Key points:

• Varied mental health supports can help students to become stakeholders in their well-being
• Empowering staff and students with a sense of belonging
• Schools are key to solving mental health equity gaps
• For more news on student mental health, visit eSN’s SEL & Well-Being hub

Between March 2020 and March 2021, K-12 schools in the U.S. saw an unprecedented influx in federal government aid, totaling nearly $190 billion. This funding aimed to help students recover both academically and emotionally from the pandemic. School districts across the country utilized these grants to hire counselors, social workers, psychologists, and other care providers. In theory, this should have been transformative; however, the available workforce wasn’t large enough to meet the demand, and traditionally underserved and rural districts faced the brunt of this shortage.

Subsequent follow-up funding has been deployed by the federal government in a necessary step to increase the workforce of care providers. As these funding opportunities come to a close, many districts are still left struggling to adequately address their students’ mental health needs.

According to the CDC, more than one in three high school students experienced poor mental health during the pandemic, but in reality, the rate of U.S. students struggling with these challenges was rising even before COVID. The pandemic’s disruption to students’ schooling and development only exacerbated mental health issues, resulting in worsening anxiety, depression, and behavioral issues. As funds such as ESSER come to a close, schools that were able to increase care teams or introduce new mental well-being initiatives are now facing a funding cliff. The impact of this is predictable: Students will suffer as staff and programs are cut. To address this problem, the U.S. education system must look to alternative solutions.

Expanding beyond traditional approaches

Counselors, social workers, and school psychologists are the most impactful front-line resources available for supporting student mental well-being; however, these professionals are saddled with huge caseloads and demands beyond their normal purview. For example, according to a 2020 survey of 7,000 school counselors, many were required to serve as substitute teachers, perform temperature checks, and take on other tasks as a result of the COVID-19 crisis. To improve mental health support to students, we have to expand our narrow perception of what care can look like.

Looking beyond a traditional western medicine approach, school districts should consider adopting solutions such as peer-to-peer counseling, where students who have been trained can meet to support one another and address personal, social, or emotional challenges. Peer-to-peer counseling empowers students to become stakeholders in their mental health while also providing benefits such as cultural relevance, early intervention, crisis prevention, and social-emotional skill development. This effective strategy is strongly advocated for by California’s Children Trust, which has worked tirelessly over the past few years to make peer-to-peer support reimbursable for California schools through Medi-Cal, the state’s Medicaid program.

Additionally, utilizing a community-based collaborative care model can further bolster a school system’s mental health resources. This type of approach is not meant to replace the role of trained mental health professionals, but it can provide Multi-Tiered System of Supports (MTSS) Tier 1 and 2 for large student populations. An effective initiative of this kind may look like inviting vetted community leaders to come in and offer culturally-tailored support, a resource that’s frequently lacking in schools. When coupled with other solutions, community-based care approaches can play a central role in improving student mental well-being.

Embracing technology

While in-person methods such as professional counseling, peer-to-peer programs, and community-based collaborative care models present a range of benefits, an immediate and ready solution exists for K-12 to effectively close the gaps in its mental health resources: digital mental health products.

Technology is accessible and readily complements care providers, and dozens of culturally competent and evidence-based products are successfully being utilized in school districts. These digital products can complement in-school care providers with treatment plans and access to telehealth, assessment tools, screening, tracking, and preventative technologies, which provide education, awareness, peer support, and other non-clinical approaches.

While effective technology solutions exist, the majority of schools face barriers to adopting and utilizing them. Figuring out how to fund product implementation, choosing which products to trust, and understanding exactly what types of student mental health concerns need to be addressed are common obstacles voiced by school systems.

Proper resource allocation can help ensure a brighter future

While there are currently several mental health-focused technology products available, investment for these types of innovations is still lacking. With federal funding drying up, large VC-backed companies that haven’t previously worked in the education sector are beginning to enter the scene, and oftentimes, these companies are driven by interests that don’t meet the needs of the students they are meant to be serving.

The key to supporting school systems, and ultimately students, is to harness the power of culturally-competent and age-appropriate solutions that entrepreneurs with lived experiences are developing while also supporting school systems by helping them identify, adopt, and utilize these transformative products.

Key points:

• Educators plan to change careers due to feelings of burnout, lack of support
• Teacher burnout persists, but solutions are emerging
• Survey highlights troubling teacher morale issues
• For more news on teacher well-being, visit eSN’s SEL & Well-Being site

While finding their work meaningful, a majority of education professionals experience burnout above the national average, according to a recent study. In fact, more than 20 percent plan to switch to a related field and more than 30 percent look to change careers altogether. 

Soliant, a healthcare and educational staffing company, published the report to help the industry better understand and address educator burnout, staffing challenges, and opportunities facing U.S. schools. 

The survey draws from the insight and sentiment of more than 400 educational professionals. Respondents include teachers, special education teachers, school-based counselors, speech-language pathologists, occupational therapists and more.  

Among key findings:  

• Most education professionals feel they make meaningful contributions, yet 68 percent struggle with burnout.  
• More than half plan to make a career change, with 22 percent planning to switch to a related field and more than 30 percent planning to switch to a different career altogether. 
• Seventy-five percent of respondents believe their workload has been impacted by staffing shortages and 70 percent state the industry’s workforce has yet to recover from the COVID-19 pandemic. 

In an open-ended response, survey participants provided further insight into factors contributing to burnout and potential career changes. Respondents cited long hours, mental health/stress, heavy caseloads and being asked to do tasks outside their duties.  

As one respondent noted, “I feel that too much is required of educators today and there is a lack of support that is needed. The pandemic just propelled some things. I think that education has been headed in the wrong direction for quite some time because of the lack of support and the increase in workload.” 

“In U.S. schools, workforce challenges are a widespread and enduring issue that is taking its toll on educational professionals,” said Lesley Slaughter, senior vice president at Soliant. “However, through a proactive and innovative approach to staffing, I am confident we can keep these professionals in the roles where they have reported finding fulfillment in their work.”   

Based on input from respondents and Soliant’s experience, these issues may be mitigated by addressing areas such as compensation and benefits, providing professionals with more supportive work environments, greater autonomy and continuing education opportunities. 

This press release originally appeared online.

Key points:

• An atmosphere of respect and appreciation can boost employee well-being
• Teacher burnout persists, but solutions are emerging
• 5 strategies to reduce teacher stress and improve retention
• For more news on teacher well-being, visit eSN’s SEL & Well-Being page

In the current educational environment, there seems to be extremely high levels of staff stress, burnout, and generally low morale. In education, where the success of students is intricately linked to the motivation and dedication of faculty and staff to go the extra mile, elevating employees’ well-being is not only a humane thing to do, but a crucial component of improving employee morale.

As a new assistant principal, one of the tasks delegated to me was to manage the staff recognition program. The school had historically recognized one or two faculty for outstanding work at the end of the school year. These faculty were generally nominated by their department chair or one of the assistant principals. There was a need for more widespread recognition.

Several things can be done to improve employee morale through an intentional focus on well-being.

Gratitude: Cultivating a culture of gratitude within the institution can have a ripple effect on employee morale. Encouraging staff to acknowledge and appreciate each other’s efforts fosters a supportive and positive work environment. This can be facilitated through ‘shout-out’ boards where employees can post notes of thanks to their colleagues, or through regular team-building activities that promote camaraderie. Some schools provide preprinted positive note cards for both employees and students to provide positive feedback to others. One school gave each student three or four such postcards at the beginning of each semester to send to other students or staff. They were often proudly displayed on lockers, in offices, and in classrooms. ITEC, Iowa’s ISTE affiliate, includes such “shoutoutees” in its monthly newsletter.

A basic yet profound way to recognize employees is through personalized appreciation from both formal and informal leaders. This goes beyond a generic thank you, but leaders should personalize notes to the specific task or actions taken. Handwritten notes seem to still weigh more than emails. For instance, adminstrators should practice consistently recognizing teachers for their innovative lesson plan or a staff member for their exceptional problem-solving skills in a challenging situation. Personalized appreciation shows employees that their leaders are attentive and value their individual efforts. Some leaders who can do so within their personality provide birthday cards or employment anniversary cards to each employee to give the employee positive feedback and thank them for being part of the team.

Lifting up employees: Beyond individual recognition, public recognition such as in staff meetings, newsletters, or on social media platforms can significantly boost employee morale. Celebrating achievements publicly gives employees a sense of pride and accomplishment. It can provide positive press for the organization as well.  Whether it’s a faculty member who published a new book or article, a staff member who went the extra mile for a student, or a graduate student who obtained a scholarship, acknowledging these achievements in a public forum can be motivating for the individual and the whole team.

Creating (or expanding an existing) formal system of awards and incentives is another effective way to recognize outstanding performance or achievements. This could range from an Employee of the Month award for staff to small tokens of appreciation like spirit wear or logo mugs. Encouraging students to recognize staff and faculty is another good approach. At the end of the semester, recognizing a summary of all achievements in a public forum is a great idea. Summarize grants awarded, publications, presentations, and other awards. A summary of the achievements can be included in a college or department newsletter to share with alumni and other stakeholders as well.

Promote wellness: Building a culture around personal health and wellness demonstrates a leader’s commitment to a human-centered approach to leadership.Effective wellness programs are important for many institutions. Recognizing the importance of employees’ physical and mental well-being is crucial. Educational leaders can implement wellness programs, such as stress management workshops, exercise classes, or health screenings. These programs show employees that their overall well-being is valued, which in turn can boost morale and productivity.

Focus on presence: One of the most basic ways to improve morale is taking time to be visible and listen to employee aspirations, concerns, and struggles. This is a time-honored leadership technique. It should not be limited to first line supervisors, but all campus leaders should be regularly visible. At large meetings, administrators should make sure they spread out among the faculty and staff and don’t simply mingle among themselves. An open door policy is not enough–leaders need to proactively engage. Brown bag lunch with the provost, donuts with the dean, or pizza with the president are all good ways to be visible for faculty and staff. Happy hour with HR might be a step too far for many organizational cultures.

Get the “basics” correct: Besides positive recognition, there are a few basic things that need to be watched carefully to ensure morale is not negatively impacted. First, make sure the payroll is accurate and timely. One of the easiest ways to destroy employee morale is to mess up payroll. No matter how much someone enjoys their work, nearly every employee counts on their regular paycheck. Administrators need to be responsive to employee questions. Employees should not have to wait a week for an administrative response to an email or voice message. One good rule of thumb for administrative responses is to consider what the expectation is for a faculty member to respond to a student (the 24 hour response rule).Administrators should be at least as responsive as they expect the faculty to be.

In sum, employee well-being is vital for maintaining high morale, which leads to a more positive, productive, and nurturing environment for both staff and students. Developing and maintaining a positive culture within the organization is even more important as all levels of education are having trouble in recruiting and retaining employees. Leaders must therefore adopt a multi-faceted approach to well-being—one that acknowledges the diverse contributions of their staff in meaningful and impactful ways. By implementing these strategies, leaders can create an atmosphere of respect, appreciation, and motivation, ultimately fostering a thriving educational community.

Key points:

• SEL helps students develop skills for academic and professional succes
• See article: Sensory spaces may help support all students
• See article: Empowering staff and students with a sense of belonging
• For more news in SEL in classrooms, visit eSN’s SEL & Well-Being page

Social-emotional learning (SEL) is an integral part of today’s schools. Through SEL, students learn how to manage and regulate their emotions, identify and work through tough feelings, and serves as a foundation that supports students’ personal and academic achievements.

There are many resources to guide SEL implementations in districts and schools (CASEL is a great place to start). Here’s a look at how five educators are approaching SEL integration in their districts, schools, and classrooms.

Over the past two years, Tempe Union High School District has centered its focus on prioritizing student mental health, writes Dr. Kevin J. Mendivil, the district’s superintendent. District leaders and educators took several steps to establish solid mental health support, including asking student representatives what social-emotional support they and their fellow students needed, partnering with Care Solace to coordinate mental health care for needs that exceed the scope of school-based services, and normalizing conversations around mental health, which is one of the district’s most significant wins. Learn more about how the district is actively supporting student mental health and SEL.

School bullying is a consistently tough issue to address, but students in Alabama met that challenge head-on when they participated in the PACER Center’s National Bullying Prevention Center, which engages and empowers kids to combat bullying in all its forms. Through the Students with Solutions contest, 5th grade students in Dr. Yuvraj Verma’s Birmingham City Schools System classroom worked together to raise awareness about bullying and encourage children to actively participate in addressing this issue. This challenge amplified their voices and empowered them to inspire and support one another, creating a united front against bullying. Here’s how Dr. Verma guided students.

With increased awareness of student mental health needs, many districts are examining how to elevate the impact of school counselors. With increased awareness of student mental health and the need for student support, many districts are asking themselves: How do we elevate the impact of our school counselors? Here’s how Livingston Middle School in rural California achieved just that. Alma Lopez, lead school counselor at California’s Livingston Middle School and the 2022 School Counselor of the Year by the American School Counselor Association, offers insight and advice for other schools looking to improve school counselors’ reach and, in turn, boost student outcomes.  

SEL skills are essential for navigating both academic and non-academic environments successfully, and they’re critical for improving outcomes. For SEL instruction to be effective, however, educators must create a welcoming and inclusive learning culture for everyone. It’s not realistic to ask students to develop an understanding of and empathy for diverse people and perspectives if their own needs and perspectives aren’t valued and supported within the classroom environment. Educators must practice and model these ideals for themselves if they expect students to acquire them. Implementing culturally responsive teaching practices, incorporating UDL into the learning design process, and building accessibility into every learning experience are three critical components. Read more here, as George Hanshaw is the director of eLearning operations for Los Angeles Pacific University, explains his school’s approach.

Damion Morgan, a social-emotional learning specialist in Windsor Public Schools, notes the importance of before- and after-school programs–the bookends of the school day. Before- and after-school programs offer critical support, including caring and supportive mentors, as well as safe spaces where students build confidence and a sense of belonging. They also provide opportunities to work collaboratively, problem solve, and think critically. SEL skills are not separate from those activities–SEL is not sprinkled on the cupcake; it’s part of the cupcake. Before- and after-school programs must make every interaction more intentional to complement classroom learning. But to ensure that these programs are set up for success, there are two essential questions every program coordinator should ask: “How well do I know my students?” and “How can I ensure my program meets their needs?” Learn more about the district’s strategy for integrating SEL into before- and after-school programs.

Key points:

• Effective social-emotional development includes families and teachers
• See article: Using SEL to support before- and after-school programs
• See article: Schools are key to solving mental health equity gaps
• For more news on social-emotional development, visit eSN’s SEL page

Everyone had that favorite teacher; the one who inspired your confidence to succeed or fostered love of a certain subject. For me it was Ms. Pierre, my high school English teacher who embodied social-emotional mastery before there was such a thing. Her balanced approach of rigor and care created a nurturing environment where I felt supported. She tapped into my untapped potential, fostering a profound sense of self-belief and cultivating my passion for learning.

I often think about how our students’ futures would be different if more teachers were able to have such a connection with individual students, like I had with Ms. Pierre. Now I can make this a reality as district administrator for social emotional learning (SEL) for the Windsor Public Schools. Windsor puts a premium on SEL, hiring dedicated resources to support students and teachers, and transforming the educational experience with data.

Putting the resources in place

Under the leadership of our superintendent, Dr. Terrell Hill, Windsor has made a commitment to integrating SEL districtwide, and dedicating the resources to the social, emotional and educational growth of all our students, teachers, staff and families. His goal: Creating a place where all students graduate from school with the skills, attitudes, and values necessary to anchor their success in work, life, and their social-emotional well-being.

To ensure the success of this vision, it was critical to have key pieces in place. First, he established a unique position of administrator of SEL in the district’s executive suite. As the person in this role, I work hand-in-hand with our schools and teachers to ensure they have the tools and knowledge they need to recognize and address social-emotional concerns, apply SEL in their daily activities and support our overall efforts to enrich our school community. Then Dr. Hill invested in SEL specialists who work in all of our schools, from K-12. These individuals assist with interventions as needed and support programs and training to advance SEL in each school.

Why data matters

Perhaps the most innovative aspect of the program is our use of data to understand the impact of our SEL efforts and inform change that enables us to make our efforts more effective. To that end, we’ve implemented Devereux Student Strengths Assessment (DESSA), a nationally standardized, strength-based behavior rating scale for social and emotional competence. Data generated by this brief questionnaire helps our educators screen, assess, guide intervention planning, monitor progress and evaluate outcomes related to SEL.

Through DESSA data, we’ve become more intentional about aligning students with the support they need. We’ve added SEL specialists on staff at schools to work with individual students or small groups. And we’ve taken steps to help students improve self-awareness, foster peer-to-peer modeling, and engage in appropriate, positive interventions.

The three prongs to SEL success

Working with the students isn’t all we do. Effective social-emotional development requires a three-pronged approach that includes families and teachers. SEL doesn’t just live at school. Windsor Public Schools knew that for the work they were doing within school time to be long-lasting, they needed to get the larger Windsor area also to understand its importance to speed up development of social-emotional skills. In partnership with Parent Teacher Home Visits, the district encouraged in-person interactions that focused on relationship building. Nothing was planned for these visits; we didn’t come with worksheets or anything; it was solely an opportunity to learn about the needs of our students’ families. 

Classroom teachers perhaps play the most critical role. Teachers can model responsible decision making, positive relationship building and other important SEL skills in their everyday interactions. Plus SEL lessons can be naturally woven into the curriculum.

But using the DESSA data enables us to dig deeper to find out if our efforts are working, why some students continue to struggle, and how teachers can best reach them in the classroom. For example, one of our high schoolers, James, isn’t doing his assignments in World History class. The teacher knows he’s into basketball, so she reroutes him with differentiated learning. Instead of focusing on World War II, she has him research the history of Air Jordan shoes. By redirecting him with an assignment that piques his interest, the teacher helps James boost his confidence and understand that he is truly capable of doing the World History assignments. This same approach would work in other classes as well. In math, James could be tasked to analyze basketball stats, or in English, he could write an essay on his favorite athlete.

Even though this approach may seem like an inconvenience, and off track with curriculum and grading, it has a more important long-term benefit. James has been effectively redirected back to his classroom assignments, and proceeds with a greater sense of self-assurance and accomplishment.

We also leverage DESSA data for professional development (PD) to encourage more modern teaching practices that nurture stronger connections between teachers and students. We recently revamped these efforts, turning some PD’s into film sessions where we can review classroom interactions and teaching strategies. During these sessions, teachers and district leaders are able to meet in mini groups to discuss the approaches shown and how they may have handled the situation differently. The interactive discussions help our professionals develop new strategies to align themselves to the needs of their students.

Over the last couple of years, Windsor has made remarkable strides in its implementation of SEL, as demonstrated by the compelling data trends. With keen attention to the SEL needs of its students, Windsor has shown an impressive uptick in the proportion of students exhibiting typical to strong SEL abilities. In one academic year, Windsor witnessed impressive progress, with over 88 percent of students showing positive growth in one or more SEL skills, exceeding the previous year’s 79 percent. Notably, 32 percent of students excel in all five core SEL competencies, surpassing the national average by 16 percent. This outstanding achievement showcases the effectiveness of our SEL interventions.

By measuring the right metrics, we can empower teachers to embody the qualities of exceptional educators like Ms. Pierre. Her masterful integration of SEL competencies and her ability to lead with both rigor and compassion set her apart. We must support and provide educators with the tools necessary to create meaningful connections for students to thrive.

Results at Windsor show that transformative change is possible when the right pieces are put in place. Leveraging DESSA helps our district take a data-driven approach and gather insights that can be put into action. Having dedicated resources – from an advocate in the executive suite to addition of SEL support staff and targeted PD in each school – Windsor gives schools the tools they need to effectively address shortcomings and build an environment where students will have more than just one favorite teacher who influences their lives for years to come.

Key points:

• The integration of sensory spaces into education is a necessary evolution
• See article: Schools are key to solving mental health equity gaps
• See article: How to build relationships with students
• For more news on SEL trends, visit eSN’s SEL and Well-Being page

As we stand on the cusp of a new year, it’s remarkable to reflect on how sensory spaces for schools have evolved. It has been quite heartening. This shift is not merely a coincidence; rather, it is a result of the collective recognition of the crucial role sensory well-being plays in the overall development and learning experience of our students. And in 2024, I predict that more districts will fully embrace the value and develop sensory spaces in their own schools.

Sensory spaces, initially developed as havens for individuals with severe sensory processing challenges, have found their place in mainstream education. The journey of sensory spaces from specialized rooms to widespread adoption within schools is a testament to the seismic changes occurring in our understanding of education, mental health, and well-being.

One catalyst for this shift has been the increased focus on social-emotional learning (SEL) in the wake of the global pandemic. The pandemic exposed the emotional vulnerabilities of our students, emphasizing the need for a holistic approach to education that extends beyond traditional academics. Sensory spaces have emerged as a tangible solution to address the emotional and sensory needs of students, contributing to a more inclusive and supportive learning environment.

Sensory spaces everywhere

Schools across the nation are integrating sensory spaces into their infrastructure, and this trend shows no signs of slowing down. Whether they’re using dedicated rooms or integrating corners within existing classrooms, educators are recognizing the transformative power of sensory spaces. These spaces are carefully designed to provide students with a variety of sensory stimuli, catering to individual preferences and needs.

Sensory spaces are not one-size-fits-all; they can be tailored to meet the unique requirements of different students. For some, a dedicated room filled with calming lights, soft textures, and interactive elements may be the ideal retreat. Others may find solace in a designated calming corner within their regular classroom, offering a discrete yet effective escape when needed. The flexibility of incorporating sensory spaces ensures that they can be adapted to suit the specific needs and available resources of each educational institution.

Why this matters in 2024 and beyond

The benefits of incorporating sensory spaces into educational settings are well-documented and far-reaching. Improved focus, reduced stress levels, and enhanced emotional regulation are just a few of the positive outcomes. Classrooms that embrace diverse learning styles and sensory needs foster an environment where every student can thrive.

As we move into 2024, the integration of sensory spaces into educational settings is not just a trend but a necessary evolution. It’s time for schools and districts to recognize the potential these spaces hold in shaping a more empathetic, inclusive, and effective learning environment. The benefits extend beyond the students to encompass teachers, administrators, and the entire school community.

For those educators and districts contemplating the introduction of sensory spaces, the process need not be overwhelming. Start by assessing the specific needs of your students and available resources. Engage with professionals experienced in sensory integration to design spaces that align with your goals and constraints. Seek input from students themselves, recognizing the valuable perspective they bring to the conversation.

The era of sensory spaces in education has arrived, and it’s a change worth celebrating. As we look toward the future, let us embrace the power of sensory spaces to create a learning environment that nurtures the well-being and success of every student. By 2024, I believe we will witness the widespread adoption of sensory spaces in schools, marking a monumental step towards a more compassionate and effective educational landscape.

Key points:

• Sensory spaces help students practice self-regulation
• See also: Schools are key to solving mental health equity gaps
• See also: Technology as a bridge–not a shortcut–to student relationships
• For more news on SEL, visit eSN’s SEL & Well-Being page

Since COVID, many schools across the country have been investing ESSER funds into sensory spaces. The availability of this funding, along with the complex trauma issues brought on by the pandemic–including social isolation, depression and generalized anxiety–have prompted educators to increase their focus on the importance of social-emotional learning (SEL) to address all students’ needs. As 2023 winds down, it is important to note this trend and its origins from use primarily in special education to the current, continuing shift towards universal design and inclusion.

What is a sensory space?

A sensory space is a designated area or room that is designed to help students practice and integrate the concepts of self-regulation or self- management using sensory and other tools.  From a small corner to a full room, sensory spaces are increasingly being implemented in schools, homes, business, and public places such as stadiums and airports.

In schools, sensory spaces have traditionally been used by students with special needs, such as those on the autism spectrum or those with severe/profound cognitive, intellectual, and/or motor disabilities. Often referred to as Multi-Sensory Environments, these spaces were designed to support the development of cognitive, motor, social and self-regulation skills with options to individualize and customize activities specifically for each student.

Some elements of the room can even be aligned to instruction. If the whole class is working on an astronomy lesson, for example, the multisensory environment could include a projector that the user could turn on to view images of stars, planets, or a panorama of a galaxy overhead.

How are sensory spaces changing?

During the pandemic, and now beyond, sensory spaces have morphed from being used with just those with special needs to more inclusive environments that support all students as part of universal design for learning. As an occupational therapist with training in sensory integration, I, along with my colleagues, know that we have many students, not just those with special needs, who may be overly sensitive to touch, movement, sights, and sounds, or have other sensory processing challenges.

This may be applicable to students with adverse childhood experiences (ACEs) that now can include the complex trauma and side effects from the pandemic. A trauma response, whether from neglect, abuse, food scarcity, loss of a parent/caregiver, divorce, etc., may sometimes mimic a sensory processing challenge. With this cycle, the fight, flight, or freeze response kicks in if students become overwhelmed by daily stressors and thus the meltdowns, aggression, withdrawal, or other behavior dysregulation issues may ensue. Creating a sensory calming space may help support self-regulation and self-management to prevent this escalation. When used as part of a daily routine, and not as reward or punishment, these sensory breaks may make a profound difference in helping students make it through the school day while teaching them to intrinsically learn and advocate for their sensory needs.

Since COVID, I have also seen an uptick in schools that are creating quiet sensory spaces for their educational staff. A revamped teacher’s lounge might now include a bubble wall for calming visual and auditory input, a massage chair and/or a weighted blanket for deep touch pressure input, and some fidgets or other sensory tools. Just like our students, teachers need to be mindful and practice taking regular sensory breaks.

Some students may need movement to help with self-regulation. Research has shown that physical activity helps support focus, attention, and emotional regulation. Yet many students today do not get enough movement because of decreased recess time, reduction in required physical education minutes, and removal of playground equipment. Sensory spaces that incorporate movement input (what we term “wiggle rooms”) may help students who need this additional input and can include sensory tools such as a mini trampoline, a swing, or a scooter board obstacle course.

Building your own sensory space

As an OT, I always ask the question, “What does a sensory space look like for you?”  Defining the needs and goals of the space helps determine equipment and next steps. A quiet space will look different than a wiggle space, for example, and will require different elements to incorporate. Look at sensory preferences such as:

• Visual input such as bubble tubes, light cubes, twinkle lights, fiber optic lighting, visual projectors, or still images;
• Auditory input such as music or vibroacoustic pieces (speakers are built into the furniture for sound and vibration), a white noise machine, or noise-canceling headphones;
• Deep touch pressure or heavy work input tools such as a bean bag chair (or other furniture that conforms around the child for spatial boundary definition), a crash mat, a weighted lap pad, or stuffed animal;
•  Movement input such as a rocking chair, linear swing, or fidget tools for the hands; and
• Olfactory or smell input such as the use of essential oils/aromatherapy. (Note:  Avoiding chemical and/or synthetics such as commercial air fresheners, perfume, and lotions is also just as important!).

If budgets are an issue, creativity and resourcefulness are better long-term allies in creating a sensory space than buying what is the least expensive. Many children, especially those who are considered sensory seekers, can be extremely hard on furniture and supplies because of modulation issues with poor registration of the senses. These students may want to swing or spin excessively, climb on furniture, crash into other objects/people, or squeeze the glue bottle too hard! Providing more durable movement, deep touch pressure, and fidget tools will be well worth the extra expense.

For justification and/or to build awareness, social media is a wonderful place to browse. There are so many private and public spaces posting about supporting neurodiverse learners and creating more sensory friendly environments.

My hope as an OT is that the COVID pandemic may have helped bring about more awareness and accelerate the shift in understanding the importance of SEL. All students need to learn to self-regulate to feel calm and safe, which is a perquisite for learning. Creating a supportive sensory space is one more tool in ensuring student success.

Key points:

• Rural students face poverty, inequities, and challenges related to well-being
• Many rural areas continue to lack basic internet access
• See related article: Technology in rural schools: Addressing digital equity
• For more news on student populations, visit eSN’s SEL & Well-Being page

Many rural communities are still facing multiple crises in educational loss, economic outcomes, unemployment, and mental health in the wake of the COVID-19 pandemic, according to the Why Rural Matters 2023 report.

The report examines the needs and inequities affecting 9.5 million students attending public schools in rural areas – more than one in five students nationally. The report critically examines how educational supports and resources for rural student well-being are distributed.

Any issue impacting rural families and communities also affects rural children, including all aspects of education, mental health, and physical well-being.

“For more than 20 years, the Why Rural Matters series of reports has been the go-to resource for policymakers, practitioners, researchers, and others who want to understand the contexts and conditions of rural education in the 50 states,” said Dr. Jerry Johnson of East Carolina University, researcher, and co-author of the Why Rural Matters report.

“The Why Rural Matters report arms NREA state leaders, legislators, and communities with the information and data needed to take action in their state capitals, advocating for the needs of rural students and highlighting strengths in rural schools,” said Allen Pratt, Executive Director, National Rural Education Association (NREA).

Key findings include:

Rural schools

• At least half of public schools were rural in 13 states.
• At least one third of public schools were rural in 14 states.
• Roughly half of all rural students attended school in 10 states.

Access to school counselors and psychologists

• Rural school districts averaged 310 students served by one school counselor or psychologist compared to a 295 to 1 ratio in non-rural districts.
• Seven states had rural districts with ratios worse than 400 to 1 (Minnesota, California, Mississippi, Alaska, Louisiana, Indiana, and Michigan).
• Rural Michigan children had the highest ratio of an average of 574 students to every psychologist or school counselor.

Most rural gifted and talented programs demonstrate gender equity

• Nationally, more than half of students in gifted and talented programs in rural districts were female. Rural Rhode Island had the highest percent of females in gifted and talented programs at 62.4 percent. However, variations across states showed more work is needed.
• In three states, females’ participation in rural school gifted programs is at least eight percentage points lower than that of males: Alaska (40.0 percent vs. 60.0 percent), New Hampshire (45.4 percent vs. 54.6 percent), and Wyoming (45.7 percent vs. 54.3 percent). And females were heavily underrepresented in rural gifted math programs and math competitions.
• More pressing than gender equity was the absence of gifted and talented programs in some rural schools. Of the 24,736 public rural schools in the US, 10,071 (40.7 percent) appeared not to offer any program specific to gifted students.

More gifted and talented program access needed for Black and Hispanic students in rural districts

• Despite 17.1 percent of students in rural schools identifying as Hispanic, only 9.1 percent of the students in the gifted programs at these same schools were Hispanic.
• Similarly, 10.6 percent of the rural school population identified as Black, but only 5.2 percent of the gifted student population in rural schools was Black.
• In contrast, 64.8 percent of rural students were White, but 77.4 percent of the rural students enrolled in gifted programs were White.

Additional themes found in the report include:

• Rural areas appear to offset some of the impact of poverty on educational outcomes.
• Many rural areas continue to lack basic internet access.
• Students in rural school districts are more likely to graduate high school than their non-rural counterparts.

The Rural School and Community Trust produced the first Why Rural Matters report in 1999. Research and publication of the report transitioned to the NREA in 2023.

“Working in some of the poorest, most challenging places, the Rural School and Community Trust involves young people in learning linked to their communities, improves the quality of teaching and school leadership, and advocates in a variety of ways for appropriate state and federal educational policies, including efforts to ensure equitable and adequate resources for rural schools,” said Robert Mahaffey, Executive Director of the Rural School and Community Trust, a national nonprofit addressing the crucial relationship between good schools and thriving communities.

More students attend rural schools than attend the 100 largest U.S. school districts combined. Nearly one in seven rural students experiences poverty, one in 15 lacks health insurance, and one in 10 has changed residence in the previous 12 months. The issues impacting rural families and communities extend to rural children. This larger picture signals the importance of including all aspects of students’ mental, emotional, and physical well-being in the national discourse. 

Yet, rural schools and students often seem invisible because many policymakers lack personal experience in rural schools and have not yet developed a complete understanding of the spatial inequities faced by rural communities. Spatial and educational equity is conceptualized in two ways in the National Rural Education Research Agenda: 1) spatial inequity, or how equity challenges are related to place, and 2) how equity, or rather, inequity relates to diverse identities and social circumstances present within the rural school and community.

After years of measuring racial diversity through the inadequate lens of “White and non-White,” the researchers used the rural diversity index begun in the 2019 Why Rural Matters report. The index shows that when randomly choosing two students from a school in a rural district in the United States, there would be about a one-in-three chance that the students would identify as being from different racial/ethnic backgrounds. The most recent statistics describing that likelihood is 33.4 percent in 2023, up from 31.9 percent in the 2019 report, underscoring the steadily diversifying landscape of the rural United States. Additional key findings of the report are as follows:

Across 50 states, rural districts receive a disproportionately larger share of school funding because of the higher relative costs of running rural schools. Fourteen states, however, provided disproportionately less funding to rural districts: Nebraska had the most significant disparity, followed by Vermont, Rhode Island, Iowa, Delaware, South Dakota, Michigan, Indiana, Wisconsin, Connecticut, Idaho, Illinois, Massachusetts, and Minnesota. 

Why Rural Matters was published by the NREA and its partners to examine how educational supports and resources for student well-being are being distributed, casting light on which rural children are most in need of additional support. The report provides a state-by-state look at a range of factors that affect rural students’ education. It was distributed today at the National Forum to Advance Rural Education (NFARE) conference and posted on the NREA website, including data on the condition of rural education in each state.

This press release originally appeared online.

Key points:

• The pandemic greatly exacerbated the stressful nature of teaching
• Strategies such as professional growth and building respect go a long way in reducing teacher stress
• See related article: Empowering staff and students with a sense of belonging
• For more on teacher well-being, see eSN’s SEL & Well-Being page

Teaching has always been a stressful profession, but since the pandemic it has become even more so. Nearly three out of four teachers say they experience frequent job-related stress, and 59 percent say they’re burned out.

The stress that teachers are feeling is causing many to leave the profession, and this is affecting the ability of school systems to recruit and retain highly qualified teachers. In fact, new research suggests that the teacher shortages many districts have experienced since COVID have only gotten worse in many cases—and they weren’t just a function of the pandemic.

School districts nationwide are scrambling to fill open teaching vacancies, and this crisis has a profound effect on the quality of education that students receive. District leaders will have to try many approaches to solve the problem, but here are five key strategies that could make an immediate impact.

Create a school culture that teachers won’t want to leave.

Improving teacher retention starts with building a positive and supportive school environment. Research shows that a positive school culture is associated with higher attendance rates and deeper engagement for both students and faculty.

For instance, a meta-analysis of 120 studies on the factors that influence teacher retention from the Annenberg Institute at Brown University found that reducing the number of student disciplinary problems, improving the work environment, and increasing administrative support can lower attrition rates and encourage teachers to stay.

A positive school culture is characterized by strong, healthy relationships among students and staff members; core beliefs and values that are taught and reinforced throughout the school environment; and high expectations accompanied by robust support systems. In schools with strong, positive cultures, student discipline is less of a problem—and this creates a less stressful work environment for teachers.

Making sure employees feel valued and celebrating their successes is also important. Dealing with job-related stress is a lot easier to do when you feel like your efforts are truly appreciated.

As one middle school principal recently noted: “It doesn’t matter how small the success is or how big it is, we are constantly lifting our teachers up and lifting our students up to say, ‘Hey, you see, you can do it, you can be successful.’ What that does is it just breeds more success, more positivity.”

Support teachers’ professional growth.

Everyone wants to feel successful in their job. As best-selling author Dan Pink writes in his book Drive, mastery is a powerful motivator. Yet, too often, teachers feel like they’re left alone on an island. Teachers are more likely to be satisfied when they believe they’re doing a good job and making an impact with their students.

Providing high-quality professional learning experiences can help instill this belief by ensuring that teachers have the skills they need to be effective. However, much of the professional development that teachers get today is marked by a series of standalone workshops with little support or follow-through.

To develop mastery of their craft, teachers need ongoing professional learning opportunities, supplemented by personalized coaching and support. When teachers feel capable and confident, they’ll be happier in their job and more willing to work hard because they know they’re making a difference.

Give them the respect and autonomy they deserve as professionals.

Another recent Annenberg Institute report examined the state of the U.S. teaching profession over the last half century. The researchers looked at data across dimensions such as professional prestige and job satisfaction, and they concluded that the profession is at or near its lowest state in 50 years.

“Despite the central role teachers play in our society, they have long struggled to gain and maintain the status of a prestigious profession,” the report says. “Teachers are at once heroes and villains, saints and scapegoats. … This tension has led to repeated efforts to raise instructional quality by controlling teacher practices with top-down management and standardization, diminishing teachers’ autonomy and disregarding their expertise.”

Giving teachers the respect and autonomy they deserve could help improve recruitment, retention, and job satisfaction, the report suggests.

“This is not to say that teachers should be left alone in their classroom or expected to develop curricular materials on their own,” the researchers write. “Such practices can lead to inconsistent instruction, professional isolation, and burnout. Instead, efforts to support teachers through coaching, professional learning communities, and peer observation and review programs might create the conditions [that] teachers need to feel successful with their students,” while also ensuring high standards.

Build collegiality.

Teaching can often seem like an isolating profession. Creating opportunities for teachers to work together with their colleagues and build collegiality can reduce this sense of isolation and lead to better job satisfaction.

K-12 leaders can do this by connecting teachers within PLCs; giving them time for collaborative planning within or across departments; and establishing opportunities to get to know each other and build relationships in staff meetings and events.

Empower teachers with tools for success.

To be successful, teachers not only need the right skills. They also need high-quality curriculum materials, apps, and programs that empower them to do their jobs more effectively.

For instance, a high-quality classroom management platform can make teachers’ jobs simpler by helping them deliver instruction seamlessly. With the right classroom management platform, teachers can easily share their screen with students, highlight exemplary student work, keep students focused and on task, and even communicate with students privately if they need additional help.

The right classroom tools can reduce the complexity that teachers face in teaching with technology, making their jobs less stressful and helping them to be more effective.

Reducing the stress that teachers face is critical in helping them achieve success and improving staff retention. Although this is a complex problem that will require a system-wide approach to solving it, these five strategies are a good place for K-12 leaders to start.

Key points:

• The practical constraints on teachers’ time present a significant obstacle to the wider adoption of team teaching
• To make team teaching viable, we need innovations that can dissolve these practical constraints and facilitate efficient and sustainable collaboration within existing cost structures
• See related article: Teacher burnout persists, but solutions are emerging
• For more news on teacher burnout, visit eSN’s SEL & Well-Being page

Teacher burnout is a real and growing challenge for US K–12 schools. Last year, school district leaders reported a 4 percent increase in teacher turnover according to a nationally representative survey from RAND. In some states like Louisiana and North Carolina, Chalkbeat found that total departures surged to more than 13 percent. This unsettling trend, coupled with the increasing pressures on those who remain, is a problem we can’t afford to ignore​.

For a number of years, I’ve been encouraged by one potential solution to this challenge: team teaching—in particular, the Opportunity Culture work by Public Impact found in hundreds of schools, or ASU’s Next Education Workforce initiative. I struggled as a first-year teacher, and I would have relished the opportunity to work side-by-side with more experienced teachers so I could observe their methods and have a second adult present to navigate difficult classroom situations.

Yet, despite the potential benefits of team teaching, it’s a practice that has struggled to gain widespread adoption, even though it’s been around for decades. Education historian Larry Cuban, in a blog post from a few years back, traced the ebb and flow of enthusiasm for team teaching from the 1950s to the 1970s. As Cuban suggests, team teaching has long been seen as the antidote to the inflexible, individualistic teaching within age-graded, self-contained classrooms. 

So, why hasn’t such a promising practice truly taken flight?

Time hinders team teaching 

In a recent article for Kappan, education historian David Labaree offers a compelling explanation for why conventional approaches to classroom instruction are hard to change. Labaree makes the case that “the most deeply entrenched school practices — the ones that have proven to be hardest to budge, like age-graded classrooms and teacher-centered instruction — strike a balance between what we want our schools to do and what those schools can realistically accomplish.” By implication, practices that struggle to gain traction—such as team teaching—fail because they don’t maintain this balance between goals and practical constraints.

This idea dovetails with some of Clayton Christensen’s observations about organizations in The Innovator’s Solution. Christensen posits that new organizations set out to assemble resources and processes in service of delivering envisioned value propositions. But in order for the organization to survive, the priorities that evolve within the organization to guide resource allocation decisions must ensure that any new innovations the organization considers pursuing will conform to its cost structure.

Drawing on the insights of these scholars, my sense is that team teaching doesn’t stick because it violates the practical constraints on teachers’ time. Many of the features of conventional schooling—like course sequences, credit hours, class rosters, bell schedules, and classrooms separated by walls—serve to reduce the need for coordination among teachers. They create buffers and predictable interfaces between different teachers’ classrooms by keeping classes compartmentalized and making the handoffs between classrooms clear. In contrast, because team teaching moves away from compartmentalized structures towards more fluid approaches, it demands more time for coordination. Then, when teachers are overwhelmed by their myriad responsibilities, attempts at collaborative teaching often regress into isolated teaching practices.

Potential solutions for team teaching 

Are there ways for team teaching to overcome these challenges? I believe so. But the only solutions with any hope of lasting will be those that can break the constraints on teachers’ time.

The most straightforward solution is to increase school funding so schools can hire more teachers to share the teaching workload. If US teachers were scheduled for fewer hours of teaching each day, in line with other countries like Australia, Denmark, and Japan, they could dedicate more time to coordinating with their colleagues.

But in the absence of additional funding, schools will need to explore innovative ways to make team teaching more efficient and sustainable within existing cost structures. Potential solutions could include optimizing master schedules using services such as Abl or Tegy and leveraging tools like Google Docs and Google Slides to facilitate more efficient collaboration. There’s also a major possibility that new generative AI could vastly streamline the time teachers spend on activities such as planning lessons, developing assignments, and grading—thereby freeing up more time to work in teams.

Will team teaching finally take off over the next decade with the help of organizations like Public Impact and ASU? Only time will tell. But any solution that can last will need to get to the heart of the problem: developing innovations that alleviate the practical constraints on teachers’ time as they try to manage the myriad responsibilities on their plates that crowd their schedules and crowd out collaboration.

This article originally appeared on the Christensen Institute’s blog and is reposted here with permission.

Key points:

• When students feel supported, they’re more likely to share their struggles
• Mental health partnerships can better support students and staff
• See related article: How to build relationships with students
• Get the latest news on student and staff well-being by visiting eSN’s SEL & Well-Being page

Belonging is a fundamental human need. We are all searching for a sense of connection with the people and places in our lives. Students and school staff are no different, so it’s crucial to ensure learning environments foster a sense of belonging.

When students have a strong sense of belonging, they are more likely to be engaged in school and to perform well academically. Unfortunately, new data shows that only 62 percent of high school students feel connected to others at school, and nearly one-third of students experience poor mental health.

In addition, the latest federal data found that 33 percent of school leaders noticed an uptick in violence amongst students and students experiencing anxiety and attention-deficit hyperactivity disorder over the last year–many attribute the increase to the pandemic and its lingering effects. There’s simply no time to waste; we must make our schools welcoming, safe spaces for students and staff alike.

Build trusting relationships with students to create a culture of belonging

Trust is the cornerstone of belonging. Students need us to be accessible, dependable, and trustworthy. When students trust us, they’ll be more willing to be honest about their struggles and help us stay in tune with what’s happening in the halls that we don’t see.

Celebrate student backgrounds and cultures

Celebrating cultures is more than just hosting an event; it’s about consistently honoring the ethnicity, background, and experiences of the students we serve. By recognizing the diverse backgrounds and cultural traditions of the school’s communities, we create avenues for students to share and celebrate their experiences openly.

Encouraging open dialogue and allowing students to lead discussions about their cultures fosters a climate of true inclusivity.  Celebrating and embracing students’ lived experiences greatly increases students’–and their family’s–feelings of belonging.

Engage the community as a partner

Schools that focus on belonging recognize the power of community engagement. For example, when a community member talks openly about a challenging topic, such as their family’s experience with substance abuse, it can create a sense of belonging and validation for students coping with a similar situation.  School advisory councils that involve students, families, and staff as decision-makers influence school operations and bridge the gap between students and their communities.

Empower school counselors through collaborative partnerships

Relationships take time to foster. Students need to be seen, and staff need the time to truly see them. When staff are overburdened, as many are nationwide, it hinders their ability to build meaningful relationships with students. And when a student needs care outside of the scope of school resources, staff are often tasked with finding the care they need. On average, it takes up to 60 phone calls to connect a student, family member, or staff member to the proper mental health resources.

That’s where partners providing mental health care coordination services come into play. Collaborations like this can alleviate the burden on school staff and save them countless hours of tedious work. What’s more, a third-party partner can also provide mental health support to school staff. School staff are the backbone of a school community, and their mental health and well-being are essential to a thriving school culture.

After a prolonged period of disconnection, building strong relationships is more important than ever. Dr. Bruce Perry, in his book The Boy Who Was Raised As a Dog: And Other Stories from a Child Psychiatrist’s Notebook says, “Relationships are the agents of change and the most powerful therapy is human love. People, not programs, change people.” As you reflect on the practices in your school community, remember that the trusting relationships we cultivate with students and staff members are the most powerful tool we have to create the sense of belonging.

About Sarah Mathew

Key points:

• SEL is critical for students, and it should be a key part of before- and after-school programs
• SEL should be embedded throughout every program, starting with students’ arrival
• See related article: It’s critical to promote mental health supports at the start of the school year

Incorporating social and emotional learning (SEL) throughout the school day has risen in popularity over the last few years, especially to counteract the increasing rates of anxiety and depression in students since the COVID-19 pandemic. Lost in the discussion, however, is the importance of before- and after-school programs–the bookends of the school day. 

These before- and after-school programs dedicate a significant amount of time to activities that can help students develop social-emotional skills. In fact, a 2021 survey of program providers found that in addition to academic enrichment, 86 percent of programs give young people the time to interact with their peers and build social skills. Plus, students themselves report that 80 percent of the programs give the students time to talk with peers and adults about how they’re feeling. Yet, staff may not approach every interaction with intention to foster social and emotional growth.

Before- and after-school programs offer critical support, including caring and supportive mentors, as well as safe spaces where students build confidence and a sense of belonging. They also provide opportunities to work collaboratively, problem solve, and think critically. SEL skills are not separate from those activities–SEL is not sprinkled on the cupcake; it’s part of the cupcake. Before- and after-school programs must make every interaction more intentional to complement classroom learning.

These programs help children develop strong social skills, gain self-control and confidence, improve work habits and grades, and build healthy relationships with peers–all the things we want young people to have to be successful. But to ensure that these programs are set up for success, there are two essential questions every program coordinator should ask: “How well do I know my students?” and “How can I ensure my program meets their needs?” 

Running an effective program

SEL should be embedded throughout every program, starting with students’ arrival. How do you greet students when they show up? When a student hears a caring adult say their name, it instills a sense of belonging, supporting self-awareness.  

An overview of the schedule at the beginning of the program is important. Kids need to learn how to self-manage and regulate their emotions. For a young person who is excited for the craft part of the program, understanding what else is on the agenda is key to them mastering the skills of self-management and self-awareness.

The actual activity is when the rubber meets the road. As program directors and administrators, we need to analyze the activities–how much time are they alone, in small groups and in large groups. It is important to outline the program activities so students have an opportunity to participate in all three options and balance between them. As students develop, they must know how to interact at all three levels. If you find that some students don’t perform in large groups, you may have to reevaluate how well you know your students. For example, if behavior problems spike when you do large groups, maybe the answer is that you have too many students in these groups.

Finally, do you have a clearly defined dismissal policy? This is an ideal opportunity to introduce students to social awareness. When your program has an established system of welcoming and dismissing students, it demonstrates consistency. It also helps young people see how their individual behavior fits into the overall success of the program. This is a key component of social awareness, where students understand how they fit into the larger community in various ways. Additionally, it’s a way to model other ways they use social awareness for example while leaving a store or restaurant. It’s a reminder that the SEL skills developed in school are useful in all aspects of life.

For students, SEL is not just limited to the classroom. Before- and after-school programs play an equally important role. With every interaction between staff and students, these bookends to students’ days provide the opportunities to hone these competencies and grow, if there is consistency and intention in programs’ approach.

Key points:

• Students’ mental health concerns are at an all-time high–but access to resources is severely lacking
• Equitable access to mental health resources drives academic performance and success
• See related article: Effective SEL instruction isn’t possible without this key element

Kids are facing a crisis unlike anything the U.S. has ever seen as young people face staggering rates of anxiety, depression and suicide. While there isn’t one clear cause as to why this is the case—there has been a lot of unrest over the past several years—it’s essential that our systemic approach to mental health support shifts with these unprecedented times.

Equity gaps often prevent youths from accessing the care they need. It’s been reported that even before COVID-19, 1 in 5 children had a treatable mental health diagnosis but only about 20 percent received care from a provider. For many young people, living without addressing these underlying mental health challenges transcends into other areas of their lives—including academics and social behavior. These critical services must be accessible where kids spend the majority of their time: school. 

The National School Lunch Program was established in the 1940’s to combat hunger and improve childhood nutrition by ensuring that every child who needed meals could have them at school. Declining mental health is the national health crisis of this generation and our schools must act.

Our public schools are uniquely positioned to solve three major equity gaps in youth mental health: financial barriers, cultural barriers, and geographical access to care amid a shortage of mental health professionals. Schools can unlock the potential of young people, of all backgrounds, when they have equal access to the resources they desperately need.

Reaching geographical resource deserts

Mental health resource “deserts” in certain rural areas of the country make it difficult for young people to access care. In fact, an astounding 75 percent of rural counties across the country have no mental health providers or fewer than 50 per 100,000 people. The lack of funding and presence of care providers, paired with the national drought of mental health professionals, has only worsened youth complications as many are unable to address issues before they lead to more severe, life-threatening events. 

Thousands of school districts have addressed this by leveraging technology to improve access to qualified mental health professionals through teletherapy. It allows thousands of students per year–with all kinds of needs backgrounds–to more easily access culturally relevant and experienced clinicians that can help each student based on their unique needs. It also allows them to meet whenever and wherever is most convenient, and have a program that’s designed specifically for them.

Making care affordable for families

During this time of economic turbulence, many parents have lost their jobs (six million Americans were unemployed as of June 2023), forcing them to live on a tighter budget. There are a rising number of families who are living without health insurance and the high out-of-pocket costs of therapy often prevents families from seeking out services.

Schools have helped to play a major role in overcoming financial barriers and supporting affordability for families to access mental health support. However, heightened demand has surpassed what most schools are able to handle and in-school teams, like school counselors, are dwindling. And, with so many counselors leaving their positions, those remaining have increasingly limited bandwidth and are forced to direct their attention towards the most severe crises. This often leaves kids with mild to moderate needs without adequate support. In order to fulfill the needs, schools must integrate outside mental health services.

Adapting for cultural intersectionalities

Student populations are more diverse than ever, with families accustomed to different cultural and social norms. Some cultures are more open or communicative about mental health while others aren’t comfortable discussing these topics at home—which perpetuates the stigma around mental health. This stigma still remains a major barrier for youths to receive or seek out care. Over half (52 percent) of educators say that students and/or their families are not asking for help because of the stigma associated with mental health problems. 

Schools can help families overcome this by incorporating inclusive, culturally competent care and mental health education within their programs. With more knowledge around mental health care, families can better identify, understand and respond to the unique needs of their child. For families where existing stigmas are a challenge, young people often benefit from seeing clinicians who can relate to their diverse backgrounds. This can be especially impactful for students who identify as BIPOC, LGBTQ+, low income, live in rural areas, are experiencing homelessness, and/or come from immigrant households. For families who’ve sought care, nearly half have cited difficulty in finding a therapist that their child can relate to. Schools that work with outside mental health professionals can match students with a therapist who has personal experience or expertise in the diverse communities that make up their students’ backgrounds, as well as knowledge of the common mental health stigmas these students may face from either their community or family.

Looking ahead

A student’s learning behavior is inextricably linked to their mental well-being. When individuals are experiencing higher levels of stress or anxiety, it can reflect negatively in their ability to focus or retain information. Equitable access to mental health resources drives academic performance and success—giving all students an opportunity to access the care that they may so desperately need. By adapting to the diverse needs of today’s youth, our schools can—and will—make a significant impact in combating what U.S. Surgeon General Dr. Vivek Murthy, has declared the “defining public health crisis of our time,” and help an entire generation of students be more successful in school and life.

Related: It’s critical to promote mental health supports at the start of the school year

Key points:

• Relationships are critical to students’ future success
• Schools play an integral role in facilitating relationship-building
• See related article: 10 things schools need to do to build students’ networks

The research is clear: Connections are game changers in helping young people from low-income households achieve upward economic mobility later in life.

The critical role that relationships play in the opportunity equation was well-documented in political scientist Robert Putnam’s 2015 book, Our Kids. Putnam’s argument was further confirmed in recent, large-scale research by Harvard economist Raj Chetty and his team at Opportunity Insights, who mined 21 billion data points from de-identified Facebook data to discover that cross-class connections were a leading predictor of upward mobility in adulthood. The analysis also offered school-level data charting “economic connectedness”–or lack thereof–within individual high schools and colleges across the country.

What can school systems do with this research? At face value, deeper economic integration across and within schools is a must.

But residential economic segregation is endemic–in fact, in large school districts, economic segregation has increased 47 percent since 1991. At the same time, Chetty’s research suggests that integration alone is not enough. Forging connection requires deliberate steps to overcome “friending bias” that can strain connecting across lines of difference.

In other words, hope is not a strategy. But it doesn’t have to be.

Technological advances in recent decades mean that we don’t have to let history repeat itself, even as segregation persists. Alongside critical, ongoing efforts to integrate schools, education systems can turn to technology tools for forging new relationships across economic divides. What might that look like in practice?

For one student in the Bronx, NY named Daniel, a single relationship–maintained in large part through virtual check-ins–radically expanded his sense of what was possible. Daniel, who would be the first in his family to go to college, hoped to become a software engineer. He was matched with a volunteer mentor, Munim, through the nonprofit iMentor. iMentor, along with a growing supply of online and virtual college access programs, provides a platform and curriculum that blends virtual and face-to-face mentoring.

When he began the program, Daniel expected to go to a local college and live at home. But in their online weekly and once monthly in-person check-ins, Munim saw how talented he was. As they talked about his future, Munim urged Daniel to apply to very selective schools—schools that Daniel hadn’t known about or hadn’t thought were realistic options. With Munim’s support during the college application process, Daniel was accepted to Williams College.

Daniel’s experience provides a powerful, yet singular, snapshot of what just one supportive relationship can offer to help a young person realize their academic and career potential. Today, far more of these stories are possible with technology that enables students’ access to supports by eradicating all-too-common geographic or time constraints.

Scaling these experiences to ensure that Daniel’s journey becomes not just an outlier but common practice for countless other students requires a deep understanding not just of what edtech tools to use, but how to use them effectively.   

5 strategies to successfully scale edtech that connects

First, tech shouldn’t offer connections at random; decades of research confirms that similarity breeds trust. Matching algorithms like iMentors’ pair mentors and mentees based on shared interests; in the case of Daniel and Munim, that was a mutual enthusiasm for video games and coding.

Second, tech should foster authentic sharing and reciprocity by spurring conversations. For example, iMentor’s curriculum provides recommendations and specific prompts for what each party should be sharing and doing at each point in its scope and sequence. Other organizations, like Matriculate, recruit virtual coaches who are current college students–just a few years ahead of current high schoolers–in an effort to lend authenticity and credibility to conversations.

Third, online and blended connections should be supported at every step by a trained professional whose express goal is to help foster this connection. For example, the platform iCouldBe, which fosters year-long relationships between students and virtual mentors offers dedicated full-time staff who track and support those connections and intervene if engagement wanes.

Fourth, to reap the greatest benefits, schools should position tech to power lasting connections, rather than fleeting interactions. Repeated and supported interactions build trust; in turn, mentors like Munim can offer myriad resources at different points in time, attuned to their mentees interests and future possibilities. In the case of iMentor, mentors and mentees devote an entire year to building a relationship before mentees make big decisions about their lives in 12th grade.

Fifth, AI tools should wrap around relationships, not replace them. Enterprise tools like ChatGPT and tech tools like Mainstay are already proving that AI can multiply the resources, like information and guidance, at students’ disposal. Yet, research underscores that student relationships are still a critical component in connecting them to opportunities. After all, their findings highlighted the outsized role of social capital amidst the rise of the internet. That suggests that while the internet can provide people with information about the doors and pathways to opportunity, it’s people that open those doors.

Those five investments might sound labor intensive, but the benefits of infrastructure, supports, and taking the long view are well worth it. In the case of iMentor, for example, mentees are 1.5x more likely to enroll in college, and nearly twice as likely to graduate from college as students at peer schools. Without the strategic application of technology, this process of cultivating mentoring relationships for thousands of students each year would be unfeasible, consuming excessive school time and personnel resources.

Expanding the frontier for edtech that connects

There’s a growing stock of technology platforms optimized for authentic human connection, demonstrating unprecedented scale and flexibility in helping people who otherwise might not meet to forge meaningful connections. For example, organizations like Student Success Agency and Beyond 12 are scaling access to virtual “near peers”–those a few steps ahead in age or experience–to coach students into and through postsecondary institutions.

Other tools are fostering conversations among peers across the globe. Soliya, a virtual exchange program, has honed an ability to host online dialogues where participants— mostly university students—discuss often divisive political and social issues with the support of a trained facilitator (many of whom are program alums). Still other companies, like MentorSpaces and Candoor, are designed to help young professionals from historically underrepresented backgrounds have conversations with more seasoned professionals “in the know” who can lend valuable advice and job referrals.

Tools like these amount to a rapidly expanding frontier in edtech that reflect what research is pointing schools toward: benefits abound by powering youth connections to coaches, industry professionals, and peers from a wide array of backgrounds. For schools serving students growing up in poverty, these connections pave a path to economic opportunity in the face of stubborn economic segregation.

Daniel recently graduated from Williams with a BA in math and computer science, and now works as a software engineer for a major financial services company. Munim was able to support Daniel at a critical juncture in his journey. “It was my job to help him bridge his success from high school into college,” Munim said. Looking back, Daniel credits his relationship with Munim with pushing him out of his comfort zone—both in the college application process and in life—to cross a bridge he never knew existed.

These are the very bridges schools need to start building.

Related: 5 steps to build and strengthen students’ networks

Key points:

• Educators report seeing positive impacts from technology integration and anticipate more AI use
• More teachers have been able to devote direct attention to students’ needs
• See related article: 5 ways AI can help teachers in the classroom
• Everything You Need To Know About AI In Education

Teachers have expressed “cautious optimism” around the use of generative AI in K-12 classrooms, and many more plan to integrate AI tools into their instruction this school year, according to part one of the 2023 Educator Confidence Report from learning technology company HMH. 

Outlook on Teaching and AI, the first of three focused reports to be released over the course of the back-to-school season, found an improvement in both educator confidence in the K-12 education industry and sentiment toward the state of the teaching profession, offering some early signs of stabilization. The Educator Confidence Report series reveals findings from HMH’s annual barometer for how educators in schools across the country are feeling about the state of teaching and learning.

In a special section dedicated to new technology, teachers expressed cautious optimism regarding the use of generative AI in K-12 classrooms. While only 10 percent of educators reported using generative AI in their classrooms during the 2022-23 school, 38 percent expect to adopt AI tools in the upcoming 2023-24 year and 57 percent feel that AI tools should be harnessed positively. 

State of the profession: Signs of hope

This year, the report’s Educator Confidence Index, a measure of overall confidence (out of 100), increased slightly to 42.0 from 40.0 in 2022, showing a small improvement from last year – a hopeful sign of potential stabilization following what has been a challenging period for educators.

While many educators still feel negatively about the profession coming out of the pandemic, optimism is growing in key areas. Post-pandemic, educators identified several bright spots, including the use of digital platforms to improve student engagement (31 percent in 2023 v. 14 percent in 2019) and increased attention to the social and emotional needs of students (50 percent in 2023 v. 33 percent in 2019).

Educators feel there is more to be done to improve the profession; such improvements include raising salaries and continuing to support both student and teacher well-being. These areas will be explored in more detail in subsequent reports to be released by HMH this fall.  

A spotlight on generative AI: Cautious optimism

With generative AI emerging throughout all areas of society as a potentially disruptive force, this first report dives deeper into educator sentiment toward the tool. Although edtech has become the norm in classrooms across the country, generative AI presents a new and unfamiliar landscape for many.

In fact, less than 20 percent of educators say they feel equipped to use tools like ChatGPT in their classroom or school. However, more than half of the educators surveyed (57 percent) agreed that generative AI is inevitable and should be harnessed positively in the classroom, with students taught to use the tools ethically. More than half (58 percent) of educators noted that they would be interested in professional development and coaching around classroom AI.

While the majority of educators (90 percent) are not yet actively integrating AI in their classrooms, the early adopters of AI (10 percent) are eager for more. For those who did use it, 74 percent said they expect to increase usage this coming school year. And 41 percent of all educators agreed that AI tools had potential to be used as personalized tutors for students. 

Finally, although responses around how helpful AI-generated content is as part of curriculum specifically were mixed, there was interest in AI as a support for educator workflow. When asked for which activities AI-generated content could accelerate achievement, 51 percent said AI could support worksheet creation, 48 percent noted assistance with lesson plans and 41 percent said ideating on writing prompts.

“It’s encouraging to see that educators are beginning to transition out of survival mode and toward regaining confidence in their profession. We hope that last year was the low point, and that we are turning the corner,” said Francie Alexander, Senior Vice president, Research at HMH. “Connection has always been key for educators, and we will continue to focus on helping teachers collaborate with one another and strengthen relationships between themselves and their students’ families.”

This fall, HMH will release Part 2 and Part 3 of the Educator Confidence Report to further expand upon educators’ thoughts on key topics impacting the profession. Download the full Part 1: Outlook on Teaching & AI report here.

“As we embark on a new school year, we are entering an exciting and pivotal moment in the evolution of edtech,” said Jack Lynch, CEO, HMH. “As educator confidence rises, I am heartened to see that teachers are eager to learn more about generative AI’s potential and to harness its benefits. At HMH, we remain focused on applying technology with purpose to save educators time and create more space for the human connections that accelerate learning outcomes.” 

Research was conducted between May and June of 2023 in partnership with MarketCast and surveyed 1,000 K-12 classroom teachers and 200+ administrators.

This press release originally appeared online.

Related:
Teachers are surprise AI champions
4 exciting ways AI is a game-changer for teachers

Key points:

• Nobody ever said teaching is easy, but it’s harder than ever
• Strategies such as responsive leadership and a positive school culture could help alleviate teacher burnout
• See related article: This key strategy can help boost teacher well-being immediately

The American Federation of Teachers teamed up with Educators Thriving for a yearlong study culminating in a new report, “Beyond Burnout,” which details practical, research-based solutions to improve the chronic levels of stress and burnout that are plaguing teachers and support staff in K-12 schools and contributing widespread teacher shortages.

The report highlights the numerous challenges facing educators and proposes a slate of strategies and solutions to address them, including several factors that reliably predict educator well-being: responsive leadership and supportive culture, acceptance, adaptability, personal well-being, and a professional-growth orientation. The report includes a survey tool—generated by educators—that more accurately defines and gauges educator well-being.

At the core of these solutions is a call for connection, collaboration, and commitment from leaders to support the well-being of educators so that they can, in turn, support their students.

“Teaching has never been an easy job, but today it’s harder than ever—and this profession needs support and respect if we have any chance of recruiting and retaining good folks to meet kids’ needs,” said AFT President Randi Weingarten. “Burnout is real: This report contains core strategies to address burnout and in so doing helps deter teachers and school staff from leaving the profession and the students they love.”

The report explains that to better support and retain educators, school systems need to implement immediate relief coupled with systemwide changes. Specific strategies and solutions to teacher burnout include:

• Developing increasingly responsive school-site leadership
• Cultivating supportive school staff culture
• Offering professional development related to cultivating and sustaining personal well-being

The AFT and Educators Thriving engaged more than 220 educators as they learned about, practiced with, and applied strategies empirically proven to increase personal well-being. Ninety-two percent of participants agreed the program made their job feel more sustainable, and 94 percent agreed it helped improve their well-being. Participants also reported statistically significant reductions in emotional exhaustion—a leading indicator of burnout.

As Leslie Blatteau, president of the New Haven Federation of Teachers, shared, “It is hard to put yourself first. We really do need direct instruction as educators to be reminded how to take care of ourselves so that we can take care of our students—and be willing to come back the next year.”

“Educators play a crucial role in the lives of our next generation. When educators are well-supported, they provide even better learning experiences for their students,” added Weingarten. “But they face stress every day, whether it’s helping students who exhibit signs of distress, dealing with the nonstop paperwork and administrative tasks, or facing the ongoing culture wars that are injecting politics into their classrooms, which can make it impossible to do their jobs.

“It doesn’t have to be that way. By prioritizing educator well-being and collaboration, as we’ve seen in places like the ABC Unified School District in California and White Bear Lake Area Schools in Minnesota, schools can create an environment that fosters growth, resilience and, ultimately, better teaching and learning conditions for everyone.

The report is a key plank in the AFT’s $5 million, yearlong Real Solutions for Kids and Communities campaign, which aims to secure the supports educators need to address learning loss, loneliness and literacy challenges. As the report explains: “Because there is an inextricable link between staffing, educator well-being and student learning, it is imperative to improve the well-being of teachers and prevent burnout.”

Tyler Hester, founder of Educators Thriving, said: “We can—and must—change the way we support educators. Until now, there has been strong consensus about what ‘burnout’ means but no unifying definition of educator ‘well-being.’ With a newly defined North Star, articulated by AFT members across the country, the conversation can move beyond burnout and toward clear, actionable strategies to measure and improve well-being. We can supplement professional development with personal development. And we can equip systems with the data they need to make sure every educator reaches closer to the heights of their potential.”

This press release originally appeared online.

Key points:

• In-school bullying is a persistent and problematic issue for students–particularly for students with disabilities
• Now, online professional development curriculum can help educators respond to and prevent bullying in school
• See related article: 5 ways bullying changed during the pandemic

Students with disabilities are often bullied and socially excluded in school at a far greater rate than their classmates. To help teachers recognize, respond to and prevent bullying toward these students, researchers at the University of Missouri collaborated to develop an evidence-based, online professional development curriculum.

The curriculum highlights the value of teachers building a strong rapport with their students, noticing changes in student behavior as potential warning signs, incorporating social skills and communication skills into classroom learning objectives, as well as practicing behavior-specific praise in a way that showcases students’ strengths and encourages collaboration with peers.

While the online curriculum has recently been successfully received and implemented by 200 elementary school teachers in a pilot study in the southeastern region of the United States, the researchers hope that, with additional federal funding, the online curriculum can be soon accessed by teachers nationwide.

“Teachers often tell us they don’t feel prepared to address bullying issues at school, especially those complicated cases involving at-risk youth or kids with disabilities,” said Chad Rose, an associate professor in the MU College of Education and Human Development. “Students with disabilities often get bullied more than their peers without a disability. For example, kids with a stutter or kids that may walk or talk differently than their neurotypical peers often get mimicked, which could actually be a violation of federal civil rights laws related to disability-based harassment.”

Given the busy schedules of teachers, Rose and colleagues created an evidence-based online curriculum that can be completed in four hours, compared to most bullying-related professional development courses that take place in-person for a full day and don’t always include evidence-based information. The trainings are broken up into different modules, covering how to recognize and respond to bullying, as well as overall strategies to improve classroom climates in a way that reduce or prevent bullying in the first place.

“In the diverse public school district where we piloted this program, the teachers found it enjoyable and relevant. It increased their knowledge in bullying prevention, and it increased their willingness to intervene when they see bullying happening,” Rose said. “One of the easiest, fastest, simplest and most effective things teachers can do is implement social and communication skills as a learning objective into their already-made lesson plans. Instead of just teaching students math or science, tell them you will be monitoring how well they interact with one another.”

Rose encourages teachers to walk around their classroom and praise students who are having positive interactions with others.

“The two biggest predictors of bullying I have seen throughout my career are deficits in social and communication skills,” Rose said. “If we can improve those two areas, not only will the bullying decrease, but the confidence students have in themselves will increase. That sets them up for success regardless of what they go on to do in their lives.”

Rose explained that students with disabilities are often socially excluded by their peers for being “different” at a much higher rate than other students. In a 2022 study, Rose found that social exclusion is a far more common form of bullying than physical or verbal aggression.

“Imagine trying to learn algebra if you are more focused on if the kid sitting next to you even likes you in the first place,” Rose said. “We don’t all have to be best friends, but we need to be friendly to everyone.”

Rose added that for students who are bullied most often, he encourages them, depending on the situation, to know when to be assertive and to stand up for one’s values system, know when to walk away from a situation, as well as know who to tell if the environment seems unsafe.

“From the students’ perspective, self-advocacy, self-determination, goal setting and knowing how to be assertive without being aggressive is key,” Rose said. “From the teachers’ perspective, we want them to highlight students’ strengths in front of the entire class so that others start to perceive them differently. Some students tend to focus on what makes someone different, but if teachers can give behavior-specific praise when they see good things happening, it can improve the way students look at themselves.”

Rose is the director of the Mizzou Ed Bully Prevention Lab and has been researching bullying prevention for 18 years. He became interested in the topic during his first job out of college as a high school special education teacher working with at-risk youth.

“I want to help the kids who go to bed thinking about what they don’t like about themselves,” Rose said. “If I can help them feel better about themselves by emphasizing what makes them great, that is my ultimate goal.”

Future plans include incorporating bullying “office hours” into the online curriculum so that teachers can reach out to Rose, his collaborators, and their team of bully prevention coaches about specific case studies they may be dealing with in real time.

“Development of online professional development for teachers: Understanding, recognizing, and responding to bullying for students with disabilities” was recently published in Education and Urban Society. Funding was provided by the U.S. Department of Education’s Institute of Education Sciences.

Editor’s note: Rose collaborated with Dorothy L. Espelage from the University of North Carolina – Chapel Hill on the study. Other authors on the study include Anjali Forber-Pratt, Katherine A. Graves, Rachel A. Hanebutt, America El Sheikh, Ashley Woolweaver, Tracey Kenyon Milarsky, Katherine M. Ingram, Luz Robinson, Angelica M. Gomez, Pam K. Chalfant, Christine Salama and Phil Poekert.

Related: How my 5th graders are taking a stand against bullying

Key points:

• The new school year is a perfect time to remind students and teachers to take care of their mental health
• School leaders should incorporate mental health into teacher training and into the student curriculum
• See related article: This key strategy can help boost teacher well-being immediately

As the new academic year approaches, it’s crucial to pay attention to an aspect of school life that often doesn’t feature prominently in back-to-school prep: mental health. For both educators and students, safeguarding mental health is important to promoting a positive, supportive, and successful educational environment.

Anxiety, stress, and uncertainty can permeate the school atmosphere at the beginning of the year. Teachers might face pressures from lesson planning, meeting new students, or adjusting to changes in curriculum. Students often grapple with academic pressures, extracurricular activities, social dynamics, and the transition from lazy days spent playing on devices to the more structured school day. These collective stressors necessitate an emphasis on mental health support.

The start of the year is an opportune time to establish a proactive mental health strategy. Administrators can incorporate mental health support into teacher training programs, allowing educators to identify signs of stress in themselves and their students. Workshops focusing on coping mechanisms, stress management, and resilience can provide invaluable tools for teachers to employ in their classrooms. Arming teachers with these resources will provide much needed support and normalize talking about mental health in schools at all levels.

For students, integrating mental health education into the curriculum can create an environment that encourages open conversation about mental health struggles and reduces the associated stigma. Providing students with resources like access to counselors, peer support groups, and mindfulness activities can also aid in their mental well-being.

Active engagement from all stakeholders–administrators, teachers, students, and parents–is essential in fostering a mentally healthy school community. Promoting mental health is not solely about managing crises, but also about fostering empathy, and cultivating a supportive, nurturing educational environment.

To prepare for mental health-related issues, I suggest educators engage in intentional check-ins with every student. These check-ins can range from high-fives to more relational dialogues that show the student that they are noticed. Allowing students to share can be a crucial component to fostering a healthy environment. Establishing these connections can also help foster deeper links between students and teachers that will span the year and create a safe working environment.

Additionally, communication with parents is vital. Teachers should encourage families to share any struggles their children might be experiencing. A simple heads up from a parent that their child is struggling can help teachers better understand and support their students. This open dialogue can also help identify students who may need further resources or support. Families can play a large role in their child’s success by being proactive through informative communication.

For students feeling anxious about returning to the classroom, it’s important they know they’re not alone. An open conversation about the reality of their fears, along with normalizing their experiences, will help to diffuse the intensity of their emotions.

Discussing executive functioning skills can also help them to reintegrate and adjust with a greater sense of ease. Reminding students of coping strategies such as plenty of sleep each night, eating a diet low in refined sugars, connecting with friends or trusted adults, getting plenty of exercise, and engaging in alone time to recharge can provide a reprieve from high-pressure situations. It comes down to self-care and healthy habits. From leadership to students, a healthy culture can be a game-changer to kick off a great year.

For the 2023-2024 school year, let’s ensure we’re not just equipping our teachers and students with the academic tools they need to succeed, but also the mental health resources necessary to support their overall well-being. As the focus on mental health in America’s classrooms deepens, instilling open-door policies for support as well as over-communicating available resources will enhance student and staff engagement, retention, and overall well-being.

Related:
Effective SEL instruction isn’t possible without this key element
Creativity in the classroom reduces burnout and improves well-being
New initiative targets online students’ mental health

Key points:

• Showing up for your students in small ways every day can have a huge impact
• Students are learning from their teachers all the time–reaching out in thoughtful ways does wonders
• See related article: Balancing high expectations with relationship building to boost engagement

Throughout my career, I’ve held many titles. I’ve been a reading specialist, a special education teacher, and an English teacher, among others. No matter what my job was called, one of the most important things I did every day was to try to build relationships with students. Especially since the pandemic, teachers have been encouraged to build rapport with their students as schools have placed greater focus on social and emotional learning (SEL).

Students with disabilities often require more frequent check-ins. Whether it’s because they need reassurance that they are doing their work correctly, have a tendency to drift off track, or just need an extra pat on the back here and there, the connection is important to their success.

While their individualized education plans (IEPs) will often spell this out explicitly, I have found that these lighter, more frequent touchpoints are a great way to build relationships with students–trusting, supportive relationships regardless of their abilities. Here’s how it works:

Getting to know your students

Take some time at the beginning of the year to get to know your students, and don’t be afraid to let them get to know you.

Students who struggle with disabilities, especially in high school, have been struggling for a long time, and it’s still really hard. It’s not from lack of intervention or effort on their part. They have some challenge that interferes with how they learn, and that makes school difficult. They’ve been trying their best for years, and it hasn’t gotten them out of special reading classes or eliminated their need for an IEP. Sometimes that can make students seem unmotivated or uninterested in trying their hardest.

Instead of just going through the motions and giving them a “get to know you” survey, give them a little bit of yourself. Tell them about a way that you struggled in school. When I was in school, I wasn’t particularly quick at picking up new math concepts or doing mental math.  I required numerous examples and always used scratch paper.  When I went to college, I found that I had to make adjustments to my note taking and studying time in order to transition to the additional rigor. I can’t be in their shoes. I don’t have a disability, but I can relate because I was a kid too, and school wasn’t always so easy.

Building rapport through quick, positive check-ins

In addition to sharing stories of your own challenges, showing up for your students in small ways every day can have a huge impact.

Every year I have a handful of students who have trouble getting motivated at the beginning of the day. We can’t all be morning people! A number of years ago I began using an app, Remind, that lets me send text messages without knowing my students’ phone numbers or revealing my own. I gave students the option to opt in and created a texting group that I called “Early Risers.”

Each day at 7:00 AM I would send out an inspirational quote or other message to the group to help get them started. On Monday, it might be as simple as, “I know you’ve had a long weekend, but let’s get this week started off strong!” I could schedule the texts ahead of time, too, so I could set up messages for the upcoming week all at once. These could be simple reminders such as “we are in the library” or “don’t forget that your paper is due.”

Text messaging is a nice way to let students know you’re thinking about them, and if you use a service that lets you schedule them, you can become a brief, positive presence in their lives when they need support most. That’s true even if it’s early in the morning when they are struggling to wake up and you’re flying around getting ready for the day.

Text messages can also be a great way to follow up with students if you missed an opportunity to congratulate them on a great job during class. Some days I have a million things going on and it feels like I’m making one decision after another. At times like that, I will sometimes have a delayed reaction and realize after my students leave, “Wow, they did a great job today and I didn’t say anything about it.” With text messaging, it’s easy to send out a note that says, “You all worked really hard today! Have a great weekend!”

It’s important not to send too many texts and to make sure the texts aren’t stressful. As teachers, our students are always on our minds, so I find that every time I pick up something to read or sit down to watch a TV program, I see something relevant to class and feel the urge to send a note. It’s nice to be able to send them out on the weekends or evenings, but if you do that too often, students may begin to feel like they are never able to escape school. I make sure not to overwhelm them with the number of texts I send, and I make sure that most of them are not about stressful things like homework.

At the end of the year when I receive feedback from students, they always talk about how much they like the text messages. They often seem a little surprised to receive them, even though they signed up for them.

Sometimes students’ families will want to get into the group texts to see what they are all about and I’m happy to add them. Remind lets me set up as many groups as I like. I think with younger students in particular, family groups would be useful, but I have only used it to communicate directly with students and let their families join those groups if they are interested.

How connecting and building relationships with students pays off

Many years ago, Brett Kopf, cofounder and board member of Remind, was a student of mine. I met him when he was a sophomore. I’m still friends with Brett, and I even keep in touch with his mom after all these years!

Having that family support as a teacher is incredibly important. When a student’s family is behind the relationship they develop with their teacher, it’s so much easier to support their student as they prepare to do amazing things in the world.

No matter how hard you work to build a relationship with students, they aren’t all going to go on to start companies that will find their way into your classroom or even keep in touch years later. But if they see you trying every day, it will have an impact.

A few years ago, I had a strong student who was conscientious about turning everything in on time. She happened to be in a class with many students who often needed support with motivation. During Teacher Appreciation Week, she gave me a thank you note that told me that even though some students didn’t always pay attention, she appreciated that I tried every single day.

Students are learning from their teachers all the time, even when we aren’t trying to teach or interact with them directly. Keep reaching out to students in small ways, every single day. You never know who you’ll reach.

Related: How I build relationships with students using instructional audio

Key points:

• Teacher burnout still permeates nearly every aspect of education
• Teachers who integrated creativity into the curricula reported lower levels of burnout and stress for themselves and their students
• See related article: This key strategy can help boost teacher well-being immediately

This article originally appeared on Adobe’s blog and is reposted here with permission.

Teacher burnout is, unfortunately, not a new phenomenon. Even 15 years ago, when I was teaching middle and high school, it was always a question of when (not if) my colleagues and I would reach burnout towards the end of the year. On a good year, with ideal conditions, some teachers would make it until around April. But, of course, we always looked out for teachers who showed signs of burnout as early as mid-year.

But since the global pandemic and its total disruption of the education system, burnout is no longer seasonal but an ever-present state for many teachers. And even with the return to in-person learning, we’re still seeing how deeply teacher burnout impacts every aspect of the classroom — from academic outcomes, to teacher and student well-being, to staffing shortages and educators leaving the profession.

But with a new school year starting this fall, how can this year be an improvement from the last? What can we learn from teachers who seemed to fare better last year so that educators and school leaders can deploy the right programs and strategies to increase teacher and student well-being and capacity?

Insights on burnout and well-being from K12 educators

To help us answer these questions, the Adobe for Education team partnered with Advanis to survey K-12 educators about their experience the past school year. We asked about their stress and burnout levels, the key causes, how their students are coping, and what personal or curricular activities most improved their well-being.*

Unsurprisingly, more than half reported experiencing burnout; among them, 79 percent noted how this sentiment has only increased over the past year. 66 percent shared feelings of total exhaustion, citing classroom management, low engagement, and student mental health as top concerns worsening their well-being. And “always-on” burnout is rising: 43 percent of educators feel exhausted most or all the time.

But one promising variable jumped out of the data: Teachers who practiced creativity or integrated creativity into the curricula reported lower levels of burnout and stress for themselves and their students.

Overwhelmingly, 95 percent of educators said that fostering creativity leads to better mental health and less stress for themselves and students alike. Of the respondents in our educator survey who used creative activities with their students this past year, 82 percent saw positive impacts on student well-being and engagement, contributing to teachers’ increased feelings of satisfaction and reduced burnout.

When it comes to academic outcomes, nearly all those “creative curriculum” educators also observed positive changes in their student’s learning and engagement, with half saying that it also significantly increased their personal enjoyment as a teacher.

So what did those creative activities look like, and how can they be implemented effectively? We’ve gathered these insights and top tips to share with educators and school leaders for this Back to School season to make it easy to adopt and implement these strategies and set the next school year up for success.

Cultivate classroom culture and connection with creativity

The culture of a class as a learning community is set in the first few weeks of school, even the first day. Will learning be independent or collaborative? Will lectures be sage on the stage or guide on the side? Will the class be a safe space to explore, take risks, make mistakes, and let students shine in multiple ways by bringing their authentic selves? Introducing a creative activity early on sets the stage for a learning culture committed to self-expression and well-being.

As one 5th-grade teacher shared: “Creative learning allows for stronger relationships to be built between the student and teacher, creating a more positive environment for both. It also gives me a break from direct instruction while the students are working, giving me time to appreciate their unique talents and creativity that I might not otherwise see.”

A key theme related to teacher burnout that this research highlighted was the heightened need for connection, especially after distance learning, when connecting with students over video, often with cameras turned off, felt impossible at times. “Being able to be creative and involved in creative activities with students gives me an opportunity to connect with them,” noted a high school library and media specialist in our study, which “makes me feel that I have made an impact on my school and students.”

Here are three short, creative challenges teachers in any subject or grade level could quickly introduce with Adobe Express in the first few days of class to set the right creative culture of connection. You can also explore all of Adobe for Education’s short creative challenges with monthly themes that align with the school year.

Creativity boosts engagement and reduces burnout

Of the 1,000 K-12 educators and school leaders we surveyed, the top benefit from creative activities was “greater student engagement,” as reported by 81 percent of respondents. “Creative and self-expression activities have increased the overall engagement of my students significantly, as they are excited to share their talents, interests, and methods that they, themselves, have found instrumental to their learning,” shared a high school teacher in our study.

They added that “when these activities are not only incorporated but encouraged, students take more ownership of their learning and can also see how creativity is not separate but included in the learning process.”

Decreased student engagement was one of the most immediate and apparent effects of remote learning after COVID, and the after-effects of that engagement drop are still felt in classrooms today and are evidenced in empirical research.

Behind that lower engagement is an awareness that students and youth, in general, are still struggling today in a way that traditional standards or rote curricula are not equipped to address fully. But creative activities in the classroom provide one possible anecdote to this phenomenon, as one K12 school counselor shared: “Creative endeavors in the classroom have changed my students’ attitudes and give motivation in a time where so many of them feel hopeless or that school is not important.”

This secondary benefit from student engagement was a sentiment noted by many teachers, and the impact was also felt by school administrators and leaders who support teachers. As one school administrator shared, “Any creative activity usually boosts student engagement and improves classroom behavior. This lowers my stress levels and helps me feel like I’m actually helping my students become their best selves.”

Another noteworthy result from this research centered on the impact of higher levels of student engagement from creativity activities on teachers’ mental health. As one high school science teacher observed, “Creative activities keep students engaged, which has a positive impact on me. When students are engaged and interested in learning, I spend less time trying to get them to work.”

School leaders should proactively provide creative well-being programs for educators

We found that fewer than half of educators proactively seek out resources to address burnout or support their mental health. With that in mind, there’s an important role school leaders can play in providing wellness activities designed to reduce teacher burnout. However, 65 percent of the educators we surveyed said their schools or districts failed to provide any form of staff wellness activities during the past school year.

And while we know creative activities and curricula can help, only 45 percent say they receive the tools they need to incorporate creative activities in the classroom. The lack of tools is due, in part, to the mistaken belief that staff wellness activities need to be time-consuming, resource-intensive, or challenging to implement.

This research shows micro-activities of creative expression throughout the school year can have a significant impact. Think 10-minute creative prompts at the beginning of a department meeting. Or 15-minute “creative challenges” at the beginning of a class each Friday or 30-minute “creative kickstarters” at the beginning of a new unit.

Commit to continued learning, creating, and support

These are just a few light-lift ways to use creativity to improve teacher and student well-being this year. The results of this research also align with the latest insights from the Adobe Foundation’s study with the National Alliance on Mental Illness (NAMI), which underscores the role of creativity as a pathway to support mental well-being.

Considering teacher well-being, which impacts their performance, student outcomes, and teacher retention, the impact of school leaders who champion creativity in the classroom can’t be overstated. As one middle school teacher in this study shared: “The impacts on my own mental health from using creative activities are obvious. There used to be days when I didn’t want to wake up and go to work. On the days when I use creative learning, I am excited to go to work.”

Many participants in our research shared that creative activities in the classroom reconnected them to the mission of education and why they chose the profession in the first place. “[Using creative activities in the classroom] makes you feel like your career is worth it, you feel relieved, it’s like a breath of fresh air,” shared one 6th-grade school social studies teacher.

Another middle school teacher shared that using creative activities in their curricula allows them to “see happiness within my students and to know they’re learning and having fun … I feel like my job is complete.”

And any leader — whether a leader in a school, business, or organization — shines when they enforce a sense of meaning and purpose in their team and staff, especially such a mission-driven group of professionals like educators. As one middle school visual and performing arts teacher in this study shared: “Helping students be creative is one of the things that inspired me to be a teacher, and I love watching students find creative outlets. It gives me purpose in my profession.”

To ensure a school-wide culture of creative teaching is cultivated this year, teachers and school leaders can draw on the support and inspiration of other creative educators. One great way for educators and admins to stay engaged in this way is to join a community committed to well-being and creativity, such as Adobe’s Creative Educator (ACE) Community.

Through professional learning, in-person and virtual events, and Facebook groups, the ACE community is all about educators supporting educators with ideas, inspiration, and a shared commitment to cultivating creativity and well-being in the classroom.

Champion creativity in the classroom

At Adobe, we believe in the profound impact of creativity across all areas of teaching and learning. More than ever, schools can help educators manage their mental health struggles, daily stress levels, and growing list of responsibilities by giving them outlets to foster their own creative expression.

And while there is no single solution to well-being and mental health, Adobe is committed to continue working in partnership with leading educational and mental health organizations, as well as providing our education community with the tools, curricula, professional learning, community, and support. Learn more about Adobe’s commitment to positive mental well-being and explore ways to leverage the Adobe Education Exchange to keep students engaged.

Of course, this work is far from over — at Adobe, we will continue to support mental health initiatives and help teachers to improve their well-being, so they can focus on what matters most: inspiring students to learn and reach their full potential.

*This survey and research were conducted in the US among educators (teachers, administrators, teacher’s aides, school counselors, librarians and media specialists, and youth workers in education settings). Participants had to teach in grades 3-12 within the past year to qualify. 1,000 educators were surveyed, and data was collected using an online sample panel, where participants received a small honorarium for participation.

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