & Mapp examined 51 research studies that offered perspectives on the relationship between parent (and community) involvement and student achievement. As a whole, “these studies found a positive and convincing relationship between family involvement and benefits for students, including improved academic achievement… Although there is less research on the effects of community involvement, it also suggests benefits for schools, families, and students, including improved achievement and behavior.”

However you work to increase community involvement, remember that when schools, parents, and communities partner together, great things can happen in the lives of children and young adults.

[1] “Research Spotlight on Parental Involvement in Education: NEA Reviews of the Research on Best Practices in Education.” National Education Association. Retrieved from http://www.nea.org/tools/17360.htm on March 3, 2016.

[2] Henderson, Anne T. and Karen L. Mapp. “A New Wave of Evidence: The Impact of School, Family, and the Community Connections on Student Achievement.” SEDL. Retrieved from https://www.sedl.org/connections/resources/evidence.pdf on March 3, 2016.

[3] “Parent, Family, Community Involvement in Education.” National Education Association. Retrieved from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf on March 3, 2016.

[4] Henderson, Anne T. and Karen L. Mapp. “A New Wave of Evidence: The Impact of School, Family, and the Community Connections on Student Achievement.” SEDL. Retrieved from https://www.sedl.org/connections/resources/evidence.pdf on March 3, 2016.

Bullying in Schools: Part 2: Preventing Bullying and Anti-Bullying Resources

In our last post, we discussed the signs and symptoms of bullying. Just looking out for the signs, however, is probably not enough to prevent bullying in any school. It is important to assess the prevalence of bullying, engage parents and students, create adequate anti-bullying policies and rules, build a safe environment, and educate students and staff on how to prevent bullying. In today’s post, we’ve put together a few tips and suggestions to bolster the strength of your anti-bullying initiatives so that you can have a greater positive impact on your students.

Assess the Situation: Get the Facts about Bullying in Your School

To better focus your anti-bullying campaign and determine the facts about bullying in your school, conduct an anonymous bullying survey^[1] among students, teachers, and parents. According to the Washington State Governor’s Office of the Education Ombuds^[1], this will help determine how often bullying occurs, the different types of bullying taking place, and the discrepancies between student experiences with and adult perception of bullying in the school. Your survey should assess what individuals know about the causes of bullying, determine the effects of bullying taking place, and help you get an idea of where most bullying occurs. This way, you can refine your anti-bullying initiatives to accurately target the problem based on the bullying statistics in your school.

Get Everyone Involved in Bullying Solutions

It’s important to make sure administrators, teachers, staff, parents, and students are all aware of and involved with any campaigns to prevent bullying in your school. The campaigns should forge an alliance between all involved in a school to unite them against bullying. Administrators, teachers, staff, and parents are authority figures for students; therefore, they all need to set an example and work with students to reduce the occurrence of bullying in schools. Students are a key part of the bullying solution, though, and they must be encouraged to speak up. “Students can inform adults about what is really going on and also teach adults about new technologies that kids are using to bully,” according to the American Psychological Association’s Bullying Help Center^[2]. The adults involved in your school should be teaching students how to properly report and intervene in bullying situations so everyone can help prevent bullying.

Set Your Ground Rules: This School is a No Bullying Zone

The school rules regarding bullying should be clear, concise, and compliant with state and district anti-bullying policies. Be sure to check with your school district and state policies to make sure that this is the case. Students should be aware that they have a right to a safe learning environment, and a specific code of conduct and mission statement should be established to support this. Ensure teachers and staff members are informed of and educated about these policies and the associated consequences. Set up a simple reporting system^[3] for students to use in the event of experiencing or witnessing bullying, as “[p]eople are more likely to report when it’s easy to do.” According to Washington State Governor’s Office of the Education Ombuds^[4], it is important to also mandate that “[a]ny school staff[er] who observes, overhears, or otherwise witnesses bullying or harassment, must take immediate appropriate action and report it promptly.”

Create a School-wide Culture that Does Not Condone Bullying

Establish an anti-bullying culture^[5] within the school that supports the policies and rules set in place to stop bullying. This must start at the top. The principal should listen to his/her staff^[6] and reflect on their opinions before making decisions, not “use [their] status as the school leader as the lever for change.” Teachers need to treat students with respect and encouragement to promote respect towards teachers and between students. Teachers may also choose to create classroom rules (that comply with school-wide rules) with their students so that students “set their own climate of respect and responsibility,” giving them a sense of equal authority and understanding amongst each other.

Use the Anti-Bullying Resources Available to You

We’ve given you a few ideas in this post, but there are so many helpful anti-bullying resources out there. The American Psychological Association’s Bullying Center^[7] includes a number of valuable resources, and StopBullying.gov^[8] has extensive ideas regarding how to approach the bullying problem in your school. There is also a great deal of research^[9] and several publications, such as this one^[10], to help spur ideas regarding bullying prevention. The CDC’s Division of Violence Prevention also has a great selection of bullying prevention resources^[11].

What Else Can We Do to Fight Back Against Bullying in Schools?

Overall, it takes a school-wide effort to stop bullying in schools. Everyone needs to get involved and take a stand on the issue. If everyone works together to establish rules, policies, and a culture of anti-bullying, then your school is much more likely to succeed in decreasing the occurrences of bullying. Anti-bullying initiatives need to include people outside the school grounds, including parents and community leaders. Keep an eye out for part 3 of our Bullying in Schools series, where we’ll discuss bullying solutions for situations and locations outside of the school environment.

[1] “A School’s Role in Preventing Bullying.” Washington State Governor’s Office of the Education Ombuds. Retrieved from http://oeo.wa.gov/education-issues-topics/bullying-harassment-and-intimidation/a-schools-role-in-preventing-bullying/ on April 21, 2016.

[2] “Bullying.” American Psychological Association. Retrieved from http://www.apa.org/helpcenter/bullying.aspx on April 21, 2016.

[3] “Establish a Reporting System.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/prevention/at-school/rules/index.html#Establish a Reporting System on April 21, 2016.

[4] “A School’s Role in Preventing Bullying.” Washington State Governor’s Office of the Education Ombuds. Retrieved from http://oeo.wa.gov/education-issues-topics/bullying-harassment-and-intimidation/a-schools-role-in-preventing-bullying/ on April 21, 2016.

[5] “Build a Safe Environment.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/prevention/at-school/build-safe-environment/index.html on April 21, 2016.

[6] O’Brien, Anne. “Bullying Prevention: 5 Tips for Teachers, Principals, and Parents.” Edutopia.org. Retrieved from http://www.edutopia.org/blog/bullying-prevention-tips-teachers-parents-anne-obrien on April 21, 2016.

[7] “Bullying.” American Psychological Association. Retrieved from http://www.apa.org/helpcenter/bullying.aspx on April 21, 2016.

[8] StopBullying.gov. Retrieved from http://www.stopbullying.gov/index.html

[9] “Bullying: What We Know Based on 40 Years of Research.” American Psychological Association. Retrieved from http://www.apa.org/news/press/releases/2015/05/bullying-research.aspx on April 21, 2016.

[10] Bradshaw, Catherine P. “Translating Research to Practice in Bullying Prevention.” American Psychological Association. Retrieved from https://www.apa.org/pubs/journals/releases/amp-a0039114.pdf on April 21, 2016.

[11] “Featured Topic: Bullying Research.” Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/ on April 21, 2016.

Bullying in Schools: Part 1: Know the Signs of Bullying

According to a study conducted by the National Center for Education Statistics^[1] in 2015, 21.5% of students between the ages of 12 and 18 have experienced bullying in schools. Bullying is not a new problem; we all know that it has happened in the past, and we know it still happens in communities across the nation and across the world. The problem is that we don’t always know when and where bullying happens, and sometimes we don’t even know who is being bullied and by whom. Victims and witnesses of bullying rarely speak up and tell an adult^[2]. As a result, addressing the problem becomes quite a challenge. As a parent, teacher, or administrator, you need to know the signs to watch out for if you want to determine how to prevent bullying.

Signs of Bullying: Who is Being Bullied?

Parents, teachers, and even other students should know the signs of someone who is being bullied. There are some more obvious indications, such as unexplainable injuries or damaged possessions. Most symptoms of bullying, however, are a bit more subtle. A child who “loses” possessions frequently may actually be facing a bully who is taking them away. Previous star students suddenly and consistently getting average or even failing grades may be losing interest in school because school has become a place of torment for them. These students also tend to visit the nurse’s office often or have trouble getting out of bed in the morning, complaining of headaches, stomachaches, or other mysterious illnesses. Bullied children will often try to find excuses to avoid going to or staying in school, where they have to face their tormentor. Parents and teachers should be on the lookout for frequent absences and falling grades.

Bullied students also tend to exhibit odd sleeping, eating, and/or bathroom habits. Teachers should watch for students who tend not to eat lunch; this may be due to the fact that a bully stole a student’s lunch or lunch money. The victims also may come home to parents and immediately start eating, and they may also ask for or even steal extra money or food to offset what the bully takes from them. They may have an inexplicable loss of appetite, or they may begin binge eating. These students also may wait until they get home to use the bathroom; character.org^[3] suggests this is likely because school bathrooms “are not often adult supervised” and therefore “can be hot spots for bullying.” Children who are bullied often experience trouble sleeping and nightmares, and they may cry themselves to sleep or wet the bed.

Bullied students also exhibit signs of increased anxiety, moodiness, sadness, or depression, particularly upon coming home from school or social activities. As a result, they may lose interest in hanging out with friends, have a noticeably reduced friend group, and avoid group activities such as participating in clubs or sports. These kids may become clingy towards adults, wanting parents to pick them up right at dismissal or preferring to stick close to teachers at school, hoping to stop bullying by keeping close to those in authority. They feel helpless and face diminished self-esteem, often blaming themselves for problems because they believe they aren’t good enough, which also contributes to why they rarely tell adults about bullying, according to StopBullying.org^[4].

Bullying can also lead to more severe problems, such as the victim becoming the bully, bullying younger children or siblings. They also may begin exhibiting self-destructive behaviors, like running away from home, self-harm, or talking about suicide.

What are the Signs of Bullying Others?

It’s not enough to just look out for kids who are being bullied. It is also vital to try to identify the signs of a child who is bullying others. Bullies are sometimes more outwardly aggressive than other children, getting into both physical and verbal fights often and showing hostility and defiance towards adults. They may show little regard for rules, and they are often sent to the principal’s office or receive detention. They lack empathy towards those who are bullied, and they often may have friends who bully others as well.

Bullies may have an outwardly positive attitude towards violence and the use of violent means to get what they want. They often seem to desire dominance over other students, and they care a great deal about their reputation. There are often more subtle signs as well, such as having money or new possessions of mysterious origin. They also tend to blame others for their problems and may not like to accept responsibility for their actions.

According to the National Society for the Prevention of Cruelty to Children^[5], , bullies are often at risk for substance abuse, academic issues, and continued violent behavior later in life. ViolencePreventionWorks.org^[6] suggests that these bullies may escalate their violent behavior by acquiring a gun “for risky reasons, such as to gain respect or to frighten others.”

So What Do We Do with These Bullying Facts?

It is important to make sure that a child knows that if they go to a parent, teacher, or school counselor with the fact that they are being bullied, they will be believed and helped. Reassure them that you do care and they aren’t weak for speaking up. Bullied children may be afraid that adults will judge them or that they may face consequences from either the adult they tell or the bully. Make sure they know that they can come to you, and that, if they tell an adult and that adult doesn’t believe them or do anything, they need to keep telling someone until something gets done.

IIf you suspect there is bullying going on in your school, setting up a bullying survey to help determine types, locations, and other key issues may also be helpful in determining a more broad bullying solution, rather than working on a case-by-case basis. The first step in any anti-bullying initiative, though, is to know the facts about and signs of bullying. Read more about how to prevent and combat bullying in and out of schools in our multi-part series on Bullying in Schools.

[1] “Fast Facts: Bullying.” National Center for Education Statistics. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=719 on April 6, 2016.

[2] “Warning Signs.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/at-risk/warning-signs/#ask on April 6, 2016.

[3] “19 Signs Your Child is Being Bullied and What to Do about It.” Character.org.

[4] “Warning Signs.” StopBullying.gov. Retrieved from http://www.stopbullying.gov/at-risk/warning-signs/ on April 6, 2016.

[5] “Bullying and Cyberbullying: Signs, Symptoms, and Effects.” National Society for the Prevention of Cruelty to Children. Retrieved from https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/bullying-and-cyberbullying/signs-symptoms-effects/ on April 6, 2016.

[6] “Warning Signs of Bullying.” ViolencePreventionWorks.org. Retrieved from http://www.violencepreventionworks.org/public/bullying_warning_signs.page on April 6, 2016.

How Schools Can Get Funding for Educational Programs

In today’s uncertain economic climate, it can often seem like money is constantly being chipped away from educational programs. As budgets dry up, important after-school programs, extracurricular activities, and fine arts classes are frequently being limited or discontinued. This is a dangerous trend for many reasons, particularly the fact that educational programs aimed at targeting critical issues like bullying, mental health, and substance abuse are often the first on the chopping block.

Luckily, even in the face of increased budget cuts and evaporating funding, there are numerous opportunities for schools to supplement their programs through educational funding initiatives. The tips below offer an introduction into the world of funding for educational programs and provide an overview of how to get funding for school programs.

Different Types of Educational Funding Available

There are many different types of funding for school programs available to educational institutions of all types, from preschools and STEM schools to private schools and public universities. Grants are the most common of funding format, and their qualifications can range from quite broad to highly specific.

Some grants may be targeted specifically for technology development in inner city schools, while others may be designated for funding anti-bullying programs in after-school activities. For schools, educational funding offerings typically come in the form of grants from three different sources:

• Federal Funding: There are hundreds of different types of grants available through most of the federal government’s agencies. Examples of federal funding include the Drug Free Communities (DFC) grant program^[1] and the STOP Act grant program^[2], both of which offer funding for substance abuse programs and are backed by the Substance Abuse and Mental Health Services Administration (SAMHSA).
• Local & State Funding: Historically, local and state funding has accounted for the majority of funding for educational programs (93% in recent years), according to the National Center for Education Statistics^[3]. These types of funding sources are likely to be much more specific to your state or region, and can vary widely from location to location. For example, the Indiana Commission for Higher Education recently offered an Indiana STEM Teacher Recruitment Fund Grant to recruit, train, and place new STEM teachers into underserved Indiana school systems^[4].
• Private Educational Funding: This type of educational funding comes from non-governmental bodies, such as corporations, foundations, charities, and other independent entities, both on a national and local level. One example of private educational funding is the W.K. Kellogg Foundation^[5]. Established in 1930 by the founder of the staple breakfast brand, the foundation annually offers a wide array of grants covering everything from children’s health and educational programs to social and civic improvement services.

How to Apply for Funding for Educational Programs

Funding applications for educational programs will vary widely from grant to grant, and their complexity and competitiveness will be largely dependent on whether you are pursuing private, local, state, or federal funding.

Once you have decided which grant(s) you are interested in pursuing, it’s important to first ensure that your school (or classroom, program, etc.) fits within all of the given eligibility requirements and judging criteria. It’s a waste of valuable time and energy to apply for a grant for which you aren’t eligible.

After determining your eligibility, it’s critical to strictly follow any and all application guidelines, paying special attention to any important dates and deadlines. Additionally, make sure to craft the application to fit within any formatting or content requirements laid out in the grant instructions. Check and double-check for any spelling or grammatical errors, awkward phrasing, or confusing and unclear verbiage.

Present your school’s story in a clear, compelling way, and provide any requested data or supplementary information. In short, you want to make it as easy as possible for the selection committee to focus on your school’s story and funding needs, rather than on any distractions like misspelled words or missing parts.

Using Surveys to Qualify for Educational Funding Opportunities

Oftentimes, one of the primary criterion that schools are judged on when applying for educational funding is their specific need. The word “need” here can be applied to just about anything that a school is currently unable to provide that would greatly improve the educational and social environment of the school or the community. Depending on the school, that could mean IT and technology needs, musical education course needs, substance abuse education program needs, and more.

One of the best ways to identify and demonstrate your school’s needs and qualifications for educational funding is through survey data. School surveys allow administrators and decision-makers to acquire a non-biased, comprehensive representation of the issues affecting the students, teachers, and parents involved in the school environment. These empirically tested measurements can evaluate and provide information about a wide range of subjects, such as substance abuse, bullying/mental health, and school climate, among other things.

Similarly, multi-year grants and other long-term educational funding sources often require that schools demonstrate progress towards goals and benchmarks. Using school surveys is an immensely helpful way to evaluate the effectiveness of the funded programs and initiatives. When conducted every year or every other year, they are especially helpful in showing trends and change over time.

How to Get Funding for School Programs

Every year, federal, state, and local governments, along with corporate and private foundations, offer billions of dollars of funding for educational programs. The process for garnering additional educational funding may seem daunting at first. But with a little research, hard work, and dedication, your school can receive valuable funding for school programs that will have a profoundly positive impact on your school and your community.

[1] “Drug-Free Communities Support Program.” Substance Abuse and Mental Health Services Administration. Retrieved from http://www.samhsa.gov/grants/grant-announcements/sp-15-001 on January 28, 2016.

[2] “STOP Act Legislation.” Substance Abuse and Mental Health Services Administration. Retrieved from http://www.samhsa.gov/grants/grant-announcements/sp-15-001 on January 28, 2016.

[3] “How Do We Fund Our Schools?” PBS.org. Retrieved from http://www.pbs.org/wnet/wherewestand/reports/finance/how-do-we-fund-our-schools/?p=197 on January 28, 2016.

[4] “Indiana STEM Teacher Recruitment Fund Grant.” Indiana Commission for Higher Education. Retrieved from http://www.in.gov/che/files/CHE_STEM_Teacher_Recruitment_Fund_Grant_Application.pdf on January 28, 2016.

[5] The W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/ on January 28, 2016.

The Drinking Age Debate: Pros and Cons of Lowering the Legal Drinking Age

For decades, ever since the days of Prohibition, in fact, many politicians, academics, and parents alike have engaged in the drinking age debate – the question being whether or not the legal drinking age of 21 should be lowered to 18?

The topic never seems to fully disappear, and New Hampshire and California are two of the latest states to reignite the drinking age debate with political proposals hoping to gain support from voters. The California proposal^[1] aims to make the purchase and consumption of alcohol legal for those 18 and up, while the New Hampshire bill^[2] would make it legal for those aged 18-20 to drink beer and wine, as long as they are in the presence of 21-and-over adults.

The legal drinking age in our nation, which is dictated on a state-by-state basis, has a varied history. At the repeal of Prohibition, the legal drinking age was accepted nationwide as 21, but when the voting age dropped from 21 to 18 in the early 1970s, many states followed suit by lowering the drinking age as well. However, not long after, the National Minimum Drinking Age Act of 1984 was passed, punishing states that allowed persons under 21 to purchase and publicly possess alcoholic beverages.

Since then, all 50 states have again adopted the age of 21 (with some allowing special permissions, such as Wisconsin’s stipulation that persons under 21 may be served or consume alcohol if they are with a parent, legal guardian, or spouse who is of legal drinking age).

Should We Lower The Legal Drinking Age Again?

A multitude of academic and politically-backed research has been conducted in order to answer the question, “Which age is best for the safety of young people?” No matter which side of the drinking age debate you agree with, it must be recognized that young adults will drink alcohol, no matter what the legal drinking age. According to the 2013 National Survey on Drug Use and Health^[3], approximately 35 percent of 15-year-olds state that they have had at least one alcoholic beverage in their lives, and about four out of five college students drink alcohol regularly.

Not sure if you believe the legal drinking age should be lowered to 18? Here are some of the most widely-recognized pros and cons of the drinking age debate.

Pros to Reducing the Drinking Age:

• It would decrease binge drinking: Many believe^[4] that if young adults had easier access to alcohol (without the need to obtain fake IDs, etc.), they would not feel the need to drink so excessively when given the opportunity.
• It would create a safer drinking environment:^[5] A reduced drinking age would increase the likelihood of young adults calling the police or other authority figures when in need of help, such as when a friend is showing signs of alcohol poisoning or when they need a safe ride home.
• It’s simply unjust: Eighteen is the age we become an adult in the eyes of the law, and also when we are able to vote and serve in the military. The argument^[6], “I can serve my country, but I can’t be served a drink?” often comes up.

Cons to Lowering the Drinking Age:

• It would increase reckless driving behavior: Eighteen-year-olds are already inexperienced drivers – with the decreased inhibitions and poor judgment associated with just a few drinks, the roads could become even more dangerous. A 2002 meta-study by of the legal drinking age and traffic accidents found that higher legal drinking ages were associated with lower rates of traffic accidents^[7].
• Our brains aren’t fully developed at 18: In fact, many experts believe^[8] our brains aren’t fully mature until our mid-20s. That means “legal” adults can make serious decisions without a fully-developed brain, often leading to risky behavior. Plus, alcohol consumption in teens can lead to altered brain development^[9].
• It could lead to increased high school dropouts: The reduced drinking age of 18 in the 1970s and 80s led to an increased high school dropout rate – specifically, the rate shot up from 4 percent to 13 percent. Many fear that the same will happen again if we decide to reduce the legal drinking age^[10].

Whether the legal drinking age is 18 or 21, we must recognize that many young adults and teens will drink alcohol and even engage in binge drinking. And even more importantly, we must recognize that proper education is important for young adults to make safe, smart decisions regarding their own behaviors. While the drinking age debate rages on, we must continue to work hard to monitor and educate young adults about the dangers of alcohol abuse.

[1] Nelson, Steven. “Want to Lower the Drinking Age? You’ll Have to Work for It.” U.S. News. Retrieved from http://www.usnews.com/news/articles/2015/11/10/initiative-to-lower-drinking-age-in-california-faces-big-obstacles on March 17, 2016.

[2] Boggs, Justin. “N.H. Considering Dropping the Legal Drinking Age.” The E.W. Scripps Company.

[3] “College Drinking.” National Institute on Alcohol Abuse and Alcoholism. Retrieved from http://www.niaaa.nih.gov/alcohol-health/special-populations-co-occurring-disorders/college-drinking on March 15, 2016.

[4] Ramos, Stephanie. “Study: Lowering Drinking Age May Stop Binge Drinking in College.” ABC News. Retrieved from http://wtnh.com/2015/09/28/study-lowering-drinking-age-may-stop-binge-drinking-in-college/ on March 16, 2016.

[5] Tucker, Jeffery A. “The Drinking Age Should Be Lowered, Fast.” Newsweek. Retrieved from http://www.newsweek.com/drinking-age-should-be-lowered-fast-356715 on March 16, 2016

[6] Johnson, Brent. “Lawmaker Wants to Lower N.J. Drinking Age to 18.” New Jersey On-Line LLC. Retrieved from http://www.nj.com/politics/index.ssf/2016/02/lawmaker_wants_to_lower_nj_drinking_age_to_18.html on March 17, 2016.

[7] Alexander C. Wagenaar and Traci L. Toomey, “Effects of Minimum Drinking Age Laws: Review and Analyses of the Literature from 1960 to 2000,” Journal of Studies on Alcohol, 2002.

[8] “Understanding the Teen Brain.” University of Rochester Medical Center. Retrieved from https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=1&ContentID=3051 on March 16, 2016.

[9] “Dangers of Teen Drinking.” Federal Trade Commission. Retrieved from https://www.consumer.ftc.gov/articles/0387-dangers-teen-drinking March 16, 2016.

[10] “Lower Drinking Age Leads to More High School Dropouts.” Newsmax Media, Inc. Retrieved from http://www.newsmax.com/Health/Health-News/drinking-age-high-school-dropouts-rates/2015/09/28/id/693725/ on March 17, 2016.

Overall Teen Drug Abuse on the Decline

The National Institute on Drug Abuse, part of the National Institutes of Health, released the findings of its latest annual report^[1] on teen drug abuse

The results of the 2015 survey have found that teen drug use has decreased for a number of substances, including cigarettes, alcohol, prescription opiate pain relievers, and synthetic marijuana^[2]. The survey aims to measure drug use and perceptions among students in 8th, 10th, and 12th grades.

Marijuana was the only illicit substance to remain stable in its use among youth, with high rates of daily use among 12th grade students. In addition, youth perception of marijuana continues to evolve – surveyed teens are less likely than before to perceive use of marijuana as harmful to one’s well-being.

Additionally, the survey found that daily marijuana use exceeds daily tobacco use in teens for the first time ever. Specific teen drug use statistics and trends revealed by the report include:

• In 2015, daily marijuana use remained relatively stable at 6 percent.
• Teens who reported smoking cigarettes each day decreased from 6.7 percent in 2014 to 5.5 percent in 2015.
• Just less than 32 percent of high school seniors report that they believe regular marijuana use could be harmful, compared to more than 36 percent last year.
• Non-medical use Adderall, a drug typically prescribed for ADHD, remains high but stable, at 7.5 percent among high school seniors.
• Use of MDMA, or Ecstasy, dropped year-over-year. In 2015, just 3.6 percent of 12th graders reported MDMA use, compared to 5 percent in 2014.
• Past-year heroin use is at an all-time low. Eighth graders reported 0.3 percent, while high school sophomores and seniors reported 0.5 percent.

To find out if these trends hold true at your school, or to help determine the best ways to deal with teen drug abuse, check out our assortment of student surveys.

[1] National Institute of Drug Abuse. “Drug Use Trends Remain Stable or Decline Amongst Teens.” December 16, 2015. Retrieved from http://www.drugabuse.gov/news-events/news-releases/2015/12/drug-use-trends-remain-stable-or-decline-among-teens on January 29, 2016.

[2] National Institute of Drug Abuse. “Drug Use Trends Remain Stable or Decline Amongst Teens.” December 16, 2015. Retrieved from http://www.drugabuse.gov/news-events/news-releases/2015/12/drug-use-trends-remain-stable-or-decline-among-teens on January 29, 2016.

E-Cigarette Use In Teens

Electronic Cigarettes & Vape Pens: An Overview of the New Trend in Smoking

E-cigarettes, known as e-cigs, electronic cigs, or electronic cigarettes, are the newest generation of traditional cigarettes with a few primary differences: e-cigs are re-usable and trade the characteristic cigarette smoke for a vaporized liquid compound. E-cigarettes (and their sister product “vape pens”) are often seen as the lesser of two evils. However, new research and increased popularity among younger demographics are beginning to prove that e-cigarettes and vape pens may now be a much more insidious problem than their smoky counterparts.

In a scenario that feels like a flashback to a time when cigarettes were a cool kid staple, e-cigarettes have staked their popularity claim with teenagers and young adults. Vaping—the verb invented for e-cig and vape pen use because of the vapor that is released during use—has become hugely popular with the adolescent demographic, a highly problematic trend that is often overlooked by parents, schools, and communities at large.

Teen Smoking Trends: E-Cigarette & Vape Pen Use in Minors

A recent study^[1] by the CDC and the FDA’s Center for Tobacco Products (CTP) found that, between 2013 and 2014, e-cigarette use in middle and high school students tripled. While that in and of itself is troubling, another study^[2] found that e-cigarettes are frequently a gateway product; teens who have tried e-cigs or vape pens more than twice as likely to start smoking traditional cigarettes than those who haven’t.

The primary reason for this progression is the similarities between the chemical content of e-cigs/vape pens and traditional cigarettes. The main ingredient in e-cigarettes and vape pens (and the reason why users keep coming back for more) is the nicotine content, which is extremely addictive and can have numerous negative health consequences.

While nicotine alone is an inherently harmful drug, the effects on teenagers are magnified exponentially. According to CDC^[3] Director Tom Frieden, M.D., M.P.H., “Adolescence is a critical time for brain development. Nicotine exposure at a young age may cause lasting harm to brain development, promote addiction, and lead to sustained tobacco use.”

E-Cigarette & Vape Pen Marketing: Targeting Teenagers

Often billed as a safe alternative to cigarettes, e-cigarette and vape pen manufacturers have faced increased backlash and scrutiny in recent years over claims that they directly target teenagers and adolescents. Marketing for e-cigarettes and vape pens is often found on youth-oriented TV channels and across social media sites, and many e-cig companies use celebrity spokespeople popular with the younger generation. A study by RTI International^[4] reported that young adult exposure to electronic cigarette and vape pen advertisements increased by 321 percent from 2011 to 2013. What’s even more important to note though is that this study analyzed only television, and if it were to include internet advertising, the figures would likely be even greater.

Another major way that e-cigarettes and vape pens are being marketed to youth is through the flavoring of the product itself. While some e-cigs come unflavored and unscented, the majority of companies peddle sweet flavor offerings, such as cotton candy, watermelon, and bubble gum, which are seen as particularly attractive to youths. In fact, the FDA has banned^[5] tobacco companies from manufacturing flavored regular cigarettes specifically because of their associated appeal to minors.

Governmental Action on E-Cigarette & Vape Pen Use in Young Adults

At this point, most states have laws prohibiting distributors from selling e-cigarettes and vape pens to minors under age 18 (though some states have upped the minimum age to 19). However, while cigarettes and other similar forms of tobacco are currently under strict regulatory control by the FDA, the same oversight does not yet exist for electronic cigarettes and vape pens.

The primary issue affecting restriction and regulation is the relative novelty of the product itself. E-cigarettes and vape pens are fairly new products—the concept of an electronic cigarette was invented^[6] in Beijing in 2003. Thus, while in recent years a significant amount of research has been conducted on e-cigarettes and vape pens, they haven’t been as extensively studied and investigated as cigarettes. A quick search for the term “e-cigarette”^[7] on PubMed – a collection of biomedical literature by the National Center for Biotechnology Information^[8] (NCBI) – returns 1,800 study results. However, over 98% of those results were published in the last 10 years. Particularly crucial to research into e-cigarettes will be longitudinal studies, which would evaluate the long-term effects of e-cigarettes on the human body.

Taking a Stand against Teen E-Cig & Vape Pen Use

Many teens falsely believe that e-cigarettes are safe and non-addictive due to widespread misinformation and deceptive marketing. Therefore, one of the best ways to combat e-cigarette and vape pen use in teens is through education. Parents should talk to their teenagers about the risks and dangers associated with e-cig use. Schools and community organizations should partner to create educational programs and initiatives. Anti-tobacco coalitions need to expand their marketing campaigns to include (or perhaps shift their primary focus to) e-cigarettes and vape pens.

Though the campaign against traditional smoking has been a long process, it has been a hugely successful one as well. Since 1975, when teen smoking hovered just below a staggering 30%, cigarette use has steadily declined^[9] to an all-time low under 7.5% in 2014.

This is evidence that it’s possible to reverse the dangerous trend of e-cigarette and vape pen use in teenagers, but only if communities band together to take a stand.

[1] “E-cigarette use Triples among Middle and High School Students in Just One Year.” Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/media/releases/2015/p0416-e-cigarette-use.html on March 17, 2016.

[2] “Longitudinal Study of E-Cigarette Use and Onset of Cigarette Smoking among High School Students in Hawai’i.” BMJ Publishing Group, Ltd. Retrieved from http://tobaccocontrol.bmj.com/content/early/2016/01/05/tobaccocontrol-2015-052705.full on March 17, 2016.

[3] “E-cigarette use Triples among Middle and High School Students in Just One Year.” Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/media/releases/2015/p0416-e-cigarette-use.html on March 17, 2016.

[4]
Duke, Jennifer C., Youn O. Lee, et al. “Exposure to Electronic Cigarette Television Advertisements among Youth and Young Adults.” RTI International. Retrieved from http://pediatrics.aappublications.org/content/pediatrics/early/2014/05/27/peds.2014-0269.full.pdf on March 17, 2016.

[5]
“What are FDA’s Regulations for Flavored Tobacco?” U.S. Food and Drug Administration.

[6]
“E-Cigarette History.” Consumer Advocates for Smoke-free Alternatives Association. Retrieved from http://casaa.org/E-cigarette_History.html on March 17, 2016.

[7]
“Search Results: E-Cigarette.” National Institutes of Health. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/?term=e-cigarette on March 17, 2016.

[8]
National Center for Biotechnology Information. Retrieved from http://www.ncbi.nlm.nih.gov/ on March 17, 2016.

Administrator Tips for Teacher Retention: Ways Schools Can Prevent Teacher Burnout

Across the US, teacher retention rates have been sinking^[1] for the past several years, leading to teacher shortages and lower student performance. Many individuals and organizations that operate in the educational field believe that a primary factor^[2] in these low figures is teacher burnout.

A mid-2014 report^[3] by the Alliance for Excellent Education found that about half a million teachers leave the profession every year. That’s an attrition rate of about 20%, compared to just 9% in 2009. According to the same study, this constant cycle of teachers coming and going costs school districts over $2.2 billion per year.

While it might seem like the obvious solution, higher pay is not always the answer. Several researchers have suggested that a positive school climate and a degree of autonomy are more effective at decreasing a school’s teacher burnout rate than pay raises^[4].

Here are some tips for administrators to help schools avoid teacher burnout and improve teacher retention rates.

Reduce Teacher Burnout with Mental Health Resources

A Huffington Post article^[5] summarizing a Gallup report^[6] on the “State of American Schools” noted that half of teachers reported daily stress, while nearly 70 percent did not feel engaged with their work. One way that school administrations can help teachers deal with work-related stress is by offering mental health resources. Add “mental health days” to the faculty’s bank of vacation/sick days, and encourage teachers to use them as time to rest and recharge. It’s also helpful to provide support services such as informational resources, classes, and seminars about stress management and how to maintain a healthy work-life balance.

Improve Teacher Retention by Giving Them a Voice

One of the biggest frustrations^[7] teachers report is feeling a lack of autonomy, in their classrooms and in the larger school environment. To combat these concerns, offer opportunities for teachers to get involved in the decision-making process for various topics around the school—including those that directly and indirectly affect their jobs.

Provide open lines of communication—between individual teachers, departments, and administrators. Additionally, it can be helpful to establish anonymous ways for teachers to deliver feedback as well; this can help school administrators get information that is critical, but which might not have been reported if a teacher wasn’t comfortable having his or her name attached to it.

Another proactive way to give teachers a voice in your school is through teacher surveys. The results from these surveys can help inform the leadership in the schools and districts about teacher perceptions, concerns, and evaluations of everything from school climate and leadership to the overall teaching and learning experience.

Create a Positive School Climate and Educational Environment

Another primary factor^[8] contributing to teacher stress and burnout is a negative or neutral school climate. Counteract this by encouraging teachers to work together and support one another academically, professionally, and socially. Establish environments where collaboration is promoted and positively reinforced. One way to do this is to have teachers share success stories or recent classroom “wins” during staff meetings.

By taking proactive steps towards developing a positive school climate, you can improve not only your teacher retention rate, but also increase student achievement and success.

Avoid Teacher Burnout by Providing Extra Support for Rookie Teachers

Data from a 2003 study^[9] found that, within their first five years of teaching, new teachers drop out at a rate of between 40 and 50 percent. One way that many schools have had success in remedying this alarming statistic is through “induction programs” that give new teachers opportunities and time for professional development. These programs include supplementary offerings such as mentorship programs, collaboration with teachers in the same subject area, ongoing support from school leaders, and being a part of external teacher networks.

Additional Teacher Retention Strategies

These teacher retention strategies are not exhaustive, and each school environment is unique. Initiate conversations with your school’s teachers to identify areas of concern and to plan out solutions. One great way to assess levels of faculty stress, trends toward teacher burnout, and overall perceptions of school climate is through teacher surveys. If your school is suffering from high levels of teacher burnout and low levels of teacher retention, it’s important that administrators take immediate and decisive action to reverse the negative trends.

[1] Sawchuk, Stephen. “Research: Teacher Retention Rates Higher Than Previously Thought.” Education Week. Retrieved from http://blogs.edweek.org/edweek/teacherbeat/2015/05/research_teacher-retentions_ra.html on March 18, 2016.

[2] “The Teacher Dropout Crisis.” National Public Radio. Retrieved from http://www.npr.org/sections/ed/2014/07/18/332343240/the-teacher-dropout-crisis on March 18, 2016.

[3] “Teacher Attrition Costs United States Up to $2.2 Billion Annually, Says New Alliance Report.” Alliance for Excellent Education. Retrieved from http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/ on March 18, 2016.

[4] Grayson, Jessica L. “School Climate Factors Relating to Teacher Burnout: A Mediator Model.” Science Direct. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X07000765 on March 18, 2016.

[5] Klein, Rebecca. “American Teachers Feel Really Stressed, and It’s Probably Affecting Students.” The Huffington Post. Retrieved from http://www.huffingtonpost.com/2014/04/09/gallup-education-report_n_5119966.html on March 18, 2016.

[6] “State of America’s Schools.” Gallup. Retrieved from http://www.gallup.com/services/178709/state-america-schools-report.aspx on March 18, 2016.

[7] Elias, Maurice. “Teacher Burnout: What are the Warning Signs?” Edutopia. Retrieved from http://www.edutopia.org/blog/teacher-burnout-warning-signs-maurice-elias on March 18, 2016.

[8] Yao, Xiuping, Meilin Yao, et al. “How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor.” National Institutes of Health. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4626982/ on March 18, 2016.

[9] Ingersoll, Richard M. “Is there Really a Teacher Shortage?” University of Washington. Retrieved from http://depts.washington.edu/ctpmail/PDFs/Shortage-RI-09-2003.pdf on March 18, 2016.