Both the House and the Senate overwhelmingly passed the final compromise opioid legislation (HR 6) – sending the bill to the president’s desk for signature this month. The legislation recognizes a role for youth-serving organizations such as afterschool and summer learning providers in youth opioid prevention as well as trauma-informed care provisions. The bipartisan opioid legislation agreement preserves the Senate version’s strong child welfare and trauma-informed care provisions, including $50 million for new trauma-informed care and mental health integration grants for schools. A special thank you is owed to Senators Murray and Alexander who supported these provisions and the afterschool professionals who weighed in on the value of afterschool in addressing the opioid epidemic at a Senate Afterschool Caucus briefing this past summer.
October is National Bullying Prevention Month, so it is a great time to promote anti-bullying activities. Although it is well known that bullying is a widespread problem that can have serious implications on students’ academic and non-academic wellbeing, the anti-bullying and cyberbullying legislative mandates districts must follow are complex and can be hard to navigate. To get a better grip on a district’s bullying prevention responsibilities, eSchool News spoke with Tina Hegner, manager of research and development at PublicSchoolWORKS. In her role, Hegner researches and interprets state and federal legislation to help districts meet existing and new requirements.
Deadline: October 30, 2018
The National Afterschool Association needs your help to learn more about your experience with and opinions about social-emotional learning (SEL) in before and afterschool programs. This research is being conducted by Interactive Educational Systems Design, an independent, education-focused research institution, on behalf of developers of SEL resources. Share your opinion in a quick survey and be entered to win one of two cash awards of $400 each.
More than half of today’s adult workers (62 percent) say they were never exposed to STEM-related studies and career possibilities in elementary school, according to a survey from littleBits and YouGov. The findings support other research indicating that early exposure to STEM courses helps students stick with these studies even as the material becomes more challenging in high school and college. U.S. workers with 1-2 years of STEM workforce experience say they had the highest exposure to STEM concepts in elementary school – 46 percent of adults in this group experienced a science- or math-related track in school, and 53 percent is working in a job that either entirely or heavily involves STEM.
The Arizona State University research team asked college students enrolled in a 250-person biology course about their intelligence. Specifically, the students were asked to estimate their own intelligence compared to everyone in the class and to the student they worked most closely with in class. The researchers were surprised to find that women were far more likely to underestimate their own intelligence than men. “As we transition more of our courses into active learning classes where students interact more closely with each other, we need to consider that this might influence how students feel about themselves and their academic abilities,” shared Sara Brownell, senior author of the study and assistant professor in the school. “When students are working together, they are going to be comparing themselves more to each other. This study shows that women are disproportionately thinking that they are not as good as other students, so this a worrisome result of increased interactions among students.”