tag:theconversation.com,2011:/fr/topics/school-6810/articlesSchool – The Conversation2024-03-28T20:08:04Ztag:theconversation.com,2011:article/2265622024-03-28T20:08:04Z2024-03-28T20:08:04ZAlberta’s social studies curriculum design has gone woefully wrong<p>Imagine a new school is being built, but it’s amateur builders who get charged with creating blueprints — and the education minister insists it is safe because the ministry “consulted” engineers who in reality had no say. </p>
<p>Sounds absurd. And yet, the drafting of <a href="https://curriculum.learnalberta.ca/curriculum/en/s/sss?s=SSS">Alberta’s new kindergarten to Grade 6 social studies curriculum</a> is following a similar trajectory. The recently released draft was created through an opaque process that effectively shut out Alberta’s foremost educational experts. </p>
<p>It raises alarm bells because it neglects <a href="https://edmontonjournal.com/opinion/columnists/opinion-why-albertas-new-social-studies-curriculum-gets-a-failing-grade">basic Canadian social studies content</a>, <a href="https://edmontonjournal.com/news/local-news/profoundly-disappointing-education-experts-weigh-in-on-how-the-draft-social-studies-curriculum-missed-the-mark">such as major aspects of colonization</a>. </p>
<p>Curriculum experts have also detailed how it contains <a href="https://alberta-curriculum-analysis.ca/minister-nicolaides-its-time-to-listen/">little skill development, misses the mark on child development</a> and <a href="https://alberta-curriculum-analysis.ca/an-analysis-of-the-k-6-social-studies-draft-curriculum-skills-procedures-through-the-lens-of-blooms-taxonomy-of-educational-objectives/">lacks adequate opportunities for critical thinking</a>. It represents a huge step backward. </p>
<h2>Authorship, process problems</h2>
<p>These inadequacies result from <a href="https://globalnews.ca/news/10363548/alberta-social-studies-curriculum-criticism/">a process that, despite assurances of transparency and attentiveness to feedback, failed to deliver</a>.</p>
<p><a href="https://open.alberta.ca/publications/social-studies-curriculum-engagement">Alberta Education did commission a Leger survey</a> inviting input from Albertans about “what they would like students to learn in new social studies curriculum.” But, <a href="https://open.alberta.ca/dataset/aef409dd-bb55-4629-8c49-1091435735f3/resource/2bfa6a7d-17b8-4c3a-8f68-6b28646571fb/download/educ-social-studies-survey-report-2023-12.pdf">despite 12,853 Albertans</a> having their say, many of their priorities, like critical thinking, are poorly addressed in the draft.</p>
<p>While soliciting public opinion is not unreasonable, curriculum design should be more than a popularity contest. Specialized, research-based knowledge is indispensable, which means having the right people at the table during curriculum design. This begs the question of who wrote the draft. </p>
<p>With no named authors, it is reasonable to suppose that the curriculum was written by a few <a href="https://www.alberta.ca/albertaFiles/includes/DirectorySearch/goaBrowse.cfm?txtSearch=Education&Ministry=EDUC&levelID=154870">Alberta Education employees</a> under the watchful direction of Minister of Education Demetrios Nicolaides. </p>
<p>There is no indication of what training and experience they might have had — or lacked — for this work, and Nicolaides himself is a <a href="https://www.demetriosnicolaides.com/demetrios_nicolaides">political scientist who does not report formal training in elementary or secondary education in the biographical information provided on his website.</a> </p>
<h2>Strong research basis needed</h2>
<p>The education minister touts <a href="https://globalnews.ca/news/10363548/alberta-social-studies-curriculum-criticism/">consulting 300 stakeholders</a> in addition to the survey, but by the time Albertan education researchers were finally “consulted,” the written product had already been generated. They had major reservations. The minister nonetheless barrelled ahead, <a href="https://alberta-curriculum-analysis.ca/an-open-letter-on-the-new-social-studies-curriculum-march-15-2024/?fbclid=IwAR3JBvt7ovSafpuHgVrP5TBiEmfA7IHuNFiIvlPWC2SV5dpW8I9IE7CEtcY">rejecting recommendations and releasing a substantially unmodified curriculum over their objections</a>.</p>
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<img alt="A school building seen with a flag flapping in wind." src="https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/585085/original/file-20240328-18-sxkw9k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Albertan students deserve a curriculum anchored in solid educational research. Hillhurst elementary school, in Calgary, Alta., in Jan. 2023.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>Even after they detailed the abysmal process and serious curriculum shortcomings in an open letter, <a href="https://edmontonjournal.com/news/local-news/profoundly-disappointing-education-experts-weigh-in-on-how-the-draft-social-studies-curriculum-missed-the-mark">the minister failed to acknowledge their concerns</a>. </p>
<p>The fact that Alberta Education has ignored advice from those with advanced expertise in social studies education is particularly troubling, given that having a curriculum with a strong research basis is linked to positive student outcomes. </p>
<p>For example, the <a href="https://doi.org/10.1007/978-3-030-91959-7_5">curriculum in Finnish schools draws extensively on the work of educational researchers</a>. Their schools have some of the <a href="https://www.cbc.ca/news/canada/why-finland-s-schools-are-the-best-in-the-west-1.1088886">highest-performing</a> and <a href="https://www.forbes.com/sites/nickmorrison/2017/04/19/it-may-surprise-you-to-learn-where-the-worlds-happiest-students-live/?sh=37ce3d177413">happiest students</a> in the world. Albertan students, by contrast, won’t get a curriculum anchored in solid research.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/a-finnish-phenomenon-where-students-learn-how-to-ask-not-only-answer-questions-130183">A Finnish phenomenon: Where students learn how to ask, not only answer, questions</a>
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<h2>Ignoring expertise</h2>
<p>Why has the UCP dodged meaningful involvement from educational experts, now and <a href="https://www.cbc.ca/news/canada/calgary/adriana-lagrange-alberta-curriculum-jonathan-teghtmeyer-1.5444974">in previous curriculum drafting</a>? </p>
<p>The minister isn’t saying, but his decision-making seems right from the American-style far-right playbook, <a href="https://theconversation.com/how-danielle-smith-won-in-alberta-and-what-it-means-for-canada-191238">a hallmark of Alberta’s United Conservative Party under Danielle Smith</a>. </p>
<p><a href="https://fsi.stanford.edu/global-populisms/global-populisms-and-their-challenges">The far-right populist view</a> derides experts as elites who aim to destroy what ordinary citizens hold dear. This discourse claims, contrary to evidence, that education professors (and teachers) are hellbent <a href="https://www.edweek.org/teaching-learning/history-group-finds-little-evidence-of-k-12-indoctrination/2024/03">on indoctrinating</a> children. </p>
<p>But, as the American Association of University Professors (AAUP) explains, “<a href="https://www.aaup.org/file/ACASO07FreedomClassrmRpt.pdf">to expect students to comprehend ideas and apply knowledge that is accepted as true within a relevant discipline</a>” is not indoctrination. </p>
<p>Helping students develop knowledge, understandings, and skills that are evidence-based and widely accepted in a field — like the fact that residential schools existed — is not indoctrination. That’s solid teaching — and in the case of residential schools, <a href="https://nctr.ca/about/history-of-the-trc/truth-and-reconciliation-commission-of-canada/#">critical for Truth and Reconciliation</a>. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/we-fact-checked-residential-school-denialists-and-debunked-their-mass-grave-hoax-theory-213435">We fact-checked residential school denialists and debunked their 'mass grave hoax' theory</a>
</strong>
</em>
</p>
<hr>
<p>Indoctrination would be if someone insisted students embrace a contestable idea where opinions legitimately vary, as truth. <a href="https://alberta-curriculum-analysis.ca/an-open-letter-on-the-new-social-studies-curriculum-march-15-2024/?fbclid=IwAR3JBvt7ovSafpuHgVrP5TBiEmfA7IHuNFiIvlPWC2SV5dpW8I9IE7CEtcY">None of the changes that the education researchers are seeking, and that the minister failed to embrace</a>, appear to fall into that category. </p>
<h2>Critical perspectives on resource extraction?</h2>
<p>Most ironically, this draft doesn’t avoid indoctrination. A Grade 3 outcome states that <a href="https://curriculum.learnalberta.ca/curriculum/en/c/sss3?s=SSS">“Alberta’s natural resources played a critical role in Alberta’s success.</a>” <a href="https://curriculum.learnalberta.ca/curriculum/en/c/sss2?s=SSS">Grade 2 students</a> are supposed to learn to distinguish fact from opinion in the draft, but apparently that distinction is hard for some adults, since that statement — an opinion — is falsely presented as fact. </p>
<p>Focusing exclusively on the benefits of natural resources without critical perspectives or factual information about their role in <a href="https://www.unep.org/news-and-stories/story/five-drivers-nature-crisis">environmental degradation</a> and <a href="https://www.un.org/en/climatechange/science/causes-effects-climate-change#:%7E:text=Fossil%20fuels%20%E2%80%93%20coal%2C%20oil%20and,they%20trap%20the%20sun's%20heat.">climate change</a> will not help students examine an urgent issue from various legitimate perspectives. </p>
<p>Indeed, examining an issue from multiple perspectives is the very kind of critical thinking that <a href="https://open.alberta.ca/publications/social-studies-curriculum-engagement">Albertans value</a> and that social studies scholars have identified as <a href="https://teachinghistory.org/teaching-materials/ask-a-master-teacher/23610">crucial for students</a>. <a href="https://www.thecanadianencyclopedia.ca/en/article/historical-thinking-concepts">Others are</a> equally vital, and also largely missing. Arguably, the very skills students need in order to avoid indoctrination are ones this curriculum hasn’t incorporated. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/wildfires-in-alberta-spark-urgent-school-discussions-about-terrors-of-global-climate-futures-206065">Wildfires in Alberta spark urgent school discussions about terrors of global climate futures</a>
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</em>
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<h2>Not yet final</h2>
<p>The education minister has invited more <a href="https://your.alberta.ca/k-6-curriculum-engagement/survey_tools/public-feedback">feedback</a> until April 2, though <a href="https://edmontonjournal.com/opinion/columnists/opinion-language-arts-curriculum-fails-to-incorporate-albertans-feedback">if previous UCP-led curriculum revisions are any indication</a>, this will be ignored. </p>
<p>Still, Albertans should speak up: the current curriculum draft deserves a failing grade. Just as we would not put Albertan children into a structurally unsafe school, we should not subject them to a structurally unsound curriculum.</p><img src="https://counter.theconversation.com/content/226562/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maren Aukerman does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Alberta’s new social studies curriculum misses the mark on child development, lacks adequate opportunities for critical thinking and neglects teaching about colonization.Maren Aukerman, Werklund Research Professor of Education, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2258922024-03-27T19:07:45Z2024-03-27T19:07:45ZHow can schools make sure gifted students get the help they need?<p>Earlier this month, the New South Wales government <a href="https://www.smh.com.au/national/nsw/every-school-in-nsw-to-offer-gifted-education-programs-20240313-p5fc94.html">announced</a> it would roll out programs for gifted students in every public school in the state. </p>
<p>This comes amid concerns gifted school students are not achieving their potential. </p>
<p>A <a href="https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/literature-reviews/revisiting-gifted-education">previous review</a> in 2019 estimated that 10% of the state’s students were gifted but that <a href="https://www.smh.com.au/education/plan-to-help-state-s-gifted-students-thrive-20190607-p51vnx.html">up to 40%</a> of those students were not meeting their potential. Other studies have suggested <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12492">about 50%</a> of gifted students are underachieving.</p>
<p>Our <a href="https://doi.org/10.1177/00169862231222225">new research</a> found teachers tend to focus their tailored approaches toward helping students performing below standard, rather than their gifted peers. Our study also looks at how gifted students can be better supported at school. </p>
<h2>What does ‘gifted’ mean?</h2>
<p>There are lots of different ways to be gifted and different definitions of a gifted child. </p>
<p>Gifted students are generally understood to have <a href="https://www.aaegt.net.au/about-giftedness">natural abilities</a> well above their peers of the same age. This roughly puts them in <a href="https://www.australiancurriculum.edu.au/resources/student-diversity/meeting-the-needs-of-gifted-and-talented-students">the top 10%</a> of their age group.</p>
<p>Many Australian school systems, such as <a href="https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/HPGE-policy-information#Gagn%C3%A9's3">NSW</a> and <a href="https://www.education.vic.gov.au/school/teachers/teachingresources/high-ability-toolkit/Pages/defining-high-ability.aspx">Victoria</a>, base their understanding of gifted students on the work of Canadian educational psychologist Françoys Gagné. </p>
<p>Gagné says giftedness occurs across various domains, from intellectual to physical, creative and social-emotional. </p>
<p>Signs a child may be gifted <a href="https://www.aaegt.net.au/about-giftedness">include</a> reading or manipulating numbers before they start school, being very knowledgeable about topics of interest, and making connections easily. Gifted students can also have an acute interest in social justice, a mature sense of humour and enjoy hypothesising. Or they may show advanced skill in the arts or sporting activities.</p>
<p>A student is seen as underachieving when there’s a significant mismatch between their ability and their performance in assessments.</p>
<h2>Our research</h2>
<p><a href="https://doi.org/10.1177/00169862231222225">Our research</a> was a scoping review looking at 38 studies from 2000 to 2022. It examined what teachers and schools have done to meet the needs of high-achieving students. A scoping review is a study that maps out all the available evidence on a topic.</p>
<p>The review included studies from around the world, including Australia, the United States, England, the Netherlands, Canada, Germany, New Zealand and Singapore. </p>
<p>It found while teachers try to meet all students’ needs, their tailored efforts tend to be geared towards supporting students who are not meeting basic standards. </p>
<p>This means gifted student may not get sufficient help at school to support their own particular needs. Instead, they may be directed simply to work on their own or take on “class helper” roles if they finish their tasks early. </p>
<h2>How can gifted students be supported?</h2>
<p>Teachers of course need to have the time, resources and school support to get to know each individual student and to offer appropriate programs. </p>
<p>Provided teachers have these things, our study identified multiple teaching approaches that can have a positive impact on gifted students. They can be used in both primary and secondary schools. </p>
<p>The emphasis is on collaborating with students, tailoring content for individual students and being flexible. Some specific approaches include: </p>
<ul>
<li><p>exploring a topic in greater depth or breadth with a student </p></li>
<li><p>assigning tasks that specifically tap into a student’s interests </p></li>
<li><p>giving open-ended tasks that allow for problem-solving</p></li>
<li><p>giving students a choice in how a topic should be investigated </p></li>
<li><p>having students work through the curriculum at a faster pace </p></li>
<li><p>skipping content if a student has already mastered it</p></li>
<li><p>encouraging students to explore topics across different disciplines (for example, studying a novel as a piece of literature, from a historical perspective and as a basis on which to explore a health issue raised in the text)</p></li>
<li><p>providing access to role models and experts to extend learning.</p></li>
</ul>
<h2>There are other reasons students can underachieve</h2>
<p>It is also important to note there are other reasons why gifted students may not meet their potential. </p>
<p>There <a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12492">may be issues</a> with a student’s confidence at school or motivation. Or they may have attitudes towards teachers or school that negatively impact their learning.</p>
<p>Or they may not be identified as gifted, if they come from a <a href="https://link.springer.com/content/pdf/10.1007/978-981-13-3041-4_14.pdf">socioeconomically disadvantaged or culturally diverse background</a>, or if they have a <a href="https://childmind.org/article/twice-exceptional-kids-both-gifted-and-challenged/">disability</a> such as dyslexia or autism that makes schooling challenging. </p>
<p>Very <a href="https://www.mdpi.com/2227-7102/13/4/421">narrow definitions</a> of “gifted” may also mean students are not picked up as high-achieving if they don’t perform above expected in certain assessments.</p>
<p>If parents think their child is showing signs of being gifted they should contact their child’s teacher or school to talk about specific support.</p><img src="https://counter.theconversation.com/content/225892/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maria Nicholas provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p><p class="fine-print"><em><span>Andrew Skourdoumbis provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p><p class="fine-print"><em><span>Ondine Bradbury provides professional learning courses on behalf of Deakin University for the Victorian Department of Education on the teaching of high-ability school students.</span></em></p>New research finds teachers tend to have tailored approaches to help students performing below standard, but not for their gifted peers.Maria Nicholas, Senior Lecturer in Language and Literacy Education, Deakin UniversityAndrew Skourdoumbis, Associate Professor in Education, Deakin UniversityOndine Bradbury, PhD Candidate, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2222432024-03-24T11:53:19Z2024-03-24T11:53:19ZTeaching cursive handwriting to young children? Here’s how they learn, and resources for instruction<p>Good handwriting is not an end in itself. Rather, it is a means to literacy that fundamentally transforms the human experience. Developing control over the shape of the 26 letters of the alphabet ultimately unlocks the ability to engage in the world of fact, fiction — and endless possibilities of the imagination afforded by written communication. </p>
<p>Legible, fluent handwriting <a href="https://learninglandscapes.ca/index.php/learnland/article/view/642/642">makes this possible</a>. Legible handwriting can be achieved by the vast majority of young learners by the end of Grade 2, given direct instruction and ample opportunities for practice. Fluency can follow in a similar fashion with continued instruction and practice. </p>
<p>Currently, far too many young children fail to achieve handwriting benchmarks to succeed with <a href="https://theconversation.com/young-childrens-words-predict-reading-ability-5-ways-parents-and-caregivers-can-help-grow-them-205730">the academic written demands of Grade 4</a>. </p>
<p>Cursive handwriting was reintroduced on the Ontario Grade 3 curriculum in June 2023, soon <a href="https://www.bbc.com/future/article/20240122-california-signs-cursive-writing-into-law-what-are-the-brain-benefits">followed by California</a>. Yet school instruction in cursive is <a href="https://theconversation.com/cursive-handwriting-is-back-in-ontario-schools-its-success-depends-on-at-least-5-things-209078">bound for failure unless strong resource support is provided for kindergarten to Grade 3 teachers</a>. </p>
<h2>Open-access resources for cursive handwriting</h2>
<p>I collaborated with volunteers from the Bow Valley Calligraphy Guild in Calgary, Alta., and drew on more than 10 years of tracking and <a href="https://doi.org/10.20360/langandlit29392">publishing data on</a> young children’s handwriting to create <a href="https://hdl.handle.net/1880/118259"><em>Teaching Handwriting to Young Children</em>, an open-educational resource</a>.</p>
<p>Our <a href="http://www.bvcg.ca/p/kids-handwrite.html">resource, downloadable in</a> 15 user-friendly files, covers concepts and skills
leading up to and including cursive handwriting in the kindergarten to Grade 3 years. </p>
<h2>Proficiency grows gradually</h2>
<p>Becoming proficient in handwriting is a gradual, protracted process. It must begin early and align with developmental markers of children’s neuromotor and cognitive readiness to engage with the unfolding demands of handwriting. In turn, there are also demands of generating quality text.</p>
<p><a href="https://doi.org/10.1080/00220679809597556">Research suggests that</a> a hybrid script, described as a clean, uncluttered manuscript-cursive hand, will most readily <a href="http://doi.org/10.1002/pits.21691">develop legibility and fluency</a>. Legibility and fluency of handwriting in turn create <a href="https://www.psychologytoday.com/intl/blog/the-athletes-way/202010/why-cursive-handwriting-is-good-your-brain">neuronal patterns and networks</a>. These support complex processes of organizing, planning, revising and retrieving precise and nuanced vocabulary. </p>
<p>We focus on instructing children in italic printing and cursive or connected script for a variety of reasons: </p>
<ul>
<li>economy of effort, ease of execution and demand on young learners’ musculature and <a href="https://doi.org/10.1167/15.12.76">visual motor memory</a>;</li>
<li>ease in transitioning from print to cursive hand by learning only a few connector strokes;</li>
<li>the elegance and simplicity of the script itself. </li>
</ul>
<h2>Strong foundational skills</h2>
<p>The three-part resource comprehensively mobilizes research to explain the “how and why” of teaching cursive handwriting. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="An illustrated cat with many dots next to it in the same shape" src="https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/583281/original/file-20240320-24-dnv5zu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Connecting dots helps children learn to draw, play independently, focus and improve hand-eye co-ordination. It also introduces children to moving pencils between a defined start and end point.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>It introduces cursive handwriting instruction and includes specific lessons to use with children, from “pre-printing” activities (like colouring, tracing and connecting dots) to lined sheets demonstrating script and letter spacing. Resources are accessible with rich use of photos, illustrations of children’s work, easy layout and design. </p>
<p>The resource combines theory and practice to help teachers or parents instruct children in developmentally progressive ways, beginning with <a href="https://theconversation.com/writing-and-reading-starts-with-childrens-hands-on-play-125182">setting in place strong foundational skills</a>. </p>
<p>At school, the focus is: </p>
<h2>In kindergarten:</h2>
<ul>
<li>on fine <a href="https://www.nifdi.org/resources/hempenstall-blog/809-handwriting-worth-the-trouble-these-days.html">motor manipulative and fine motor literacy skills</a> supported by <a href="https://theconversation.com/changes-are-coming-to-ontarios-kindergarten-program-what-parents-and-caregivers-need-to-know-222846">hands-on, play-based learning and direct instruction</a>;</li>
<li>shape recognition;</li>
<li>“path of movement” work (referring to the direction of letter strokes, to ultimately build habits that will allow children later to join letters); </li>
<li>and letter tracing, copying and printing from memory.</li>
</ul>
<p>Children must be able to reconstruct internal mental models of letters seen on a page, and then with fine motor control, reproduce letters onto a page.</p>
<p>When a child can print their name at the size of about three-quarters of an inch, this is a key <a href="https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing">indicator</a> the child has developed <a href="https://www.readingrockets.org/reading-101/reading-and-writing-basics/print-awareness#">basic print concepts</a>. This means they understand print is a representational system of <a href="https://www.readingrockets.org/reading-101/reading-and-writing-basics/sight-words-and-orthographic-mapping">mapping sounds to letters</a>. They are in early stages of recognizing this through letters in their name, and so they learn to generalize to the entire alphabet. Shape recognition is really important here too, usually in early kindergarten. </p>
<p>By the end of kindergarten, young learners should be able to print most of the lower and upper case letters. This involves enormous amounts of tactile experiences with letter shapes, games and activities for developing a good pincer grip, using the tools of literacy (crayons, pencils) in developing control over fine motor skills such as <a href="https://www.amsterdamuas.com/urban-vitality/shared-content/contentgroup/writic/writic.html">drawing, colouring and “staying between the lines” tasks</a>. </p>
<p>A play-based approach that is engaging and fun for young children is important in motivating and creating a sense of confidence and agency in these early, emergent moments of written literacy learning. Training the muscle memory in these skills so they eventually come automatically are the keys to the next step in literacy development.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/to-help-children-learn-how-to-read-in-the-pandemic-encourage-writing-messages-as-part-of-play-153171">To help children learn how to read in the pandemic, encourage writing messages as part of play</a>
</strong>
</em>
</p>
<hr>
<h2>Grade 1</h2>
<p>Direct instruction in handwriting begins in Grade 1 with short, consistent lessons of 20 minutes, with another 40 minutes of practice opportunities during the day. Making labels, <a href="https://theconversation.com/handwritten-valentines-create-a-legacy-of-love-and-literacy-130365">greeting cards</a>, <a href="https://www.psychologytoday.com/ca/blog/the-athletes-way/201808/handwritten-thank-you-notes-have-surprising-consequences">thank you notes</a>, crafts and lists reinforce these foundational skills. </p>
<p>Handwriting should be legible at the end of Grade 1. </p>
<h2>Grade 2</h2>
<p>Grade 2 represents a transition point where the joins or ligatures are introduced. Again, this involves movement and patterning exercises for developing the muscle memory for connecting letters beginning with the diagonal move such as ai, an. </p>
<p>Making connections and minimizing the number of “lift offs” (where pencil must lift from the page) facilitates developing speed, thus opening precious working memory space for other demands of generating text such as retrieving and mobilizing precise and nuanced vocabulary choices. Young learners continue to work on letter shape and size. </p>
<h2>Grade 3</h2>
<p>Grade 3 consolidates these foundational skills by making increased numbers of connections and control over shape, size, space and slant of handwriting — with indicators of speed or fluency of hand. </p>
<p>It becomes clear that developing fluent handwriting imposes many competing demands on young learners. Early, direct, programmatic, developmentally progressive, sustained instruction with ample practice opportunities throughout the school day can go a long way toward realizing better handwriting outcomes among our young learners and in turn, better academic outcomes. </p>
<p>Good instruction and resource support are key to achieving this success.</p><img src="https://counter.theconversation.com/content/222243/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Hetty Roessingh receives funding from SSHRC. A Werklund School of Education Teaching and Learning Support Grant provided funding for the development of the resource discussed in this story.</span></em></p>Developmentally progressive instruction allows children to learn handwriting. An open-educational resource by literacy and writing experts supports instruction for kindergarten to Grade 3 children.Hetty Roessingh, Professor, Werklund School of Education, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2256782024-03-15T04:55:19Z2024-03-15T04:55:19ZThere’s an extra $1 billion on the table for NT schools. This could change lives if spent well<p>The federal and Northern Territory governments have just made a “historic” funding <a href="https://ministers.education.gov.au/anthony-albanese/australian-and-northern-territory-governments-agree-fully-and-fairly-fund-all-nt">announcement</a> of about A$1 billion for schools in the territory. </p>
<p>This includes an extra $737.7 million from the federal government and an extra $350 million from the NT government between 2025 and 2029. This would make the NT only the third Australian jurisdiction (after the ACT and Western Australia) to have “fully funded” public schools. </p>
<p>This means they would get 100% of the “<a href="https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard">Schooling Resource Standard</a>” which was set up through the so-called Gonski reforms more than a decade ago. This determines how much funding schools get based on student needs. </p>
<p>Federal Education Minister Jason Clare <a href="https://ministers.education.gov.au/anthony-albanese/australian-and-northern-territory-governments-agree-fully-and-fairly-fund-all-nt">described</a> the announcement as a “historic day for public education in the Northern Territory”.</p>
<p>What is the funding for? What do NT schools and students need?</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-more-money-is-flagged-for-wa-schools-what-does-fully-funded-really-mean-222400">As more money is flagged for WA schools, what does 'fully funded' really mean?</a>
</strong>
</em>
</p>
<hr>
<h2>What is the funding for?</h2>
<p>Governments say the funding will provide more resources to improve education outcomes in the NT. Funding will go to the most disadvantaged schools first. It also comes on top of <a href="https://ministers.education.gov.au/king/new-investment-support-better-safer-future-central-australia">$40.4 million</a> dedicated specifically to Central Australian schools in last year’s federal budget. </p>
<p>We already know NT schools need extra support. </p>
<p>Late last month, the NT government released a <a href="https://www.abc.net.au/news/2024-02-29/nt-government-to-scrap-middle-schools-after-education-review/103530292#">review of secondary education</a> in the territory, produced with Deloitte Access Economics in partnership with Charles Darwin University. </p>
<p>It <a href="https://education.nt.gov.au/reviews-and-consultations/review-of-secondary-education-in-the-northern-territory">found</a> the territory’s education system had higher needs for specialised support for students and teachers than the rest of Australia. </p>
<p>These include high proportions of cultural and linguistic diversity. The territory has the highest proportion of students identifying as Aboriginal or Torres Strait Islander in Australia (39%). There are than 100 Aboriginal and about 87 other languages spoken in the region.</p>
<p>The population is also extremely geographically dispersed with at least 66% in remote or very remote communities.</p>
<p>There are also high levels of socioeconomic and educational disadvantage. For example, a <a href="https://education.nt.gov.au/__data/assets/pdf_file/0004/1173064/review-of-effective-enrolment-final-report.PDF">2022 report</a> for the territory’s education department noted average household income in very remote areas of the NT was approximately 45% lower than the rest of Australia. </p>
<p>On top of this, there are significant <a href="https://www.abc.net.au/news/2024-01-18/department-of-education-nt-redeploy-former-teachers/103363310">teacher shortages</a>. </p>
<h2>The importance of student attendance</h2>
<p>Funding is going to need to be flexible so schools can implement programs that meet their local needs. </p>
<p>This includes addressing student attendance at school, which remains a significant issue in the NT. In 2022, <a href="https://www.abc.net.au/news/2023-04-14/nt-school-attendance-funding-effective-enrolment/102215672">the overall attendance rate</a> was 73% for public schools and 48% for very remote public schools. This rate refers to the proportion of time students attend school, compared to the time they are expected to attend.</p>
<p>The current NT government student <a href="https://education.nt.gov.au/__data/assets/pdf_file/0003/1058421/northern-territory-education-engagement-strategy-2022-2031.pdf">engagement strategy</a> found we need to address attendance through local programs, developed at the school level with support from education department teams. Ruth was the Chair of the Expert Reference Panel for this project. </p>
<p>The strategy was developed through extensive consultation with Indigenous communities and recognises students’ educational outcomes depends on four key areas: </p>
<ol>
<li><p>partnership between families and schools</p></li>
<li><p>having educators with the skills to engage students</p></li>
<li><p>meaningful learning experiences</p></li>
<li><p>supporting students’ wellbeing, inclusion and diversity. </p></li>
</ol>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/universities-accord-theres-a-push-to-increase-indigenous-students-and-voices-in-higher-education-but-we-need-more-detail-and-funding-224739">Universities Accord: there's a push to increase Indigenous students and voices in higher education. But we need more detail and funding</a>
</strong>
</em>
</p>
<hr>
<h2>But we need more certainty</h2>
<p>It is important to point out governments have so far only signed a “statement of intent”. This means there is no formal commitment yet to this funding. </p>
<p>And we don’t have any certainty beyond 2029. </p>
<p>The statement of intent is part of ongoing negotiations this year for a new <a href="https://theconversation.com/what-is-the-national-school-reform-agreement-and-what-does-it-have-to-do-with-school-funding-202847">National School Reform Agreement</a>. This agreement will outline new policies for education reform from 2025. As part of this, all states and territories are making bilateral arrangements with the federal government over funding for their school systems. </p>
<p>We also need to acknowledge decades of educational underfunding cannot be reversed in four years. The funding levels required to improve <a href="https://education.nt.gov.au/__data/assets/pdf_file/0007/1061386/education-NT-strategy-2021-2025.pdf">targets</a> around key elements such as early literacy skills, school attendance, NAPLAN results and Year 12 attainment need to be assessed (and potentially changed) through to and beyond 2029.</p>
<h2>How do we make sure funding works?</h2>
<p>The $1 billion flagged by governments will be fundamental to improving educational outcomes in the territory. Current funding arrangements are likely to continue cycles of disadvantage.</p>
<p>But ultimately, investment in NT students is more than just funding. It is about recognising and catering to the complex and unique nature of the educational environment, with culturally relevant teachers and high quality resources. This also needs to include culturally relevant assessment and reporting about student progress. </p>
<p>This – combined with funding certainty – would signal there is a long-term and genuine commitment to future of the NT and our children.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-is-the-national-school-reform-agreement-and-what-does-it-have-to-do-with-school-funding-202847">What is the National School Reform Agreement and what does it have to do with school funding?</a>
</strong>
</em>
</p>
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<img src="https://counter.theconversation.com/content/225678/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Through Charles Darwin University, Ruth Wallace works with the Northern Territory government and the federal government on a project basis. Ruth was a chief investigator in the NT Secondary Review and chair of the Expert Advisory Panel of the Effective Engagement Review both of which are mentioned in this article. The work is independent of NT government influence. </span></em></p><p class="fine-print"><em><span>Through Charles Darwin University, Tracy Woodroffe works with the Northern Territory government and the federal government on a project basis. The work is independent of government influence.</span></em></p><p class="fine-print"><em><span>Sally Knipe does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The federal and NT governments have just made a ‘historic’ funding announcement of about $1 billion for schools in the territory.Ruth Wallace, Director, Northern Institute, Charles Darwin UniversitySally Knipe, Associate Professor Education, Charles Darwin UniversityTracy Woodroffe, 2024 ACSES First Nations Fellow, Senior Lecturer in Indigenous Knowledges, Charles Darwin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2234272024-03-12T12:28:48Z2024-03-12T12:28:48ZNational parks teach students about environmental issues in this course<figure><img src="https://images.theconversation.com/files/580259/original/file-20240306-31-8rw98h.jpg?ixlib=rb-1.1.0&rect=23%2C7%2C5259%2C2613&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">TK</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/scenes-from-maggie-valley-north-carolina-and-great-royalty-free-image/1346013285?phrase=great+smoky+mountains&adppopup=true">John Hudson Photography via Getty Images</a></span></figcaption></figure><figure class="align-right ">
<img alt="Text saying: Uncommon Courses, from The Conversation" src="https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=375&fit=crop&dpr=1 600w, https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=375&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=375&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=471&fit=crop&dpr=1 754w, https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=471&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/499014/original/file-20221205-17-kcwec8.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=471&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<p><em><a href="https://theconversation.com/topics/uncommon-courses-130908">Uncommon Courses</a> is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.</em> </p>
<h2>Title of course:</h2>
<p>Environmental Issues in National Parks</p>
<h2>What prompted the idea for the course?</h2>
<p>The University of Tennessee is a natural fit for this course, with the <a href="https://www.nps.gov/grsm/index.htm">Great Smoky Mountains National Park</a> and all the learning opportunities it offers being only a one-hour drive away. </p>
<p>Although I did not create this course, I jumped at the opportunity to serve as an instructor for it. Growing up as a Boy Scout, and later a merit badge counselor, I found a love for place-based education. I have always valued using the outdoors to teach about the theoretical concepts shared in the classroom.</p>
<h2>What does the course explore?</h2>
<p>Each week of the semester we discuss an ongoing environmental issue and then dive into an applied case study in a different national park. For example, in one week students learn about fire regimes, or patterns of wildfires over time. Then, in the next class, we discuss how the fire regimes in <a href="https://www.nps.gov/seki/index.htm">Sequoia National Park</a> in California naturally <a href="https://www.nps.gov/seki/learn/nature/fire_ecology_research.htm">maintain the ecosystem</a> of the sequoia groves there.</p>
<p>The highlight of the semester is an in-person field trip to Look Rock in Great Smoky Mountains National Park. Here, my students and I meet a park ranger who teaches them about how trees sequester carbon from the atmosphere and how to measure it. The group also enjoys a hike to <a href="https://www.pigeonforge.com/great-smoky-mountains-national-park/look-rock/">Look Rock Tower</a> to learn more about the local area and see awesome views all around.</p>
<h2>Why is this course relevant now?</h2>
<p>Visitation numbers at national parks <a href="https://www.nps.gov/yell/learn/news/24004.htm">continue to rise each year</a>. Most of my students have been to at least one or two national parks and are exposed to their <a href="https://doi.org/10.1016/j.jort.2023.100682">increasing presence on social media</a>.</p>
<p>If this course was just titled Environmental Issues, I do not believe it would have the same kind of draw it has now. Typically, the course fills to capacity early on every semester.</p>
<p>Using the parks as teaching tools not only keeps students engaged and entertained in the class but also gives them real-life lessons about environmental issues. They get front-row seats in learning about how landscapes change and the physical factors that affect them, like climate, topography and vegetation.</p>
<h2>What’s a critical lesson from the course?</h2>
<p>I tell my students up front and repeatedly that the world is not black and white. Environmental issues are complex and difficult to solve. </p>
<p>For example, the bald eagle population in the U.S. fell drastically after World War II, and eventually they were <a href="https://www.fws.gov/sites/default/files/documents/bald-eagle-fact-sheet.pdf">declared endangered</a>. This was a result of being poisoned by the insecticide DDT. </p>
<p>Upon quick reflection, it seems that <a href="https://www.epa.gov/caddis/case-ddt-revisiting-impairment">banning DDT</a> in the U.S. in 1972 was the obvious solution to save the bald eagle. Since then, there have also been <a href="https://www.epa.gov/ingredients-used-pesticide-products/ddt-brief-history-and-status">international efforts to ban DDT</a> across the world for environmental reasons. But this leaves out the context that DDT kills mosquitoes, which spread the deadly disease malaria. In other parts of the world, DDT had saved an <a href="https://www.jstor.org/stable/40924603?saml_data=eyJzYW1sVG9rZW4iOiI1NjIyYWQ5NC1iZDMzLTRjZTAtYWE3Ni0wZDEzZTliNzk3NjMiLCJlbWFpbCI6ImNjNjA4NEBueXUuZWR1IiwiaW5zdGl0dXRpb25JZHMiOlsiYWZiYWM5MTYtMmExMS00OWYwLTk4NzctMzNiMzUyYmE5OTUyIl19">estimated 500 million lives</a> from malaria by the 1970s. </p>
<p>This example shows the nuance that’s required when thinking about environmental issues and solutions. Sometimes there is not an obvious right answer, and students visibly struggle to address ethical questions like these. </p>
<h2>What materials does the course feature?</h2>
<p>I do not use a central textbook or provide specific assigned readings. Instead, students participate in group activities, enjoy illustrated lecture slideshows and YouTube videos and work with online resources.</p>
<p>One assignment has students use Google Earth to create a guided tour of a national park of their choice. They play the role of a park ranger through their written descriptions of tour stops. Students enjoy getting to choose which national park they would like to explore and highlight for visitors.</p>
<h2>What will the course prepare students to do?</h2>
<p>Upon completing the course, I want students to become critical visitors of national parks and protected areas. I want them to be aware of the role they play in what happens in those spaces and of the complexities of the issues there. Examples could include the <a href="https://theconversation.com/us-national-parks-are-crowded-and-so-are-many-national-forests-wildlife-refuges-battlefields-and-seashores-206566">continual overcrowding</a> of national parks, the <a href="https://theconversation.com/in-america-national-parks-are-more-than-scenic-theyre-sacred-but-they-were-created-at-a-cost-to-native-americans-215344">removal of Indigenous peoples</a> from these lands or the <a href="https://theconversation.com/in-the-worst-of-americas-jim-crow-era-black-intellectual-w-e-b-du-bois-found-inspiration-and-hope-in-national-parks-218680">history of Black discrimination in our parks</a>.</p>
<p>Whether grappling with strictly environmental issues or the larger political and social struggles related to the national parks, I want students to open their minds to new perspectives. In a way, this course is an intervention for students to understand that they can make a difference and help shape an ever-changing world.</p><img src="https://counter.theconversation.com/content/223427/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Seth is a member of the first cohort of the National Park Classroom Ranger program, led by James Fester. He also serves an a VIP (Volunteers-In-Parks) with the Education Branch of the Great Smoky Mountains National Park.</span></em></p>Students are provided the opportunity to use America’s national parks as case studies for environmental issues and tough conversations in this course.Seth T. Kannarr, PhD Student in Geography, University of TennesseeLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2248482024-03-11T19:14:05Z2024-03-11T19:14:05ZWe looked at all the recent evidence on mobile phone bans in schools – this is what we found<p>Mobile phones are currently banned in all Australian state schools and many Catholic and independent schools around the country. This is part of a <a href="https://www.weforum.org/agenda/2023/08/online-learning-digital-divide-mobile-phone-school-education/">global trend</a> over <a href="https://www.cbc.ca/news/canada/toronto/earl-grey-public-school-cell-phones-1.3992597">more than a decade</a> to restrict phone use in schools.</p>
<p>Australian governments say banning mobile phones will <a href="https://www.education.wa.edu.au/mobile-phones">reduce distractions in class</a>, allow students to <a href="https://education.nsw.gov.au/news/latest-news/mobile-phones-now-banned-in-all-nsw-public-schools#:%7E:text=%E2%80%9CThis%20ban%20creates%20a%20level,opportunities%20for%20distraction%20and%20cyberbullying">focus on learning</a>, improve <a href="https://www.education.sa.gov.au/mobile-phones#:%7E:text=The%20State%20Government%20has%20banned,watches%2C%20in%20all%20public%20schools">student wellbeing</a> and <a href="https://statements.qld.gov.au/statements/98137#:%7E:text=Education%20Minister%20Grace%20Grace%20has,%2D%20from%20Term%201%2C%202024">reduce cyberbullying</a>. </p>
<p>But previous research has shown there is <a href="https://theconversation.com/no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools-151574">little evidence</a> on whether the bans actually achieve these aims. </p>
<p>Many places that restricted phones in schools before Australia did have now reversed their decisions. For example, <a href="https://www.cbc.ca/news/canada/toronto/earl-grey-public-school-cell-phones-1.3992597">several school districts in Canada</a> implemented outright bans then revoked them as they were too hard to maintain. They now allow teachers to make decisions that suit their own classrooms. </p>
<p>A ban was similarly revoked in <a href="https://www.nyc.gov/office-of-the-mayor/news/013-15/mayor-de-blasio-chancellor-fari-a-lift-school-cell-phone-ban">New York City</a>, partly because bans made it harder for parents to stay in contact with their children.</p>
<p>What does recent research say about phone bans in schools? </p>
<h2>Our study</h2>
<p>We conducted a “scoping review” of all published and unpublished global evidence for and against banning mobile phones in schools. </p>
<p>Our review, which is pending publication, aims to shed light on whether mobile phones in schools impact academic achievement (including paying attention and distraction), students’ mental health and wellbeing, and the incidence of cyberbullying.</p>
<p>A scoping review is done when researchers know there aren’t many studies on a particular topic. This means researchers cast a very inclusive net, to gather as much evidence as possible. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-a-ban-on-cellphones-in-schools-might-be-more-of-a-distraction-than-the-problem-its-trying-to-fix-211494">Why a ban on cellphones in schools might be more of a distraction than the problem it’s trying to fix</a>
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<p>Our team screened 1,317 articles and reports as well as dissertations from masters and PhD students. We identified 22 studies that examined schools before and after phone bans. There was a mix of study types. Some looked at multiple schools and jurisdictions, some looked at a small number of schools, some collected quantitative data, others sought qualitative views. </p>
<p>In a sign of just how little research there is on this topic, 12 of the studies we identified were done by masters and doctoral students. This means they are not peer-reviewed but done by research students under supervision by an academic in the field. </p>
<p>But in a sign of how fresh this evidence is, almost half the studies we identified were published or completed since 2020.</p>
<p>The studies looked at schools in Bermuda, China, the Czech Republic, Ghana, Malawi, Norway, South Africa, Spain, Sweden, Thailand, the United Kingdom and the United States. None of them looked at schools in Australia.</p>
<figure class="align-center ">
<img alt="A young boy looks at his smart phone in class." src="https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/580312/original/file-20240307-22-3expkn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">We looked at 22 studies where phones had been banned in schools around the world.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/boy-sitting-on-his-desk-while-using-his-smartphone-6936143/">RDNE Stock Project/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Academic achievement</h2>
<p>Our research found four studies that identified a slight improvement in academic achievement when phones were banned in schools. However, two of these <a href="https://www.sciencedirect.com/science/article/pii/S0927537116300136?casa_token=bQMfigICJMsAAAAA:9nJN9s6erMz4p7W2ptjJm-7gc3KW0D2O1IQpEeChbemsIhinE2frGQCN8BvLw1_r5XRJT3Pq-1LE">studies</a> found this improvement only applied to disadvantaged or low-achieving students. </p>
<p>Some <a href="https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/pdf">studies</a> compared schools where there were partial bans against schools with complete bans. This is a problem because it confuses the issue.</p>
<p>But three studies found no differences in academic achievement, whether there were mobile phone bans or not. Two of these studies used very large samples. This <a href="https://openaccess.nhh.no/nhh-xmlui/bitstream/handle/11250/2586497/masterthesis.PDF">masters thesis</a> looked at 30% of all schools in Norway. Another study used a nationwide cohort <a href="https://www.sciencedirect.com/science/article/pii/S0272775719303966?casa_token=nYpA_ewpFy4AAAAA:H5jddXYmWEIHwtoMkStQqM-BU8sjVHFAXJO2y5ba-QYVBY5OihqZWXOFrWbt2cC4JTjX_RHOdtpN">in Sweden</a>. This means we can be reasonably confident in these results. </p>
<h2>Mental health and wellbeing</h2>
<p>Two studies in our review, including this <a href="https://www.proquest.com/docview/2724707016?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses">doctoral thesis</a>, reported mobile phone bans had positive effects on students’ mental health. However, both studies used teachers’ and parents’ perceptions of students’ wellbeing (the students were not asked themselves). </p>
<p>Two other <a href="https://openaccess.nhh.no/nhh-xmlui/bitstream/handle/11250/3119200/DP%2001.pdf?sequence=1&isAllowed=y">studies</a> showed no differences in psychological wellbeing following mobile phone bans. However, three <a href="https://openaccess.nhh.no/nhh-xmlui/bitstream/handle/11250/2586497/masterthesis.PDF">studies</a> reported more harm to students’ mental health and wellbeing when they were subjected to phone bans. </p>
<p>The students reported they felt more anxious without being able to use their phone. This was especially evident in one <a href="https://www.proquest.com/docview/2689199188?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses">doctoral thesis</a> carried out when students were returning to school after the pandemic, having been very reliant on their devices during lockdown. </p>
<p>So the evidence for banning mobile phones for the mental health and wellbeing of student is inconclusive and based only on anecdotes or perceptions, rather than the recorded incidence of mental illness.</p>
<figure class="align-center ">
<img alt="A person with painted nails and rings holds a mobile phone." src="https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/580313/original/file-20240307-22-w25u9z.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Some studies on the impact of mobile phone bans on mental health are based on parent and teacher perceptions – not students’ own views.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/person-using-smartphone-BjhUu6BpUZA">Priscilla Du Preez/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Bullying and cyberbullying</h2>
<p>Four <a href="https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/pdf">studies</a> reported a small reduction in bullying in schools following phone bans, especially among older students. However, the studies did not specify whether or not they were talking about cyberbullying.</p>
<p>Teachers in two other studies, including this <a href="https://www.proquest.com/docview/2647342474?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses">doctoral thesis</a>, reported they believed having mobile phones in schools increased cyberbullying. </p>
<p>But two other <a href="https://www.tandfonline.com/doi/pdf/10.1080/17439884.2014.994219?casa_token=Xz1CdFpDezkAAAAA:MLdDDogmCgLtK2gl_VNf4S3z0LDvwgXCVEBq2TjKMz-rMbhZQkqBp_cq7NwguMlsHh7UbO3zS3_yAYY">studies</a> showed the number of incidents of online victimisation and harassment was greater in schools with mobile phone bans compared with those without bans. The study didn’t collect data on whether the online harassment was happening inside or outside school hours. </p>
<p>The authors suggested this might be because students saw the phone bans as punitive, which made the school climate less egalitarian and less positive. Other research has <a href="https://theconversation.com/our-new-study-provides-a-potential-breakthrough-on-school-bullying-195716">linked</a> a positive school climate with fewer incidents of bullying. </p>
<p>There is no research evidence that students do or don’t use other devices to bully each other if there are phone bans. But it is of course possible for students to use laptops, tablets, smartwatches or library computers to conduct cyberbullying.</p>
<p>Even if phone bans were effective, they would not address the bulk of school bullying. A 2019 Australian <a href="https://journals.sagepub.com/doi/pdf/10.1177/0004867419846393">study</a> found 99% of students who were cyberbullied were also bullied face-to-face.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456">Banning mobile phones in schools: beneficial or risky? Here's what the evidence says</a>
</strong>
</em>
</p>
<hr>
<h2>What does this tell us?</h2>
<p>Overall, our study suggests the evidence for banning mobile phones in schools is weak and inconclusive. </p>
<p>As Australian education academic Neil Selwyn <a href="https://bera-journals.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjet.12943?casa_token=AVdtXqL3axkAAAAA:LvtTstPg1Y631NnNTmj__y2j-fG2R-brH-288C_lwebO14P-RxclPkyS7ld7cDqQE5cFg6lxlNBkIsQ">argued in 2021</a>, the impetus for mobile phone bans says more about MPs responding to community concerns rather than research evidence. </p>
<p>Politicians should leave this decision to individual schools, which have direct experience of the pros or cons of a ban in their particular community. For example, a community in remote Queensland could have different needs and priorities from a school in central Brisbane. </p>
<p>Mobile phones are an integral part of our lives. We need to be teaching children about appropriate use of phones, rather than simply banning them. This will help students learn how to use their phones safely and responsibly at school, at home and beyond. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/school-phone-bans-seem-obvious-but-could-make-it-harder-for-kids-to-use-tech-in-healthy-ways-204111">School phone bans seem obvious but could make it harder for kids to use tech in healthy ways</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/224848/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Our study suggests the evidence for banning mobile phones in schools is weak when you look at the impact on academic results, student wellbeing and cyberbullying.Marilyn Campbell, Professor, School of Early Childhood & Inclusive Education, Queensland University of TechnologyElizabeth J Edwards, Associate Professor in Education, The University of QueenslandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2250852024-03-06T19:15:26Z2024-03-06T19:15:26ZNAPLAN testing is about to start. How can you support an anxious child?<figure><img src="https://images.theconversation.com/files/580059/original/file-20240306-22-ri320g.jpg?ixlib=rb-1.1.0&rect=25%2C92%2C5582%2C3598&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/search/child%20worried%20school/?orientation=landscape">Jonas Mohamadi/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>From March 13, NAPLAN testing for 2024 <a href="https://www.nap.edu.au/naplan/key-dates">will begin</a>. Over the following two weeks, all Australian students in years 3,5,7 and 9 are expected to sit tests in literacy and numeracy.</p>
<p>Results are then aggregated for schools and other demographics and made public. Students also get their <a href="https://theconversation.com/what-parents-should-and-shouldnt-say-when-talking-to-their-child-about-naplan-results-189636">individual results</a>. </p>
<p>For students in Year 3, this will be their first experience of a formal test. For others, they will be sitting the test among school and <a href="https://www.heraldsun.com.au/subscribe/news/1/?sourceCode=HSWEB_WRE170_a_GGL&dest=https%3A%2F%2Fwww.heraldsun.com.au%2Fvictoria-education%2Fnaplan-scores-reveal-victorias-top-schools%2Fnews-story%2F3f5ba1b091238e8c5dc139ad34740af2&memtype=anonymous&mode=premium&v21=GROUPA-Segment-1-NOSCORE">media hype</a> about the “importance of NAPLAN”. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-avoid-annoying-your-kids-and-getting-stressed-by-proxy-during-exam-season-200719">How to avoid annoying your kids and getting 'stressed by proxy' during exam season</a>
</strong>
</em>
</p>
<hr>
<h2>The NAPLAN debate</h2>
<p>Since it was introduced in 2008, NAPLAN has polarised the community. Some education experts see it as <a href="https://lens.monash.edu/@education/2021/05/10/1383196/learning-from-disruption-why-we-should-rethink-the-place-of-naplan-in-our-schools">counterproductive</a> (with too much emphasis on test performance rather than learning). Others emphasise the <a href="https://theconversation.com/five-things-we-wouldnt-know-without-naplan-94286">importance of the data</a> collected, and how this informs teaching practice and school funding.</p>
<p>One of the prevailing concerns relates to the impact on <a href="https://all-learning.org.au/app/uploads/2021/05/Putting-Students-First_final.pdf">student wellbeing</a>. </p>
<p>While many students do not feel any anxiety, one <a href="https://journals.sagepub.com/doi/pdf/10.1177/00049441211061889">2022 study</a> of more than 200 high school students found 48% felt worried about what the test would be like and how they would perform. <a href="https://www.tandfonline.com/doi/pdf/10.1080/02680939.2017.1305451?casa_token=rnwVm0381fsAAAAA:Wbz40LeJsRLw80DTQFnecubaRTDck5AM0H6p4tRu6VjwOyIYSdjRFr8GFBwNCLrwpLOZLjGi4R9U">A 2017 study</a> of more than 100 primary students revealed up to 20% of children had a physical response to the test, such as feeling sick, not sleeping well, headaches or crying.</p>
<p>For parents, the stress and anxiety their child experiences in the lead up to NAPLAN can cause them to worry and even <a href="https://theconversation.com/naplan-results-inform-schools-parents-and-policy-but-too-many-kids-miss-the-tests-altogether-201371">withdraw</a> their child from the assessment.</p>
<p>But test anxiety is not inevitable. Here are some simple things parents and teachers can do to support students, not just for this assessment, but into the future. </p>
<figure class="align-center ">
<img alt="Two young students sit cross legged in a playground, looking at work books." src="https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/580055/original/file-20240306-30-nvuda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">NAPLAN tests students progress in reading, writing and maths.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/young-diverse-pupils-studying-lesson-together-while-sitting-in-yard-5896577/">Mary Taylor/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/naplan-results-inform-schools-parents-and-policy-but-too-many-kids-miss-the-tests-altogether-201371">NAPLAN results inform schools, parents and policy. But too many kids miss the tests altogether</a>
</strong>
</em>
</p>
<hr>
<h2>1. Talk about the purpose of the test</h2>
<p>NAPLAN is not just about individual student results and whether you are a “good” at maths or “bad” at reading. It’s about informing teaching and learning. </p>
<p>The results help teachers do their jobs by identifying areas of reading, writing and maths that need more attention. This can help individual students, classes or entire schools.</p>
<p>When the results are collected at state and national levels, they also help tell governments where to put more efforts and funding to help support students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/are-australian-students-really-falling-behind-it-depends-which-test-you-look-at-218709">Are Australian students really falling behind? It depends which test you look at</a>
</strong>
</em>
</p>
<hr>
<h2>2. Talk about how the test is a journey (not a destination)</h2>
<p>Children learn from experience. This enables them to predict what might happen in similar future events. </p>
<p>Talk about NAPLAN as “practice” for future tests. So if you sit NAPLAN test in your younger school years this will help you handle other tests in senior school or maybe even university. </p>
<p>Emphasise that sitting the test is not about a particular outcome or result. It’s about embarking on an experience and learning what it is like to do a standardised tests. In this way, NAPLAN can help students build <a href="https://journals.sagepub.com/doi/pdf/10.1177/00049441211061889">resilience</a>. </p>
<figure class="align-center ">
<img alt="A young girl works at a laptop, with bookcases behind her, lined with books." src="https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/580056/original/file-20240306-28-oxcats.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Tests like NAPLAN can help prepare your child for other challenges.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/woman-in-black-long-sleeve-shirt-using-macbook-4A1pj4_vClA">Annie Spratt/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>3. Teach your child to manage anxiety</h2>
<p>Mindfulness-based interventions have been shown to be <a href="https://mentalhealth.bmj.com/content/ebmental/25/3/135.full.pdf">successful</a> in addressing anxiety symptoms in children. </p>
<p>Mindfulness can teach children to recognise anxiety symptoms such as a fast heart beat, shortness of breath or racing thoughts. By encouraging children to focus on the present moment, mindfulness can help children through improved concentration, better emotional regulation and fostering a sense of calm. </p>
<p>Smiling Mind is an Australian app designed to teach children to be mindful in a developmentally appropriate and guided way. The app is free to download and use. You could sit or lie down with your child and do a “body scan” (where you scan your entire body and notice how it feels) or a listening practice (where you pay attention to the sounds around you). </p>
<p>If your child is experiencing significant test anxiety, such as headaches, tummy pains or a racing heart, there may be more to it than just concerns about NAPLAN. For children aged 12–18, <a href="https://headspace.org.au">Headspace</a> – Australia’s mental health foundation for young people – offers a range of services. </p>
<p>For younger children, or if you are still concerned, speak to your child’s teacher, the school counsellor or your GP.</p><img src="https://counter.theconversation.com/content/225085/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rachel Leslie does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Next week, Australian schools will begin NAPLAN tests for students in years 3, 5, 7 and 9.Rachel Leslie, Lecturer in Curriculum and Pedagogy with a focus on Educational Psychology, University of Southern QueenslandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2224652024-03-03T14:27:50Z2024-03-03T14:27:50ZNavigating special education labels is complex, and it matters for education equity<figure><img src="https://images.theconversation.com/files/578488/original/file-20240228-24-s7p4c5.jpg?ixlib=rb-1.1.0&rect=10%2C87%2C3631%2C2583&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Racialized immigrant parents in a study had to find ways to navigate the education system as newcomers, while also addressing intended and unintended effects of special education programs for their children.</span> <span class="attribution"><span class="source">(Mche Lee/Unsplash)</span></span></figcaption></figure><p>The Ontario Ministry of Education’s <a href="https://files.ontario.ca/edu-special-education-policy-resource-guide-en-2022-05-30.pdf">special education policy and resource guide</a> provides instructions <a href="https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergarten-grade-12">to school boards and schools</a> on administering special education programs. </p>
<p>It also emphasizes the importance of education equity, and involving parents in special education designations. </p>
<p>As researchers, we explored the rights of Latin American and Black Caribbean youth when it comes to special education in our project: the <a href="https://rcypartnership.org/en/">Rights for Children and Youth Partnership</a>. </p>
<p>To better understand newcomer experiences, <a href="https://doi.org/10.1080/13613324.2023.2255837">we interviewed</a> 32 parents, 12 of whom indicated having a first-hand experience with special education in Ontario schools.</p>
<p>We learned that despite the special education policy’s commitment to involving parents, many parents felt excluded from decision-making processes surrounding assessments for their child’s learning needs, and faced language barriers. </p>
<h2>Identifying need for special education</h2>
<p>In Ontario, students presenting learning needs may be identified as exceptional within one or more special education categories. These categories are intended to address conditions affecting their learning. </p>
<p>Special education can benefit students to ensure an equitable educational experience. However, <a href="https://files.eric.ed.gov/fulltext/EJ1277996.pdf">researchers have also raised concerns</a> about the efficacy of special education programs for equitable learning because of how <a href="https://doi.org/10.1080/13613324.2016.1248821">social factors such as racism and classism result in discriminatory framings of disability and the perception of special needs</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/too-busy-for-the-pta-but-working-class-parents-care-104386">Too busy for the PTA, but working-class parents care</a>
</strong>
</em>
</p>
<hr>
<p>In Ontario’s largest school boards, Black and Latin American youth have been disproportionately <a href="https://www.tdsb.on.ca/Portals/research/docs/reports/Intersection%20of%20Disability%20Achievement%20and%20Equity.pdf">placed in special education programs</a>, compared to students in <a href="https://doi.org/10.1177/0895904818813303">other racial-ethnic groupings</a>. </p>
<p>Research from the Peel District School board, serving the western Greater Toronto Area, reports <a href="https://www.peelschools.org/documents/16.2b_Directive9-EquityAccountabilityReportCard-UnderstandingtheEquityGapinSpecialEducation.pdf/16.2b_Directive9-EquityAccountabilityReportCard-UnderstandingtheEquityGapinSpecialEducation.pdf">Black students are three times more likely to be identified with a behavioural exceptionality</a> and streamed into special education programming. </p>
<p>Similarly, <a href="https://www.thestar.com/news/canada/i-was-very-isolated-report-documents-hispanic-students-alienation-in-ontario/article_21d6d9fd-1b13-57c3-8f26-94d545a80556.html">Latin American youth have reported arbitrarily being placed in English as a Second Language courses</a> and labelled with communicational exceptionalities, despite proficiency in English. These labels carry <a href="https://doi.org/10.1177/0895904818812772">long-lasting impacts on their educational journey</a>.</p>
<h2>Complex special education processes</h2>
<p>In Ontario, the special education placement process is complex and can include many parties (like teachers, principals, special education staff, school board officers, parents or guardians and, if requested, interpreters).</p>
<p>These parties engage in consultations to evaluate the student’s learning needs. Assessments are then reviewed by a board’s <a href="https://www.ontario.ca/page/identifying-students-special-education-needs">Identification, Placement and Review Committee (IPRC)</a>, consisting of at least three members, one of whom must be a principal or supervisory officer of the school board.</p>
<p>According to the guide, educators should encourage and invite parents to participate throughout this evaluation process and the IPRC meeting, though their attendance isn’t required. </p>
<figure class="align-center ">
<img alt="A blurred person seen in a corridor of file folders and records on shelves." src="https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/574794/original/file-20240211-26-iklod6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Special education labels and categorizations are documented in student records.</span>
<span class="attribution"><span class="source">(Unsplash/Redd F)</span></span>
</figcaption>
</figure>
<h2>Lack of required parental input</h2>
<p>Parents are, however, required to sign and agree to the IPRC’s statement of decision. They have a right to appeal the findings, and are given 30 days. If parents don’t appeal, the board instructs the principal to implement the committee’s decision, including <a href="https://www.ontario.ca/page/individual-education-plans">individual education plans (IEP)</a>. </p>
<p>The child’s provincial student record documents the outcomes of the decision, including the various labels, or “exceptionalities” identified, and the IEP. These records follow students throughout primary and secondary education.</p>
<p>Lack of required parental input throughout the process indicates that early on, educators alone can make decisions involving a child. </p>
<h2>Language barriers</h2>
<p>In our study, one parent, Mariela, described the challenges of learning a new educational system. This was compounded by the technical language educators used: </p>
<blockquote>
<p>“The language that is used is very strategic. It’s language that doesn’t welcome parents’ feedback [and] parents don’t know they have the option to say no. […] It’s like, ‘This is what happens; this is what we do. We need you to sign this.’ And that’s the language; it isn’t welcoming for parents to ask [questions].”</p>
</blockquote>
<h2>Specialized language</h2>
<p>Parents also recognized that a sense of pressure to accept educators’ decisions was discriminatory based on their limited abilities to keep up with the discourse and to have input in decision-making. Scarlett described feeling intimidated:</p>
<blockquote>
<p>“It was always so traumatic and intimidating dealing with the school; it would be me and five school officials, you know? […] It’s like, you’re coming into this space, and decisions may already have been made.”</p>
</blockquote>
<p>Scarlett’s son was identified as having behavioural issues as early as Grade 2. She insisted her son be tested for gifted learning, recognizing that he was experiencing behaviour difficulties because he was bored and not being academically challenged. </p>
<p>Her son was not placed in a gifted class until Grade 7. During what she called “lost time,” the school involved the police in instances when he was “acting out,” and recommended her son be sent to a treatment facility for high-risk youth.</p>
<h2>Pressure to accept decisions</h2>
<p>Special education meetings also illuminated imbalances we observed in our study between parents who understood they had the right to ask for an interpreter or bring a representative — and parents who were unaware of this. </p>
<p>Claudia voiced concern about a special education label for her son in elementary school, saying educators had mistaken his speech difficulties for low intelligence. She was told her son’s speech delay would impact his ability to go to college or university.</p>
<p>She later recalled learning about her right to bring someone with her to IPRC meetings. She detailed the impact of having her son’s daycare supervisor there with her, saying: </p>
<blockquote>
<p>“I wanted to bring that person to support [me], probably for emotional support, for the English support, for the systematic barrier that I knew that I could face.” </p>
</blockquote>
<p>With the support of someone who educators also considered an “expert,” Claudia withdrew her son from special education programs — and instead sought additional support outside the school system.</p>
<p>Notably, only a few parents mentioned knowing their right to bring someone to the meetings, and all said the information came from sources outside the education system.</p>
<h2>Lack of guidance</h2>
<p>The Toronto District School Board has made the effort to increase access to parents’ rights to special education, offering the <a href="https://www.tdsb.on.ca/Learning-Equity-and-Well-Being/Special-Education-and-Inclusion/Parent-Guides-to-Special-Education-and-Inclusion"><em>Guide to Special Education and Inclusion for Parents/Caregivers/Guardians</em></a> in various languages.</p>
<p>However, for immigrant parents in our study who had no prior experience in Ontario’s schooling system, the lack of concrete information about their rights was a barrier to them being true participants in decision-making. </p>
<p>System accountability is needed to ensure immigrant racialized students and families are effectively provided support and understand the special education process. This support must be tailored to better address the needs of parents, so that their children are equitably positioned for successful academic pathways.</p><img src="https://counter.theconversation.com/content/222465/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Henry Parada: This study received funding from the Social Sciences and Humanities Research Council (SSHRC- 895-2015-1014). Toronto Metropolitan University Ethics Committee approved this study (2018-200).</span></em></p><p class="fine-print"><em><span>Laura Perez Gonzalez and Veronica Escobar Olivo do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A study of newcomer Latin American and Black Caribbean parents in Ontario schools found many parents felt excluded from processes surrounding assessments for their child’s learning needs.Laura Perez Gonzalez, Research Assistant, School of Social Work, Toronto Metropolitan UniversityHenry Parada, Professor, Toronto Metropolitan University’s School of Social Work and the Immigration and Settlement (ISS) Graduate Program and Graduate Program Director, Toronto Metropolitan UniversityVeronica Escobar Olivo, Research Associate, School of Social Work, Toronto Metropolitan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2242322024-02-23T13:49:52Z2024-02-23T13:49:52ZLouisiana governor makes it easier for companies to receive lucrative tax breaks that take money away from cash-strapped schools<figure><img src="https://images.theconversation.com/files/577468/original/file-20240222-20-bvvxzi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">ExxonMobil has been granted nearly $580 million in tax abatements in Louisiana since 2000.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/news-photo/oil-refinery-owned-by-exxon-mobil-is-the-second-largest-in-news-photo/1225711980">Barry Lewis/Getty Images</a></span></figcaption></figure><p>Louisiana Gov. Jeff Landry <a href="https://gov.louisiana.gov/assets/ExecutiveOrders/2024/JML-Executive-Order-23.pdf">signed an executive order</a> on Feb. 21, 2024, removing school boards’ veto power over corporate property tax breaks that take money away from schools. It also did away with a requirement that projects granted the tax breaks create jobs and retain jobs. </p>
<p>Now, companies that apply for Louisiana’s Industrial Tax Exemption Program, which can grant property tax breaks of 80% over 10 years, will go to a local industrial board, then a state industrial board, for approval. If the local and state boards disagree on whether to grant a tax break, the governor will be the tiebreaker.</p>
<p>The order nullified a previous governor’s 2016 order allowing schools to have more of a say in approving tax breaks that could harm their students.</p>
<p>We are a group of researchers who <a href="https://theconversation.com/students-lose-out-as-cities-and-states-give-billions-in-property-tax-breaks-to-businesses-draining-school-budgets-and-especially-hurting-the-poorest-students-222940">wrote for The Conversation</a> about the <a href="https://www.doi.org/10.1080/15575330.2022.2148171">billions of dollars</a> students and schools lose out on yearly when cities and states grant corporate property tax abatements.</p>
<p>Tax abatement programs have long been controversial, and their economic value is at best unclear: Studies show most companies <a href="https://research.upjohn.org/up_workingpapers/289/">would have made the same location decisions</a> without these taxpayer subsidies. Meanwhile, schools make up the largest cost item in these communities, meaning they suffer most when companies are granted breaks in property taxes.</p>
<p>One of the areas we focused on was East Baton Rouge Parish, Louisiana, which is facing budgetary woes including shortages of <a href="https://www.theadvocate.com/baton_rouge/news/education/baton-rouge-school-bus-crisis-could-lead-to-budget-crisis/article_a24d6502-5fdb-11ee-ad9c-c378e2276bbf.html">bus drivers</a> and <a href="https://www.wafb.com/2023/06/20/program-aimed-help-teacher-shortage/">teachers</a>.</p>
<p>Since 2000, Louisiana has granted a total of <a href="https://fastlaneng.louisianaeconomicdevelopment.com/public/reports">US$35 billion in corporate property tax breaks</a> for 12,590 projects.</p>
<p>Former Louisiana Gov. John Bel Edwards <a href="https://gov.louisiana.gov/assets/ExecutiveOrders/JBE16-26.pdf">signed the 2016 executive order</a> that gave local taxing bodies – such as school boards, sheriffs and parish or city councils – the ability to vote on their own individual portions of the tax exemptions.</p>
<p>In 2019, the East Baton Rouge Parish School Board <a href="https://www.theadvocate.com/baton_rouge/news/education/itep-critics-defeat-exxonmobil-tax-break-requests-at-school-board-here-are-next-steps/article_09cb2d54-1a68-11e9-a672-7f6ee09f1f74.html">exercised its power</a> to vote down an abatement. In 2022, a year where ExxonMobil made a record $55.7 billion in profit, the company asked for a tax break from the cash-starved East Baton Rouge school district. After a <a href="https://www.youtube.com/watch?v=E-9hbVfhZRQ">lively debate</a>, including comments from 49 citizens, the board voted to grant the tax rate.</p>
<p><iframe id="8PBGX" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/8PBGX/3/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>Throughout the U.S., <a href="https://doi.org/10.1080/15575330.2022.2148171">school boards’ power over the tax abatements</a> that affect their budgets vary, and in some states, including Georgia, Kansas, Nevada, New Jersey and South Carolina, school boards lack any formal ability to vote or comment on tax abatement deals that affect them.</p>
<p>Landry’s recent order added Louisiana to the list.</p>
<p><em>Read the full investigation here: <a href="https://theconversation.com/students-lose-out-as-cities-and-states-give-billions-in-property-tax-breaks-to-businesses-draining-school-budgets-and-especially-hurting-the-poorest-students-222940">Students lose out as cities and states give billions in property tax breaks to businesses − draining school budgets and especially hurting the poorest students</a></em></p><img src="https://counter.theconversation.com/content/224232/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christine Wen worked for the nonprofit organization Good Jobs First from June 2019 to May 2022 where she helped collect tax abatement data.</span></em></p><p class="fine-print"><em><span>Nathan Jensen has received funding from the John and Laura Arnold Foundation, the Smith Richardson Foundation, the Ewing Marion Kauffman Foundation and the Washington Center for Equitable Growth. He is a Senior Fellow at the Niskanen Center.</span></em></p><p class="fine-print"><em><span>Danielle McLean and Kevin Welner do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Louisiana’s governor made it easier for companies to receive property tax breaks – and schools will likely pay the price.Christine Wen, Assistant Professor of Landscape Architecture & Urban Planning, Texas A&M UniversityDanielle McLean, Freelance Reporter and Editor, The ConversationKevin Welner, Professor of Education Policy & Law; Director of the National Education Policy Center, University of Colorado BoulderNathan Jensen, Professor of Government, The University of Texas at AustinLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2238672024-02-22T12:01:17Z2024-02-22T12:01:17ZLearning in two languages: lessons from francophone Africa on what works best<p>Children living in multilingual communities often learn in a language at school that does not match the language they speak at home. This mismatch makes it challenging for them to participate in classroom discussions and learn to read. In turn, this contributes to poor learning outcomes, grade repetition, and dropping out of school.</p>
<p>Bilingual education programmes that include mother tongue languages have become increasingly popular for improving learning outcomes. Bilingual education is associated with better <a href="https://doi.org/10.1017/S1366728908003386">language and literacy skills</a>, reduced grade repetition and school dropout rates across the <a href="https://hdl.handle.net/10986/10331">globe</a>. Including mother tongue languages in education also places value on children’s cultural identities, improving confidence, <a href="https://doi.org/10.1080/09500789808666737">self-esteem</a> and <a href="https://doi.org/10.1007/s11159-012-9308-2">learning</a>. </p>
<p>But simply providing bilingual education does not guarantee better learning results. This is the conclusion of a recent <a href="https://doi.org/10.1080/13670050.2023.2290482">paper</a> we published in which we reviewed bilingual programmes in six francophone west African countries: Niger, Senegal, Mali, Burkina Faso, Côte d’Ivoire and Cameroon. </p>
<p>We found mixed results, across and within countries and programmes.</p>
<p>We identified two sets of factors that constrain or contribute to the quality of bilingual education. These were: </p>
<ul>
<li><p>implementation factors, such as teacher training and classroom resources</p></li>
<li><p>socio-cultural factors, such as perceptions of mother tongue languages in education.</p></li>
</ul>
<p>Our findings emphasise the need to consider the local context when applying bilingual education programmes. </p>
<h2>Bilingual education in francophone west Africa</h2>
<p>Our research team conducted research in Côte d’Ivoire from 2016 to 2018. We measured children’s language and reading skills in both their mother tongue and in French, and compared outcomes between children attending French-only or bilingual Projet École Intégrée schools. </p>
<p>Children in French-only schools outperformed their peers from bilingual schools on the language and reading <a href="https://doi.org/10.1037/edu0000723">assessments</a>. Teachers revealed they had better teaching resources and felt better prepared in French-only schools. </p>
<p>We were interested in whether bilingual education programmes in other francophone countries in the region had had similar experiences. In 2022, we searched academic databases for literature in English and French that discussed programme implementation and measured learning and schooling outcomes within bilingual education programmes. We reviewed nine programmes from six countries: Niger, Senegal, Mali, Burkina Faso, Côte d’Ivoire, and Cameroon. </p>
<p>These countries are former French colonies or territories. French is the official or working language and often the language of instruction in school. However, these countries are highly multilingual. About 23 living <a href="https://www.ethnologue.com/">languages</a> are spoken in Niger, <a href="https://www.languagesoftheworld.info/geolinguistics/linguistic-diversity-in-africa-and-europe.html">39</a> in Senegal, <a href="https://www.languagesoftheworld.info/geolinguistics/linguistic-diversity-in-africa-and-europe.html">68</a> in Mali, <a href="https://www.statista.com/statistics/1280625/number-of-living-languages-in-africa-by-country/">71</a> in Burkina Faso, <a href="https://www.statista.com/statistics/1280625/number-of-living-languages-in-africa-by-country/">78</a> in Côte d’Ivoire and <a href="https://www.statista.com/statistics/1280625/number-of-living-languages-in-africa-by-country/">277</a> in Cameroon. </p>
<p>Our review showed that children can benefit from learning in two languages. This is true whether they are two official languages like in Cameroon’s <a href="https://doi.org/10.1007/s10993-019-09510-7">Dual Curriculum Bilingual Education</a> (French and English) schools, or in a mother tongue and French, like in Mali’s <a href="https://doi.org/10.1086/447544">Community Schools</a>. Children can also benefit regardless of whether they are gradually introduced to a language throughout primary school or whether both languages are introduced at the same time.</p>
<p>But a lack of resources, and a failure to take into account local conditions, affected the outcomes. The programmes that resulted in positive schooling and learning outcomes recognised and targeted common school-related and community-related challenges.</p>
<h2>Teacher training and resources</h2>
<p>One common school-related challenge was teachers not having teaching materials in all languages of instruction.</p>
<p>The <a href="https://unesdoc.unesco.org/ark:/48223/pf0000161121">Pédagogie Convergente</a> programme in Mali, for example, ensured teachers had materials in both French and the mother tongue. Children had better French and maths scores. </p>
<p>But some teachers from the same programme did not always have teaching <a href="https://books.google.ca/books/about/Patterns_of_French_literacy_development.html?id=MoNnAAAAMAAJ&hl=en&redir_esc=y">materials</a> in mother tongue languages. And some children struggled with literacy and writing skills. </p>
<p>Another common challenge was teachers not feeling prepared to teach in all languages, as teacher training often occurred in an official language, like French. The <a href="https://www.adeanet.org/clearinghouse/sites/default/files/docs/interieur_11_burkina_fre.pdf">Programme d’éducation bilingue</a> in Burkina Faso, for example, made an effort to train teachers in the mother tongue language so they felt confident following the bilingual curriculum. </p>
<p>Children in bilingual Burkina Faso schools had higher than average <a href="https://doi.org/10.1080/13670050802149275">pass rates</a> on the primary certificate exam, <a href="https://www.memoireonline.com/06/22/12997/m_Le-rapport-des-enseignants-aux-langues-nationales-en-tant-que-mdiums-et-matires-den.html">repeated grades less</a>, and stayed in school more than children in traditional French schools. </p>
<p>Both examples are in contrast to the bilingual schools in Côte d’Ivoire, where teachers lacked materials and training in mother tongue languages. In turn, children demonstrated worse language and reading skills compared to their peers in French-only schools.</p>
<h2>Socio-cultural factors</h2>
<p>We identified common community-related challenges, particularly related to community buy-in and perceptions of mother tongue instruction. </p>
<p>For example, families with higher socioeconomic status were worried that Niger’s <a href="https://doi.org/10.1080/13670050208667760">Ecole Experimentale</a> schools would hinder children’s French proficiency and compromise their entry into secondary school. </p>
<p>Programmes such as the <a href="https://ared-edu.org/wp-content/uploads/2021/07/DC-Senegal-Workshop-Findings_04.2019-FINAL-ENG.pdf">Support Program for Quality Education in Mother Tongues for Primary Schools</a> in <a href="https://doi.org/10.1080/13670050.2020.1765968">Senegal</a> worked to combat negative perceptions by educating families about the benefits of bilingual education. Children in the Senegalese programme outperformed their peers in traditional French schools in all school subjects.</p>
<p>The same programmes sometimes experienced different outcomes depending on the community. For example, although children in Burkina Faso’s bilingual schooling showed favourable outcomes, <a href="https://doi.org/10.1007/s11159-021-09885-y">parents</a> felt that French programmes were better suited for continuing to secondary school. </p>
<h2>What does this mean for bilingual education?</h2>
<p>Efforts to provide teachers with the resources they needed, and efforts to foster community support, were both consistently linked with positive schooling and learning outcomes in our review. </p>
<p>However, these efforts might work better in some communities compared to others, due to different resource constraints and socio-cultural differences. Studies that found poorer outcomes also found common challenges present. Therefore, bilingual education has the potential to facilitate positive learning outcomes if efforts are made to overcome common challenges based on communities’ needs.</p><img src="https://counter.theconversation.com/content/223867/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Bilingual education can improve learning outcomes but it’s important to consider local context.Kaja Jasinska, Assistant Professor, Applied Psychology and Human Development, University of TorontoMary-Claire Ball, PhD student, Developmental Psychology and Education, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2223182024-02-15T20:17:51Z2024-02-15T20:17:51ZTrauma-informed approaches to discipline matter for equitable and safe schooling<p>Schools across North America are increasingly implementing policies and practices to reduce suspensions and expulsions. </p>
<p>Yet the disproportionate application of school discipline for <a href="https://theconversation.com/how-adversity-impacts-the-disproportionate-suspensions-of-black-and-indigenous-students-177676">Black and Indigenous students</a> remains a significant concern. </p>
<p>Trauma and adversity <a href="https://doi.org/10.1016/j.chiabu.2017.06.021">can have a significant and negative impact on student outcomes</a>. Due to systemic inequity, trauma and adversity also <a href="http://linkinghub.elsevier.com/retrieve/pii/S0749379715003190">disproportionately affects</a> Black and Indigenous students.</p>
<p>We wanted to understand what is already known about the contribution, role or prevalence of trauma and early childhood adversity for students who are disciplined at school. We found there is very little <a href="https://doi.org/10.1016/j.chiabu.2017.06.021">research on the relationship between childhood adversities and school discipline</a>. </p>
<p>Without research on students’ experiences of adversity in school discipline, it is difficult for educators to recognize, understand and support students who are coping with adversity. Additional research — particularly from Canada — would provide schools with the knowledge necessary for evidence-based, trauma-informed and culturally attuned approaches to school discipline.</p>
<figure class="align-center ">
<img alt="Students seen on a landing overlooking a foyer." src="https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/575100/original/file-20240212-28-tilkmf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Educators need to understand how to support students coping with adversity.</span>
<span class="attribution"><span class="source">(Pexels/Norma Mortenson)</span></span>
</figcaption>
</figure>
<h2>Lack of attention to adversity, trauma</h2>
<p>Trauma is the <a href="https://doi.org/10.1177/0044118X231226396">negative impact that can happen when exposed to adversity, while adversity is a potentially traumatizing event or the absence of healthy stimulus</a>. While trauma and adversity are related, adversity does not always lead to trauma. </p>
<p><a href="https://doi.org/10.1016/S0749-3797(98)00017-8">Adverse childhood experiences (ACEs) have been associated</a> <a href="https://doi.org/10.1016/j.chiabu.2020.104641">with negative health outcomes, even early death</a>. There have been calls to expand our understanding of <a href="https://pubmed.ncbi.nlm.nih.gov/26296440">adversity</a> to include <a href="http://dx.doi.org/10.1037/trm0000425">school and community violence, racism and poverty</a>, noting the disproportionate impact of these. </p>
<p>Our research suggests that <a href="https://doi.org/10.3102/00346543231203674">disproportionate exposure to adversity may contribute to students experiencing school discipline</a>. However, how exactly this happens is not clear. </p>
<h2>Disproportion in school discipline</h2>
<p>Research shows that school discipline is disproportionately applied to students <a href="https://edu.yorku.ca/files/2017/04/Towards-Race-Equity-in-Education-April-2017.pdf">who are Black, Indigenous</a>, <a href="https://www.tdsb.on.ca/Portals/0/docs/Caring%20and%20Safe%20Schools%20Report%202017-18%2C%20TDSB%2C%20Final_April%202019.pdf">male</a>, have <a href="https://www.ontario.ca/page/school-suspensions-and-expulsions#section-10">identified special education needs</a> or live <a href="https://www.tcpress.com/closing-the-school-discipline-gap-9780807756133">in lower-resourced areas</a>. These students are more likely to be suspended, suspended for longer or expelled.</p>
<p>Considerable research about the <a href="https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf">disproportionate use of discipline</a> <a href="https://theconversation.com/black-girls-are-4-19-times-more-likely-to-get-suspended-than-white-girls-and-hiring-more-teachers-of-color-is-only-part-of-the-solution-188139">affecting Black</a> communities exists from the United States, with less attention to Indigenous communities.</p>
<p>There is very little Canadian research in this area, and yet existing research suggests the rate of disproportion to be on par with the U.S. </p>
<p>The 2017 report <em>Towards Race Equity In Education: The Schooling of Black Students in the Greater Toronto Area</em> documented <a href="https://edu.yorku.ca/files/2017/04/Towards-Race-Equity-in-Education-April-2017.pdf">discipline disparities affecting Black and Indigenous youth</a>. Researchers in other regions have documented <a href="https://theconversation.com/racism-contributes-to-poor-attendance-of-indigenous-students-in-alberta-schools-new-study-141922">how racism against Indigenous</a> <a href="https://theconversation.com/for-a-fairer-education-system-get-the-police-out-of-schools-141552">and Black students</a> affects students’ school engagement or attendance. </p>
<h2>Discipline affects opportunities</h2>
<p>This disproportion is <a href="https://doi.org/10.17105/spr-14-0008.1">one of the factors contributing to a</a> <a href="https://psycnet.apa.org/record/2016-49290-001">documented gap in educational achievement</a> and an over-representation of Black and Indigenous people within the <a href="https://doi.org/10.1016/j.avb.2018.04.002">criminal justice system</a>. </p>
<p>Time away <a href="https://eric.ed.gov/?id=ED515443">from school</a> through out-of-school discipline is a barrier to <a href="https://doi.org/10.1093/socpro/spv026">academic success</a>. This <a href="https://www.gse.harvard.edu/ideas/usable-knowledge/19/09/school-discipline-linked-later-consequences">affects opportunities</a> for post-secondary education and ultimately <a href="https://doi.org/10.1037/a0027184">who has access to power, money and resources</a>. Therefore, there are grave implications of disproportionate discipline.</p>
<h2>Research on adversity or trauma and discipline</h2>
<p>In our article “<a href="https://doi.org/10.3102/00346543231203674">Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review</a>” we detail how we searched for and analyzed articles about school discipline and trauma or adversity. We found only 49 peer-reviewed articles that met our inclusion criteria. </p>
<p>Of these 49 articles, 14 detailed original research on the relationship between adversity and school discipline. This research showed experiences of adversity or trauma play a significant and potentially contributing role in school discipline, including suspension and expulsion. </p>
<p>However, 14 studies is insufficient. It is even more concerning <a href="https://doi.org/10.3102/00346543231203674">that there was only one article from Canada and few others from outside of the U.S.</a></p>
<h2>Canadian research matters</h2>
<p>Context matters when studying school discipline. In Ontario, <a href="https://www.cbc.ca/news/canada/toronto/ontario-agrees-to-end-zero-tolerance-school-policy-1.671464">Zero-Tolerance legislation was</a> removed <a href="https://doi.org/10.1177/0895904812453994">in 2008</a>. </p>
<p><a href="https://www.ontario.ca/laws/statute/s06028">This followed the province’s 2006 legislation that students remain in school to age 18</a>. Related policies include “restorative practices” (emphasizing accountability for actions <a href="https://www.future-ed.org/restorative-practices-for-school-discipline-explained/">in a context of sustaining and repairing interpersonal and community relationships</a>) and <a href="http://dx.doi.org/10.1080/14623730.2015.1088681">school-based mental health</a>.</p>
<p>In Ontario, <a href="https://www.ontario.ca/page/school-suspensions-and-expulsions">the rate of suspension decreased</a> from <a href="https://data.ontario.ca/dataset/suspension-rates-by-school-board">4.32 per cent of students in 2007/08 to 2.23 per cent in 2022. Expulsion decreased from 0.05 per cent, to 0.01 per cent</a>. The five-year graduation rate increased from 68 per cent to <a href="https://www.app.edu.gov.on.ca/eng/bpr/allBoards.asp?chosenIndicator=11">89.1 per cent in 2022</a>. </p>
<figure class="align-center ">
<img alt="An adult seen behind children at computers." src="https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/575409/original/file-20240213-22-j7ta76.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Sustaining interpersonal and community relationships matters for students.</span>
<span class="attribution"><a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>‘Safe and Caring Schools’</h2>
<p>In contrast, the suspension rate in the U.S. <a href="https://doi.org/10.54300/235.277">was five per cent in 2017-18</a>. Zero-Tolerance policies are still active across many U.S. school districts. </p>
<p>Ontario students on long-term suspension or expulsion are now offered <a href="https://doi.org/10.1007/s12310-021-09481-3">programs run through “Safe and Caring Schools” in every school board</a>. </p>
<p>While not explicitly trauma-informed, these programs provide significant support, including dedicated child and youth workers and social workers and a high staff-to-student ratio. These supports enable <a href="https://doi.org/10.1177/0044118X231226396">connection with students and a different approach with students who appear to be coping with trauma</a>. </p>
<h2>Expulsions still disproportionate</h2>
<p>Yet the 2017 report, <em>Towards Race Equity In Education</em>, found Black students were <a href="https://edu.yorku.ca/files/2017/04/Towards-Race-Equity-in-Education-April-2017.pdf">expelled at four times their representation and Indigenous students at over three times</a>. </p>
<p>To understand this disproportion and to develop effective policy and practice it is critical for educators in Canada to have more contextual knowledge. </p>
<p>People respond to situations <a href="https://us.sagepub.com/en-us/nam/constructing-grounded-theory/book235960">based on how they understand them</a>. Educators who have not <a href="https://doi.org/10.1177/08862605211056724">experienced or been educated about adversity may not account for or recognize students who are coping with adversity</a>. </p>
<p>When discipline is <a href="https://doi.org/10.3390/soc9010003">the response to trauma, it is likely to increase a student’s stress and anxiety and alienate them from necessary resources</a>.</p>
<p>This is particularly concerning in a social context of historical and ongoing systemic racism negatively impacting Black and Indigenous students <a href="https://theconversation.com/egerton-ryerson-racist-philosophy-of-residential-schools-also-shaped-public-education-143039">that was maintained through both anti-Black public schooling models and residential schools</a>. </p>
<figure class="align-center ">
<img alt="A student seen on a swing." src="https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/575099/original/file-20240212-18-l41gm2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">When discipline responds to trauma, it is likely to alienate students from necessary resources.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>Acknowledging adversity</h2>
<p>Expanded adversities were less often included in papers that detailed <a href="https://doi.org/10.3102/00346543231203674">original research and only seven papers overall included indicators of racism, discrimination and structural inequity</a>. </p>
<p>This is noteworthy given research identifying the disproportionate application of school discipline <a href="https://doi.org/10.1111/fcre.12384;%20https://doi.org/10.1177/0013124516644053">among non-white students, and the school-to-prison pipeline</a>.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/ontario-can-close-students-access-and-opportunity-gaps-with-community-led-projects-184301">Ontario can close students’ access and opportunity gaps with community-led projects</a>
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<p>When researchers don’t identify expanded forms of adversity <a href="https://brill.com/view/book/edcoll/9789463005852/BP000004.xml">like racism and poverty</a>, they are less likely to be recognized.</p>
<p>It is important that researchers <a href="https://theconversation.com/if-i-could-change-one-thing-in-education-community-school-partnerships-would-be-top-priority-188189">collaborating with educators and communities</a> generate Canadian-based knowledge to guide policy and practice.</p>
<p>We hope to foster acknowledgement of hidden and unaddressed trauma among students being disproportionally disciplined. We hope this can lead to a greater understanding of student lives — and evidence-based, trauma-informed and culturally attuned discipline.</p><img src="https://counter.theconversation.com/content/222318/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Additional research and attention is needed — particularly in Canada — to provide schools with evidence-based, trauma-informed and culturally attuned approaches to school discipline.Jane E. Sanders, Assistant Professor, School of Social Work, King's University College, Western UniversityAndrea Joseph-McCatty, Assistant Professor of Social Work, University of TennesseeMichael Massey, Assistant Professor, National Catholic School of Social Service, Catholic University of AmericaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2185162024-02-13T01:16:56Z2024-02-13T01:16:56ZWhat are ‘multiplication facts’? Why are they essential to your child’s success in maths?<figure><img src="https://images.theconversation.com/files/574826/original/file-20240212-25-kdfbw0.jpg?ixlib=rb-1.1.0&rect=0%2C110%2C6689%2C4325&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/colorful-plastic-numbers-for-kids-to-learn-from-5412109/">Karolina Grabowska/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>One of the essential skills students need to master in primary school mathematics are “multiplication facts”. </p>
<p>What are they? What are they so important? And how can you help your child master them? </p>
<h2>What are multiplication facts?</h2>
<p>Multiplication facts typically describe the answers to multiplication sums up to 10x10. Sums up to 10x10 are called “facts” as it is expected they can be easily and quickly recalled. You may recall learning multiplication facts in school from a list of times tables. </p>
<p>The shift from “times tables” to “multiplication facts” is not just about language. It stems from teachers wanting children to see how multiplication facts can be used to solve a variety of problems beyond the finite times table format. </p>
<p>For example, if you learned your times tables in school (which typically went up to 12x12 and no further), you might be stumped by being asked to solve 15x8 off the top of your head. In contrast, we hope today’s students can use their multiplication facts knowledge to quickly see how 15x8 is equivalent to 10x8 plus 5x8. </p>
<p>The shift in terminology also means we are encouraging students to think about the connections between facts. For example, when presented only in separate tables, it is tricky to see how 4x3 and 3x4 are directly connected. </p>
<h2>Maths education has changed</h2>
<p>In a previous piece, we talked about how <a href="https://theconversation.com/why-would-they-change-maths-how-your-childs-maths-education-might-be-very-different-from-yours-207030">mathematics education has changed</a> over the past 30 years. </p>
<p>In today’s mathematics classrooms, <a href="https://www.australiancurriculum.edu.au/resources/mathematics-proficiencies">teachers still focus</a> on developing students’ mathematical accuracy and fast recall of essential facts, including multiplication facts. </p>
<p>But we also focus on developing essential problem-solving skills. This helps students form connections between concepts, and learn how to reason through a variety of real-world mathematical tasks. </p>
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<strong>
Read more:
<a href="https://theconversation.com/why-would-they-change-maths-how-your-childs-maths-education-might-be-very-different-from-yours-207030">'Why would they change maths?' How your child's maths education might be very different from yours</a>
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<h2>Why are multiplication facts so important?</h2>
<p>By the end of primary school, it is expected students will know multiplication facts up to 10x10 and can recall the related division fact (for example, 10x9=90, therefore 90÷10=9). </p>
<p>Learning multiplication facts is also essential for developing “multiplicative thinking”. This is an understanding of the relationships between quantities, and is something we need to know how to do on a daily basis. </p>
<p>When we are deciding whether it is better to purchase a 100g product for $3 or a 200g product for $4.50, we use multiplicative thinking to consider that 100g for $3 is equivalent to 200g for $6 – not the best deal! </p>
<p>Multiplicative thinking is needed in nearly all maths topics in high school and beyond. It is used in many topics across algebra, geometry, statistics and probability.</p>
<p>This kind of thinking is profoundly important. Research <a href="https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/teaching-with-the-big-ideas-in-mathematics.pdf">shows</a> students who are more proficient in multiplicative thinking perform significantly better in mathematics overall.</p>
<p>In 2001, an <a href="https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/maths/mynumfreport.pdf">extensive RMIT study</a> found there can be as much as a seven-year difference in student ability within one mathematics class due to differences in students’ ability to access multiplicative thinking. </p>
<p>These findings have been confirmed in more recent studies, including <a href="https://www.sciencedirect.com/science/article/pii/S0732312320301012?casa_token=k2Q1Fm2-7ekAAAAA:QWRso-ioRmtsx45VlrncevZd8fX5jc0V8nDbbiPCBWAjE_2OGaAC0O_VBStlGxalI1fbgPFV#sec0025">a 2021 paper</a>. </p>
<p>So, supporting your child to develop their confidence and proficiency with multiplication is key to their success in high school mathematics. How can you help? </p>
<p>Below are three <a href="https://eric.ed.gov/?id=ED520252">research-based</a> tips to help support children from Year 2 and beyond to learn their multiplication facts. </p>
<h2>1. Discuss strategies</h2>
<p>One way to help your child’s confidence is to discuss strategies for when they encounter new multiplication facts. </p>
<p>Prompt them to think of facts they already and how they can be used for the new fact. </p>
<p>For example, once your child has mastered the x2 multiplication facts, you can discuss how 3x6 (3 sixes) can be calculated by doubling 6 (2x6) and adding one more 6. We’ve now realised that x3 facts are just x2 facts “and one more”!</p>
<figure class="align-center ">
<img alt="Dots representing 3 times 5, 3 times 6 and 3 times 7" src="https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=188&fit=crop&dpr=1 600w, https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=188&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=188&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=237&fit=crop&dpr=1 754w, https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=237&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/574915/original/file-20240212-24-3jkw1c.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=237&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="attribution"><span class="source">The Conversation</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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<p>Strategies can be individual: students should be using the strategy that makes the most sense to them. So you could ask a questions such as “if you’ve forgotten 6x7, how could you work it out?” (we might personally think of 6x6=36 and add one more 6, but your child might do something different and equally valid). </p>
<p>This is a great activity for any quiet car trip. It can also be a great drawing activity where you both have a go at drawing your strategy and then compare. Identifying multiple strategies develops flexible thinking. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/maths-anxiety-is-a-real-thing-here-are-3-ways-to-help-your-child-cope-200822">'Maths anxiety' is a real thing. Here are 3 ways to help your child cope</a>
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<h2>2. Help them practise</h2>
<p>Practising recalling facts under a friendly time crunch can be helpful in achieving what teachers call “fluency” (that is, answering quickly and easily). </p>
<p>A great game you could play with your children is “<a href="https://www.pta.org/docs/default-source/uploadedfiles/required-handout-activity-sheet-math-night-multiplication-heads-up#:%7E:text=One%20card%20is%20placed%20face%20up%20so%20that%20everyone%20can%20see%20it.&text=The%20player%20places%20a%20card%20on%20their%20forehead.&text=The%20facilitator%20says%20out%20loud,card%20and%20the%20forehead%20card.&text=The%20player%20identifies%20the%20card%20on%20their%20forehead%20as%20quickly%20as%20possible">multiplication heads up</a>” .
Using a deck of cards, your child places a card to their forehead where you can see but they cannot. You then flip over the top card on the deck and reveal it to your child. Using the revealed card and the card on your child’s head you tell them the result of the multiplication (for example, if you flip a 2 and they have a 3 card, then you tell them “6!”). </p>
<p>Based on knowing the result, your child then guesses what their card was. </p>
<p>If it is challenging to organise time to pull out cards, you can make an easier game by simply quizzing your child. Try to mix it up and ask questions that include a range of things they know well with and ones they are learning.</p>
<p>Repetition and rehearsal will mean things become stored in long-term memory. </p>
<h2>3. Find patterns</h2>
<p>Another great activity to do at home is print some multiplication grids and explore patterns with your child. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Multiplication tables for 0 to 10, with colour columns to show connections between numbers" src="https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=416&fit=crop&dpr=1 600w, https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=416&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=416&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=523&fit=crop&dpr=1 754w, https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=523&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/575154/original/file-20240212-16-92wlnn.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=523&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="attribution"><span class="source">The Conversation</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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</figure>
<p>A first start might be to give your child <a href="https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/blank_multiplication_table.pdf">a blank</a> or <a href="https://www.math-salamanders.com/times-table-grid.html">partially blank</a> multiplication grid which they can practise completing. </p>
<p>Then, using coloured pencils, they can colour in patterns they notice. For example, the x6 column is always double the answer in the x3 column. Another pattern they might see is all the even answers are products of 2, 4, 6, 8, 10. They can also notice half of the grid is repeated along the diagonal. </p>
<p>This also helps your child become a mathematical thinker, not just a calculator. </p>
<p>The importance of multiplication for developing your child’s success and confidence in mathematics cannot be understated. We believe these ideas will give you the tools you need to help your child develop these essential skills.</p><img src="https://counter.theconversation.com/content/218516/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Multiplication facts typically describe the answers to multiplication sums up to 10x10. They are called “facts” as it is expected they can be easily and quickly recalled.Bronwyn Reid O'Connor, Lecturer in Mathematics Education, University of SydneyBen Zunica, Lecturer in Secondary Maths Education, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2228872024-02-08T19:17:36Z2024-02-08T19:17:36Z‘It needs to be talked about earlier’: some children get periods at 8, years before menstruation is taught at school<figure><img src="https://images.theconversation.com/files/573999/original/file-20240207-22-gj9n0o.jpg?ixlib=rb-1.1.0&rect=98%2C0%2C6444%2C4240&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/pantyliners-on-pink-background-7692457/">Karolina Grabowska/ AAP</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Managing menstruation in public can be challenging at the best of times, but imagine being eight years old and having to deal with your period at school. You might need to change your pad during class and explain to your friends why you are not going to the swimming carnival. You might be scared you will bleed through your uniform because there aren’t any sanitary bins in the junior years’ bathroom.</p>
<p>In Australia, the average age of the first period is <a href="https://academic.oup.com/aje/article/185/7/554/3045901#113385236">about 13</a>. But about 12% of children get their period between the ages of eight and 11. Researchers call this “early menarche” or “early onset menstruation”. </p>
<p>But even though a significant proportion of students are getting their first period as early as Year 3 or even Year 2, primary school students are not officially taught about puberty until Years 5 and 6 (when they are aged between 10 and 12).</p>
<p>Our <a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2023.2275595">research</a> explores current period education and what support is available for early menstruators. It shows how schools can act as gatekeepers of knowledge about this essential and very normal part of human development. </p>
<h2>Period shame exists but is not inevitable</h2>
<p>Shame about periods has existed in many parts of the world for centuries. Researchers have noted how children <a href="https://www.ncbi.nlm.nih.gov/books/NBK565666/">are taught</a> not to talk about menstruation and if they do, it is often negatively (with a focus on pain and discomfort). </p>
<p>A <a href="https://www.theage.com.au/national/western-australia/period-embarrassment-sees-wa-students-skip-school-more-than-any-other-state-20210530-p57wh8.html">2021 survey</a> found 29% of 659 menstruating Australian students aged ten to 18 were concerned they would be teased at school for having their period.</p>
<p>Similar issues occur as students grow older. A 2022 <a href="https://journals.sagepub.com/doi/full/10.1177/17455065211070666">Australian survey</a> of 410 university students who menstruate found only 16.2% felt completely confident in managing their periods at university. Just over half believed society thought periods were taboo (and so, not something you talk about). </p>
<p>But the stigma is not inevitable. There are examples of education programs in other countries that celebrate periods and are accessible across ages. </p>
<p>There is a <a href="https://menskompetens.se/">Swedish program</a> that provides information for young people, stories about first periods and advice on how adults can talk to children about menstruation. In the <a href="https://periodpositive.com/wp-content/uploads/2022/07/a-period-positive-national-curriculum-chella-quint-20-july-2022.pdf">United Kingdom</a>, there are moves to introduce a “period positive” curriculum for school students.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dirty-red-how-periods-have-been-stigmatised-through-history-to-the-modern-day-206967">'Dirty red': how periods have been stigmatised through history to the modern day</a>
</strong>
</em>
</p>
<hr>
<h2>What is taught in Australian schools?</h2>
<p>The <a href="https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/">Australian curriculum</a> does not not explicitly mention “period” or “menstruation” in any of its online health and physical education curriculum resources, for any year levels up to Year 10. </p>
<p>We can assume schools would cover it under topics such as “understand the physical […] changes that are occurring for them”. But without explicit mention to menstruation or periods, it is likely what is being taught across classrooms in Australia is variable and insufficient.</p>
<p>It was last updated in 2022, under the former Morrison government.</p>
<h2>Our research</h2>
<p>We <a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2023.2275595">interviewed</a> 15 staff across government, Catholic and private primary schools in Australia. We asked staff about their awareness of students who have experienced early onset menstruation, how their students are educated about periods, and what support is available to them. </p>
<p>Staff spoke about how students who menstruated early “felt isolated” and voiced the need for earlier “matter-of-fact” menstruation education. As one teacher told us: </p>
<blockquote>
<p>I think we’ve got to take it down to Years 3 and 4 and be a lot more specific than we have been, because you are going to get more and more being younger.</p>
</blockquote>
<p>However, several participants shared apprehension around having discussions about periods with young students. As one teacher explained: </p>
<blockquote>
<p>You don’t want to scare young girls, like seven-and eight-year-olds […] if it is happening earlier, it needs to be talked about earlier. But that’s a hard one because a lot of girls […] aren’t really mature enough to understand […]</p>
</blockquote>
<p>Another teacher said that talking about periods in Year 3 was “probably a bit too much […] you don’t want to traumatise the child”.</p>
<p>Gatekeeping knowledge and awareness about periods from younger children is a problem on multiple levels. For one, it can deprive children of vital information about their bodies. For another, it frames menstruation as something inherently inappropriate, scary or crude. This in turn can reinforce stigma and taboo.</p>
<h2>Can we tell boys about this?</h2>
<p>Staff also spoke about how boys were not necessarily included in lessons about periods, and how male teachers may not have experience talking about these issues. As one teacher told us: </p>
<blockquote>
<p>It is a discussion that’s been done where they don’t really include the boys in it […].</p>
</blockquote>
<p>School staff also raised concerns that teaching boys about menstruation might present an opportunity for bullying or teasing. One school support officer suggested only girls should be taught about periods, noting:</p>
<blockquote>
<p>they [boys] might be like ‘oh, I found your pad!‘</p>
</blockquote>
<p>However, separating classrooms by gender for these lessons does not encourage the normalisation of periods. A <a href="https://link.springer.com/article/10.1007/s11199-016-0701-3">2016 study</a> explored the attitudes of 48 Australian men towards menstruation. Participants reported being told little or nothing about periods while growing up, and so they grew up believing it was taboo.</p>
<p>Other teachers in our study noted how important it was for male students to be taught about periods. </p>
<blockquote>
<p>I found it really frustrating that we’re giving young men who are eventually going to be in workplaces and potentially in positions of leadership, who are being deprived of these matter-of-fact moments of teaching [about menstruation] where they’re going to sort of pick up these things through like hearsay, through sort of uneducated conversation […]</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/first-periods-can-come-as-a-shock-5-ways-to-support-your-kid-when-they-get-theirs-177920">First periods can come as a shock. 5 ways to support your kid when they get theirs</a>
</strong>
</em>
</p>
<hr>
<h2>What needs to happen instead?</h2>
<p>Our <a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2023.2275595">study emphasises</a> how a lack of timely and comprehensive education and support for early menstruators in Australian schools is underpinned by menstrual stigma and taboo. </p>
<p>But it also showed how the issue is driven by perceptions of children’s capacity to learn about periods, based on their age and gender.</p>
<p>This research highlights the need for the Australian curriculum to introduce specific menstruation education by at least Year 3 or earlier. The curriculum needs to explain what menstruation is, why it happens, the ways it can be managed and how it will begin happening to their peers and that this is normal.</p>
<p>In the meantime, we encourage all school staff to work towards building menstrual wellbeing by becoming comfortable discussing periods with all students, make period products accessible to all year levels in all bathrooms, and advertise free period product locations to students from Year 3. </p>
<p>This will enable all children who menstruate to manage their periods in school easily and without shame.</p><img src="https://counter.theconversation.com/content/222887/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jessica Shipman receives funding from Flinders Foundation. </span></em></p><p class="fine-print"><em><span>Olivia Bellas does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>In Australia, the average age of first period is about 13. But about 12% of children get their period between the ages of eight and eleven.Olivia Bellas, PhD Candidate, University of AdelaideJessica Shipman, Senior lecturer, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2222792024-02-04T19:09:23Z2024-02-04T19:09:23ZShould twins be in separate classes? Many schools say yes, but the answer is not so simple<figure><img src="https://images.theconversation.com/files/572101/original/file-20240130-27-kgghse.jpg?ixlib=rb-1.1.0&rect=51%2C22%2C4870%2C3254&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/close-up-shot-of-two-girls-having-an-online-class-while-writing-9037329/">Alena Darmel/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><blockquote>
<p>Should my twins be in the same class at school? </p>
</blockquote>
<p>As a clinical psychologist specialising in twins, this is one of the most frequent questions parents ask me.</p>
<p>Many schools continue to separate twins due to a deep-seated belief it is better for the development of <a href="https://pubmed.ncbi.nlm.nih.gov/16697537/">separate identities</a>. Both <a href="https://www.tandfonline.com/doi/pdf/10.1080/00094056.2010.10523142">research evidence</a> and clinical experience tells us it is not so simple.</p>
<h2>How many twins are there?</h2>
<p>What happens to twins is not a niche issue. In Australia, twins represent approximately <a href="https://raisingchildren.net.au/pregnancy/health-wellbeing/twin-pregnancy/twins">one in every 80</a> pregnancies. According to the <a href="https://www.abs.gov.au/statistics/people/population/births-australia/latest-release">Australian Bureau of Statistics</a>, 1.4% (4,286) of pregnancies were multiple births in 2022, with the vast majority of these being twins. </p>
<p>As these statistics suggest, each year there will be many parents who have to navigate what happens to their kids at school and many teachers will have a twin in their classroom.</p>
<h2>Old school rules for twins</h2>
<p>Traditionally, schools did not tend to ask parents for their views when <a href="https://journals.sagepub.com/doi/epub/10.1177/0895904813510778">placing twins in classes</a>.</p>
<p>This approach was based on anecdotal experience, misguided perceptions and beliefs, and/or <a href="https://www.tandfonline.com/doi/pdf/10.1080/00094056.2010.10523142">limited research</a> suggesting that <a href="https://journals.sagepub.com/doi/epub/10.1177/0895904813510778">being apart was better</a> for twins’ development and academic performance. </p>
<p>Still today, some parents tell me school principals insist on placing twins in separate classes because they believe it is better for shaping their individual identities. There is also the often unspoken rationale (particularly for identical twins) that it is easier for teachers and students to tell them apart.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/curious-kids-why-are-some-twins-identical-and-some-not-121435">Curious Kids: why are some twins identical and some not?</a>
</strong>
</em>
</p>
<hr>
<h2>What does the research say?</h2>
<p>When looking at the research about twins at school, the findings tell us a different story. There is <a href="https://www.jstor.org/stable/20721129">little evidence</a> to suggest twins perform better academically when they are in separate classes. The <a href="https://www.sciencedirect.com/science/article/pii/S037837820600096X?via%3Dihub">exception might be</a> when one twin has special needs or when there is an unhealthy amount of competition between the twins. </p>
<p>A <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9493409/pdf/10.1177_08959048211015626.pdf">Canadian study</a> published in 2022 found teaching primary school-aged twins in the same classroom had some positive impact on their behaviour and how they relate to others. This makes sense when we consider many twins have had limited experience being away from each other before starting school. So they are likely to feel more secure if placed together in these early transition years. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/whether-its-a-new-teacher-or-class-heres-what-to-do-when-your-child-is-not-loving-it-199288">Whether it's a new teacher or class – here's what to do when your child is not loving it</a>
</strong>
</em>
</p>
<hr>
<h2>What parents, schools should be doing instead</h2>
<p>In 2022, the Australian Multiple Birth Association (a non-profit organisation) released a <a href="https://www.amba.org.au/position-statements/class-placement">policy statement</a>, noting: </p>
<ul>
<li><p>there is no one-sized fits all answer</p></li>
<li><p>parents “are best placed” to determine what will suit their children</p></li>
<li><p>schools should consult parents each year about where their children should go.</p></li>
</ul>
<p>Twins may also have a view, particularly as they get older. Therefore, listening to each twin will be an important part of the decision-making process. Although, what one twin says they want might not be what they really want or need (depending on the nature of the twin dynamic). For example, the twin who says they want to be in a separate class to their co-twin might actually be the twin who wants to stay together. Such is the enigma of the twin relationship!</p>
<p>This makes it even more important to gather as much informed information as possible before making a decision. For schools, the message is no fixed policy is best when it comes to welcoming twins into your school.</p><img src="https://counter.theconversation.com/content/222279/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Catherine E. Wood has presented at the Australian Multiple Birth Association national conference at different times.
</span></em></p>As a clinical psychologist specialising in twins, this is is one of the most frequent questions I am asked.Catherine E. Wood, Associate Professor and Clinical Psychologist, Swinburne University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2203632024-02-01T22:06:59Z2024-02-01T22:06:59ZQuébec’s teacher strike offers lessons on the urgent need to support public education<iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/quebecs-teacher-strike-offers-lessons-on-the-urgent-need-to-support-public-education" width="100%" height="400"></iframe>
<p>The doors of <a href="https://globalnews.ca/news/10184999/concerns-mounting-over-childrens-welfare-as-quebec-teachers-strike-drags-on/">around 800</a> Québec public schools were closed due to the strike action of <a href="https://www.lafae.qc.ca/public/file/communique-entente-principe-28dec2023.pdf">the Fédération autonome de l’enseignement</a> (FAE) from Nov. 23 through Jan. 8. </p>
<p>During this strike period, <a href="https://ici.radio-canada.ca/rci/en/news/2037932/common-front-and-quebec-reach-tentative-agreement-over-pay-for-public-sector-workers">368,000 students</a> missed 22 days of school while teachers also lost the same number of <a href="https://theconversation.com/curious-kids-do-teachers-get-paid-when-they-go-on-strike-130158">days in pay</a>.</p>
<p>Additionally, teachers in unions represented by the <a href="https://www.cbc.ca/news/canada/montreal/common-front-voting-begins-1.7083702">Common Front</a> were on strike for 11 days. </p>
<p>The strikes impacted public school teachers, students and parents across Québec at multiple levels including primary, secondary and adult education. </p>
<p>The consequences both in the short- and long-term are potentially devastating. The strike offers lessons about the urgent need to support teachers and address issues in public education. </p>
<p>Failing to do so will continue to negatively affect teacher morale, burnout and attrition. It will also risk further corroding the critical role of public schooling in supporting our communities. </p>
<h2>Understanding demands, uplifting teacher voices</h2>
<p>The <a href="https://www.lafae.qc.ca/negociation-nationale">demands</a> of the FAE were extended beyond pay, including better recognition (including improved pension plans and parental rights), better family-work-life balance, better class composition, a reduction in the workload, new provisions regarding grievances and arbitration, better treatment of teachers with precarious status and a healthy workplace. </p>
<p>These demands cover finances, classroom practices and teacher well-being.</p>
<p>Given the current social and educational climate, including <a href="https://theconversation.com/end-of-topsy-turvy-school-year-5-education-issues-exposed-by-the-covid-19-pandemic-161145">post-pandemic educational challenges</a>, supporting teachers and policy changes is of the utmost importance. </p>
<p>Mitigating current challenges by accepting teacher demands is crucial because healthy and well-supported teachers are paramount for <a href="https://doi.org/10.3389/fpsyg.2021.689628">successful student learning</a>. </p>
<p>The role of teacher well-being is particularly critical due to the <a href="https://doi.org/10.1080/02607476.2020.1797439">continuing impacts of the COVID-19 pandemic</a> in Canada.</p>
<h2>Must change systemic problems</h2>
<p>The lack of resources and support that teachers receive can lead to several consequences, ranging from increased stress and exhaustion to <a href="https://doi.org/10.1177/13621688231151787">burnout</a>.</p>
<p>While teachers are proven to be <a href="https://doi.org/10.1016/j.tate.2006.06.006">resilient</a> in the face of these challenges, the concept of resilience itself is a <a href="https://www.toronto.com/opinion/don-t-call-me-resilient----it-covers-up-systemic-racism/article_e79cedf4-c81e-5999-bff6-fee793feacbb.html">contested one</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/listen-to-dont-call-me-resilient-our-podcast-about-race-149692">Listen to 'Don't Call Me Resilient': Our podcast about race</a>
</strong>
</em>
</p>
<hr>
<p>Teachers should not need to be resilient because of policies and practices that do not provide a healthy, positive working environment. </p>
<p>Asking teachers to endure sub-optimal working conditions shifts the burden of addressing structural and systemic issues away from governmental responsibility for public education reforms. </p>
<p>It also places an undue strain on the relationships between teachers, students and parents, whose interests should be aligned. There is a <a href="https://doi.org/10.53841/bpsecp.2012.29.4.8">clear relationship</a> between student and teacher well-being. When the well-being of teachers is prioritized, <a href="http://www.iier.org.au/iier29/turner2.pdf">students’ work and learning flourishes</a> in schools.</p>
<h2>Serious attrition rates</h2>
<p>The prolonged strike and the unwillingness of the government to address union demands in a timely manner may have further reduced teacher morale. It may also exacerbate the already high <a href="https://doi.org/10.1080/14623943.2014.900009">teacher attrition</a> rates in Québec. </p>
<p>In fact, it points to the lack of concern for teachers who cite <a href="https://doi.org/10.1080/13540602.2012.696044">psychological and interpersonal reasons</a> for leaving their roles. </p>
<p>Through policy and practice, teachers need to be valued as essential workers in education. Priority needs to be placed on not just bringing new professionals to the field, but keeping them. </p>
<h2>Consequences for students, families</h2>
<p>The prolonged strike will not just impact teacher morale: students will also bear the long-term consequences. </p>
<p>Students will have experienced learning loss, the stalling of academic gains, and social and psychological disruptions. </p>
<p>Although the Québec government has allocated <a href="https://montreal.ctvnews.ca/quebec-announces-300-million-catch-up-plan-for-students-after-weeks-of-strike-1.6717307">$300 million</a> on a catch-up plan designed to help students who have fallen behind with free tutoring and summer camps for high schoolers who are at risk of dropping out, the reverberations of the strike will last for years to come. </p>
<p>Studies have demonstrated that strike actions impact <a href="https://doi.org/10.1038/s41598-022-06050-9">educational achievements</a> and even <a href="https://www.journals.uchicago.edu/doi/full/10.1086/703134#_i37">employment and labour market earnings</a>. </p>
<p>Parents and families, especially mothers, will be <a href="https://doi.org/10.1016/j.jdeveco.2021.102679">impacted financially</a>.</p>
<h2>Uneven effects</h2>
<p>We must also consider larger connections between this educational labour issue and class struggles because the impacts of the strikes are certainly uneven. Hundreds of thousands of students in the public system will be racing to catch up on missed time while students in private schools <a href="https://montreal.citynews.ca/2024/01/07/quebec-teachers-hopeful-after-strikes/">did not miss</a> a day. </p>
<p>These students will compete on the same ministerial examinations and for places at <a href="https://www.cegepsquebec.ca/en/cegeps/presentation/what-is-a-cegep/">CEGEPs — colleges in Québec offering the first level of post-secondary education — which</a> have become increasingly competitive. </p>
<p>During the strike, parents and caregivers were forced to manage child care alongside their own daily responsibilities, and many did not have the financial means for private tutoring or other ways to supplement learning loss. </p>
<p>Teachers from various backgrounds and economic statuses were also unpaid during this time; an unexpected loss of income can drastically influence one’s livelihood.</p>
<h2>Deeper reflection needed</h2>
<p>The strike is indicative of deeply entrenched problems in Québec’s public schools and <a href="https://www.cbc.ca/news/canada/saskatoon/sask-teachers-federation-announces-full-day-rotating-strikes-1.7097861">reverberates with</a> <a href="https://globalnews.ca/news/10105600/ontario-elementary-teachers-reach-contract-deal/">problems seen across</a> the country.</p>
<p>Now that these strike actions are over, an opening is created for deeper reflection and work on transforming education and restoring the teaching profession to one that is highly valued and respected. </p>
<p>The success of students, the education system and the future of our communities depend on the learning that children receive in schools today.</p><img src="https://counter.theconversation.com/content/220363/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>R. Nanre Nafziger receives funding from Spencer Foundation, Russell Sage Foundation and McGill University.</span></em></p><p class="fine-print"><em><span>Safeera Jaffer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The success of students, the education system and the future of our communities depend on the learning that children receive in schools today.Safeera Jaffer, Research Assistant, Department of Integrated Studies in Education, McGill UniversityR. Nanre Nafziger, Assistant Professor, African/Black Studies in Education, McGill UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2222552024-02-01T19:05:00Z2024-02-01T19:05:00Z5 questions your child’s school should be able to answer about bullying<figure><img src="https://images.theconversation.com/files/572379/original/file-20240131-25-b7ipz8.jpg?ixlib=rb-1.1.0&rect=33%2C16%2C5609%2C3748&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/boy-sitting-on-concrete-stairs-FLdK5N-YGf4">Gaelle Marcel/ Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>As children return to classrooms for 2024, school communities will be confronting bullying in person and via technology. </p>
<p>In-person bullying and cyberbullying affect <a href="https://www.aihw.gov.au/reports/children-youth/australias-children/contents/justice-and-safety/bullying">significant numbers</a> of children and young people in Australia and <a href="https://www.thelancet.com/pdfs/journals/eclinm/PIIS2589-5370(20)30020-1.pdf">around the world</a>.</p>
<p>The eSafety Commission <a href="https://www.esafety.gov.au/newsroom/media-releases/40-jump-in-child-bullying-reports-to-esafety">recently revealed</a> a 40% jump in cyberbullying reports. In 2023, it received 2,383 reports of cyberbullying compared with 1,700 in 2022. Two-thirds (67%) of reports concerned children aged 12–15 years.</p>
<p>A 2019 <a href="https://headspace.org.au/our-organisation/media-releases/new-data-finds-more-than-half-of-aussie-kids-experience-cyberbullying/">headspace survey</a> found 53% of young Australians aged 12–25 have experienced cyberbullying.</p>
<p>A <a href="https://www.aihw.gov.au/reports/children-youth/australias-children/contents/justice-safety/bullying">2016 survey</a> of 12- and 13-year-olds found seven in ten children had experienced at least one bullying-like behaviour within the past year.</p>
<p>Schools have a responsibility to provide a safe learning environment. As part of our <a href="https://link.springer.com/content/pdf/10.1007/s42380-023-00179-5.pdf">work on bullying</a>, we have identified five key ways schools can prevent and respond to bullying. </p>
<h2>What is bullying?</h2>
<p>In-person bullying is unwanted, negative and aggressive behaviour. It is done on purpose and done repeatedly, and can cause physical, emotional or social harm. </p>
<p>As the eSafety Commission <a href="https://www.esafety.gov.au/key-topics/cyberbullying">explains</a>, cyberbullying occurs </p>
<blockquote>
<p>when someone uses the internet to be mean to a child or young person so they feel bad or upset. </p>
</blockquote>
<p>It can happen on a social media site, game or app. It can include comments, messages, images, videos and emails. </p>
<p>There is <a href="https://pubmed.ncbi.nlm.nih.gov/33066202/">a lot of overlap</a> between the two types of bullying. Those who bully or are bullied in person also tend to bully or be bullied online, and vice versa. </p>
<p>In any kind of bullying, the person doing the bullying has – or is perceived to have – more power than the person being bullied. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/our-new-study-provides-a-potential-breakthrough-on-school-bullying-195716">Our new study provides a potential breakthrough on school bullying</a>
</strong>
</em>
</p>
<hr>
<h2>What do schools need to do?</h2>
<p>As the Australian Human Rights Commission <a href="https://humanrights.gov.au/our-work/commission-general/bullying-know-your-rights-violence-harassment-and-bullying-fact-sheet">notes</a>, bullying is an abuse of individuals’ human rights. It says schools have a responsibility to provide a safe learning environment free from violence, harassment and bullying. This protects the right to education. </p>
<p>Approaches vary between jurisdictions and school systems. In <a href="https://www2.education.vic.gov.au/pal/bullying-prevention-response/policy">Victoria</a>, for example, government schools need to have bullying prevention policies. In New South Wales, government schools need to have an “<a href="https://education.nsw.gov.au/content/dam/main-education/policy-library/public/implementation-documents/pd-2010-0415-01.pdf">anti-bullying plan</a>”. </p>
<p>But while schools often have bullying policies, they need comprehensive systems to be adequately prepared. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-do-kids-bully-and-what-can-parents-do-about-it-194812">Why do kids bully? And what can parents do about it?</a>
</strong>
</em>
</p>
<hr>
<h2>Our research</h2>
<p>Our work has <a href="https://link.springer.com/content/pdf/10.1007/s42380-023-00179-5.pdf">examined</a> what schools should do to be prepared to prevent and respond to bullying. As part of this, we spoke to five principals and teachers at five Victorian schools in 2022. </p>
<p>This highlighted the ongoing and complex nature of the challenges schools face. For example, they told us how COVID set back responses to cyberbullying. As one high school principal told us: </p>
<blockquote>
<p>We had a lot of online bullying going on […] a lot of nasty stuff happening online, a lot of sexting and a lot of horrible comments […] We nearly got it wiped out and then COVID hit and we then went back to having kids on computers all day, every day, so I think that’s back in a big way.</p>
</blockquote>
<p>Technological change also means new challenges keep emerging. As a primary school teacher said: </p>
<blockquote>
<p>[students are now] getting Apple Watches and so we’re having to rewrite policy to deal with that.</p>
</blockquote>
<h2>What should schools do to be prepared?</h2>
<p>We have also reviewed Australian and international evidence on bullying. Here we distil this work into five key questions to ask your child’s school. </p>
<p><strong>1. Do they have good data?</strong> The school should regularly collect, review and act on data about social relationships in the school community. These should include levels of trust, support, empathy and kindness between students and between students and teachers/staff. This tells the school whether students feel safe and supported to raise social problems if they arise. </p>
<figure class="align-center ">
<img alt="Five students sit on steps with backpacks, writing in books and working on a laptop." src="https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/572382/original/file-20240131-17-sy3666.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Ask students what they think how to stop bullying in their school. And whether they trust their peers and teachers.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/students-sitting-on-steps-in-a-school-hallway-and-writing-in-notebooks-8457288/">Norma Mortenson/Pixels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p><strong>2. Do they seek students’ ideas?</strong> The school should ask students how the school can better prevent and respond to bullying. It should also consider and act on these suggestions. Actively involving children and young people in issues that concern them is a basic human right. It also results in policies and practices that are more likely to be appropriate for them.</p>
<p><strong>3. Do people know about “gateway behaviours”?</strong> All school staff and students should be trained to identify and immediately report “gateway behaviours”. Examples include posting embarrassing photos online, ignoring particular students, name-calling, whispering about people in front of them, and eye-rolling. <a href="https://www.researchgate.net/profile/Elizabeth-Englander-2/publication/311654874_Understanding_Bullying_Behavior_What_Educators_Should_Know_and_Can_Do/links/5b87f13d92851c1e123bf9fb/Understanding-Bullying-Behavior-What-Educators-Should-Know-and-Can-Do.pdf">Gateway behaviours</a> are not in and of themselves considered bullying, but when left unchecked, can escalate into bullying. </p>
<p><strong>4. Do students think bullying is being reported?</strong> The school should also ask students whether they believe students and staff report all or almost all bullying they observe. It is also important to know whether students think reporting will remain anonymous and be acted on and positively resolved. This indicates whether students believe the school takes bullying seriously and feel empowered to come forward if they need to.</p>
<p><strong>5. Does the school have “safety and comfort plans”?</strong> These are created for specific students immediately after they are identified as having been a victim of bullying. They should be designed by the student and a staff member together. This is to ensure they feel comforted and safe at school. </p>
<p>We know bullying can have devastating <a href="https://www.nichd.nih.gov/health/topics/bullying/conditioninfo/health#:%7E:text=It%20can%20lead%20to%20physical,emotional%20problems%2C%20and%20even%20death.&text=Those%20who%20are%20bullied%20are,and%20problems%20adjusting%20to%20school.&text=Bullying%20also%20can%20cause%20long%2Dterm%20damage%20to%20self%2Desteem.">physical and psychological impacts</a> on children. It can lead to issues including <a href="https://theconversation.com/as-homeschooling-numbers-keep-rising-in-australia-is-more-regulation-a-good-idea-217802">school refusal</a>, poor self-esteem and poor mental health. This is why it is so important schools are properly equipped to not just handle incidents of bullying when they arise, but try and prevent them in the first place. </p>
<hr>
<p><em>If this article has raised issues for you, or if you’re concerned about someone you know, call <a href="https://www.lifeline.org.au">Lifeline</a> on 13 11 14, <a href="https://kidshelpline.com.au">Kids Helpline</a> on 1800 55 1800 or contact <a href="https://headspace.org.au/online-and-phone-support/connect-with-us/">headspace</a>.</em></p><img src="https://counter.theconversation.com/content/222255/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nina Van Dyke was funded by the Alannah & Madeline Foundation to conduct this research.</span></em></p><p class="fine-print"><em><span>Fiona MacDonald was funded by the Alannah & Madeline Foundation to conduct this research. </span></em></p>Bullying is not going away. The eSafety Commission recently revealed a 40% jump in cyberbullying reports.Nina Van Dyke, Principal Research Fellow and Associate Director, Mitchell Institute, Victoria UniversityFiona MacDonald, Principal Research Fellow, Institute for Sustainable Industries and Liveable Cities, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2224002024-02-01T01:55:48Z2024-02-01T01:55:48ZAs more money is flagged for WA schools, what does ‘fully funded’ really mean?<p>It’s back-to-school time for students and staff across Australia. But the politics of school funding has also turned up at the front gate.</p>
<p>On Wednesday, Federal Education Minister Jason Clare <a href="https://ministers.education.gov.au/clare/press-conference-east-hamersley-primary-school">told</a> nearly 325,000 Western Australian students and their families that by 2026, theirs will be “the first state in Australia to fully fund public schools” (the Australian Capital Territory already has full funding). The federal government has pledged an additional A$774 million, which is to be matched by the WA government.</p>
<p>It’s a significant announcement, given the next national funding agreement (due by the end of 2024) is still to be thrashed out between the Commonwealth, states, territories and non-government school sectors.</p>
<p>The government has also only just released a <a href="https://www.education.gov.au/review-inform-better-and-fairer-education-system/announcements/now-published-review-inform-better-and-fairer-education-system">major review</a> looking at what the next phase of school reforms should involve. </p>
<p>What does the WA news mean for schools, and what does full funding really involve? </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/a-new-report-wants-more-funding-and-better-support-for-australian-schools-but-we-need-a-proper-plan-for-how-to-get-there-219491">A new report wants more funding and better support for Australian schools. But we need a proper plan for how to get there</a>
</strong>
</em>
</p>
<hr>
<h2>What do we mean by “fully funded”?</h2>
<p>“Fully funded” is often talked about when it comes to education debates. To the casual observer, the aspiration is a peculiar one. At one level, public schools across all states and territories are already funded almost entirely by governments. </p>
<p>State and territory governments provide most of the recurring annual funding for their school systems. The federal government provides about 20% of the total funding via agreements made every five years. As the <a href="https://www.pc.gov.au/ongoing/report-on-government-services/2023">Productivity Commission</a> notes, 2.6 million students in Australian public schools cost federal and state taxpayers A$54.9 billion, or just shy of $21,000 per student per year.</p>
<p>But as significant as this amount might seem to the wider public, this isn’t enough to provide all students in public schools with what has been agreed is a reasonable standard of funding. </p>
<p>More than a decade ago, a <a href="https://www.education.gov.au/school-funding/resources/review-funding-schooling-final-report-december-2011">school funding review</a> led by David Gonski recommended Australia introduce a “<a href="https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard">schooling resource standard</a>”. This would be a mechanism to ensure fair and equitable distribution of government funding. This means funding should be based on need – schools with greater levels of student need receive greater funds.</p>
<p>On top of a base rate, there are extra loadings for schools with students with disability, students of Aboriginal and Torres Strait Islander background, students with socio-educational disadvantage, students with low English proficiency, small schools and schools in regional and remote locations.</p>
<p>This system seems uncontroversial, particularly when those who benefit most are those most in need. </p>
<p>But despite broad agreement about the idea, there has been (and still is) a long wait to see it put into practice. The timeline to “fully fund” all Australian public schools is still <a href="https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/BriefingBook46p/SchoolFunding">set for 2029</a>. </p>
<p>To date, only public schools in the ACT have had full funding allocations under this model. No other state or territory funds their public schools to the full level required.</p>
<h2>Is there a catch?</h2>
<p>More money for education should be applauded, especially when there is broad acknowledgement <a href="https://www.education.gov.au/review-inform-better-and-fairer-education-system/announcements/now-published-review-inform-better-and-fairer-education-system">public schools across Australia are inadequately funded</a>. </p>
<p>What looms large over this announcement, though, is the question of what outcomes could be expected from investing the money and how they will be achieved.</p>
<p>It’s only 12 months since the Productivity Commission delivered a <a href="https://www.pc.gov.au/inquiries/completed/school-agreement/report">damning assessment of Australian education</a>. The report noted a lack of transparency over funding agreements, as well as poor educational outcomes for the money. It also repudiated onerous “low value” administrative burdens on school leaders and teachers.</p>
<p>If steps are not taken to address these criticisms, the money risks being accompanied by additional bureaucratic burden.</p>
<p>It’s also worth highlighting how some of the most serious issues facing schools – <a href="https://www.nsw.gov.au/media-releases/public-school-teacher-shortages">teacher shortages</a>, student <a href="https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/DASC/Interim_Report">behaviour problems</a> and teacher <a href="https://www.voced.edu.au/content/ngv%3A95358">mental health and personal safety</a> concerns – are unlikely to be resolved simply by providing more money.</p>
<p>The increased funding is necessary and welcome. But it’s not enough on its own. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-is-the-national-school-reform-agreement-and-what-does-it-have-to-do-with-school-funding-202847">What is the National School Reform Agreement and what does it have to do with school funding?</a>
</strong>
</em>
</p>
<hr>
<h2>Where to now?</h2>
<p>It’s hard to ignore the timing of this announcement at the beginning of a year when the next <a href="https://www.education.gov.au/recurrent-funding-schools/national-school-reform-agreement">National School Reform Agreement</a> will be determined. </p>
<p>This is a joint agreement between the Commonwealth, states and territories. It sets out national policy initiatives all governments agree to implement over a five-year period. </p>
<p>Later this year, we can expect each jurisdiction to sign individual agreements with the federal government. This will include what they will do to improve student outcomes (in line with the reform agreement), as well as the funding states and territories will contribute as a condition of receiving federal funding.</p>
<p>At the outset of this process, the WA announcement indicates some players at least are considering bold reform. </p>
<p>But the scale of the political challenge is already evident. Only hours after the announcement, <a href="https://www.theguardian.com/australia-news/2024/jan/31/queensland-and-victoria-rebuff-albanese-governments-offer-of-more-public-school-funding">education ministers across the nation</a> were refusing to signal their hearty agreement. Instead, they called on the federal government to increase its contribution from 20% of the school resourcing standard up to 25%.</p>
<p>It is also important to note that WA has only signed a “statement of intent” so far. This is not a final deal. As Clare’s <a href="https://jasonclare.com.au/media/portfolio-media-releases/joint-media-release-australian-and-wa-governments-agree-to-fully-and-fairly-fund-all-western-australian-public-schools/">media release</a> noted, this “provides a basis for the negotiation of the next National School Reform Agreement and associated bilateral agreement”.</p>
<p>There is a lot more work to go in this very important year for Australian schools. But this first announcement is is a positive step. Further, concrete agreements can hopefully be reached and bring forward the day when all schools receive what they need.</p><img src="https://counter.theconversation.com/content/222400/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Paul Kidson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>This is a big year for Australian education. State and federal governments are working out a major agreement on schools reform and the question of funding looms large.Paul Kidson, Senior Lecturer in Educational Leadership, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2063602024-01-30T20:15:08Z2024-01-30T20:15:08ZSchools have a long way to go to offer equitable learning opportunities, especially in French immersion<figure><img src="https://images.theconversation.com/files/537617/original/file-20230716-25-rv538b.jpg?ixlib=rb-1.1.0&rect=0%2C89%2C6000%2C3538&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">In a research study on the accessibility of French immersion, one parent was told she faced a three-year wait to access reading supports for her child. </span> <span class="attribution"><span class="source">(Andrew Ebrahim/Unsplash)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/schools-have-a-long-way-to-go-to-offer-equitable-learning-opportunities-especially-in-french-immersion" width="100%" height="400"></iframe>
<p>The Ontario Human Rights Commission’s <a href="https://www.ohrc.on.ca/en/right-to-read-inquiry-report">Right to Read report</a>, published last February, called for changes in the province’s educational system. The commission found shortcomings in how schools support students with special education needs. </p>
<p>We found similar trends in our <a href="https://uottawa.scholarsportal.info/ottawa/index.php/ILOB-OLBI/article/view/6618/5553">interview-based study</a> on the accessibility of French immersion for students with special education needs from low-income communities in Toronto. We interviewed eight mothers with diverse socio-economic status, home language and immigration backgrounds on their experiences with the French immersion program. </p>
<p>According to the Right to Read report’s <a href="https://www.ohrc.on.ca/en/right-to-read-inquiry-report/appendix-1-list-recommendations">recommendations</a>, children need accessible, effective learning assessments, as well as evidence-based interventions that occur in a timely manner. </p>
<p>These interventions include explicit, systematic programs that focus on <a href="https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonics-and-decoding">phonics (teaching the relationships between letters and the sounds of spoken language) and decoding (applying knowledge of letter-sound relationships to written words, or “sounding out”)</a>, <a href="https://www.sciencedirect.com/topics/social-sciences/metalinguistic-awareness">metalinguistic awareness</a> (a larger awareness of language, including an ability to reflect on it) and other skills <a href="https://doi.org/10.1002/rrq.99">that support reading accuracy and fluency</a>). </p>
<p>Research has highlighted difficulties accessing support for students with special education needs <a href="https://doi.org/10.1075/jicb.20012.kay">in French immersion programs</a>. As we also heard in our study, parents of children with students with special education needs from low-income communities in Toronto faced barriers accessing resources for their children.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/reading-struggles-dont-wait-to-advocate-for-your-child-130986">Reading struggles? Don't wait to advocate for your child</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="A school building." src="https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/571939/original/file-20240129-21-apeyf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A report published by the TDSB found students without special needs represent 90 per cent of students in French immersion and 78 per cent of students in the board overall.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Marginalized students underrepresented</h2>
<p>French immersion programs have become increasingly popular <a href="https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/74139">across Canada</a>, since students who learn both English and French in school may <a href="https://muse.jhu.edu/article/228709/pdf">benefit from increased intercultural awareness</a>, easier travel throughout Canada, better access to bilingual jobs as well as potential <a href="https://doi.org/10.3138/cmlr.63.5.605">developmental and social benefits</a>.</p>
<p>There is a <a href="https://globalnews.ca/news/4922887/french-immersion-school-canada-demand-teachers/">high demand</a> for French immersion in Canada, and the program is often perceived as <a href="https://doi.org/10.1080/01434632.2020.1865988">an elitist system</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/french-immersion-and-other-regional-learning-programs-smart-choice-for-your-kids-or-do-they-fuel-inequity-195184">French immersion and other regional learning programs: Smart choice for your kids, or do they fuel inequity?</a>
</strong>
</em>
</p>
<hr>
<p>In the <a href="https://www.tdsb.on.ca/Portals/0/docs/TDSB%20French%20Programs%20Review%20Mar082019.pdf">Toronto District School board (TDSB) French immersion report released in 2019</a>, marginalized students are underrepresented in its immersion programs. For example, the report — based on registration and census information — noted that in grades 7-8:</p>
<ul>
<li><p>49 per cent of students identify as white in French immersion and 30 per cent in the board overall;</p></li>
<li><p>students without special needs represent 90 per cent of students in French immersion and 78 per cent of students in the board overall;</p></li>
<li><p>Students whose family income is $100,000 and over represent 66 per cent of students in French immersion and 47 per cent of students in the board overall;</p></li>
<li><p>Children from families who speak English at home represent 63 per cent of French immersion classes and 35 per cent of the board overall.</p></li>
</ul>
<h2>Reading struggles</h2>
<p>Emily (not her real name) is one of the mothers who participated in our study. She has seen the <a href="https://www.youtube.com/watch?v=77cz9iUeDaY&t=82s">high cost of disability in our school systems</a>. With her permission, we have shared her story below to illustrate her family’s experience in a French immersion program.</p>
<p>Emily enrolled all of her three children in a French immersion program. Emily’s eldest child excelled in immersion, and continued to study French into university. However, Emily’s two youngest were struggling to read in French. The teachers assured her that her children would catch up in time and there was no need to worry. </p>
<p>Shockingly for Emily, once her middle child reached Grade 3, she was suddenly informed that her child was reading at a kindergarten level. </p>
<p>However, the wait to be assessed was approximately three years — meaning this child might be in Grade 6 before they received any formal assessment and intervention support. </p>
<p>At the suggestion of the school’s administration, Emily agreed to pay $3,500 for an external evaluation. She said about the experience:</p>
<blockquote>
<p>“I’ll never forget it, having that SST (school support team) meeting. I’m in front of the psychologist and all these different people and I literally lost control. The head of special education, she said, ‘It’s okay.’ I’m like, ‘I’m not crying because my daughter has a learning disability. I’ve come to terms with that.’ I said, ‘I’m crying because I had to pay $3,500 dollars …’… How many kids are falling through the cracks?’ That was very disconcerting for me. I was heartbroken.”</p>
</blockquote>
<figure class="align-center ">
<img alt="A hand writing on French homework." src="https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/540522/original/file-20230801-17-ko6dda.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Schools have a long way to go to offer equitable learning opportunities for all students.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Insufficient special education support</h2>
<p>Even after spending an exorbitant amount of money, Emily found out the hard way that there wasn’t sufficient special education support in French immersion for her child. She ended up removing her middle child from the immersion program the next year. Emily’s middle child did get the support she needed in the English program.</p>
<p>This is just one example of the stories we heard in our research study on the accessibility of French immersion. </p>
<p>Emily’s question stayed with us throughout our work: How many students are falling through the cracks? </p>
<p>The truth is, we don’t really know. Based on the attrition rates in French immersion from the TDSB, it must be high. According to a <a href="https://www.tdsb.on.ca/Portals/0/docs/TDSB%20French%20Programs%20Review%20Mar082019.pdf">2019 report published by the TDSB,</a> from the early French immersion cohort where students start in senior kindergarten, approximately 70 per cent of the students have left the program by Grade 9.</p>
<h2>Need for early intervention</h2>
<p>In our study, one parent was told that her child couldn’t be assessed until Grade 3, which contradicts <a href="https://www.readingrockets.org/article/importance-early-intervention">evidence-based best practices</a> that call for early assessment and intervention. </p>
<p>Parents also said they often feel pressure to pay for expensive tutors, French summer camps and other language immersion opportunities so their children don’t fall behind. </p>
<p>They reported spending a lot of time supporting their children’s studies despite not speaking the language of instruction, and this ends up becoming an emotional and financial burden.</p>
<h2>Ensuring changes are implemented equitably</h2>
<p>Following the Right to Read inquiry, the Government of Ontario committed to sweeping change such as <a href="https://www.cbc.ca/news/canada/right-to-read-inquiry-report-literacy-ontario-1.6378408">mandating early literacy screening</a>. We have also seen a huge amount of <a href="https://www.idaontario.com/effective-reading-instruction/">professional learning</a> for teachers. Ensuring that positive change yielded by these approaches are effective in French immersion programs is critical. </p>
<p>We know that individual resilience and community support networks aren’t enough to combat systemic barriers. </p>
<p>We still have a long way to go if we want our school system to be an equitable learning opportunity for all students — particularly in immersion.</p><img src="https://counter.theconversation.com/content/206360/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Diana Burchell receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).</span></em></p><p class="fine-print"><em><span>Becky Xi Chen receives funding from Social Sciences and Humanities Research Council of Canada (SSHRC).</span></em></p><p class="fine-print"><em><span>Elizabeth Kay-Raining Bird has received funding from SSHRC. </span></em></p><p class="fine-print"><em><span>Roksana Dobrin-De Grace receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).</span></em></p>Parents in a study about the accessibility of French immersion programs discussed inadequate support for learning to read and feeling pressured to pay for expensive tutors.Diana Burchell, PhD Candidate in Developmental Psychology and Education, University of TorontoBecky Xi Chen, Professor, Department of Applied Psychology and Human Development, University of TorontoElizabeth Kay-Raining Bird, Professor Emeritus, School of Communication Sciences and Disorders, Dalhousie UniversityRoksana Dobrin-De Grace, PhD Student in Developmental Psychology, Toronto Metropolitan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2201362024-01-30T19:08:28Z2024-01-30T19:08:28ZThere are reports some students are making sexual moaning noises at school. Here’s how parents and teachers can respond<figure><img src="https://images.theconversation.com/files/571802/original/file-20240129-27-5oe9b7.jpg?ixlib=rb-1.1.0&rect=26%2C0%2C4412%2C3334&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/assorted-color-lockers-VLaKsTkmVhk moren hsu unsplash">Moren Hsu/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>There have been disturbing <a href="https://www.smh.com.au/national/schoolgirls-endure-sexual-harassment-that-no-employer-would-tolerate-20231123-p5em9k.html">reports</a> of Australian students <a href="https://www.instagram.com/birds__bees/p/CtcCSD5OVO1/">making sexual moaning noises</a> at teachers and <a href="https://www.linkedin.com/feed/update/urn:li:activity:7114767660965367808/?updateEntityUrn=urn%3Ali%3Afs_feedUpdate%3A%28V2%2Curn%3Ali%3Aactivity%3A7114767660965367808%29">other students</a>. This includes students in both high school and primary school. </p>
<p>Along with making moaning noises, students might play <a href="https://www.eurekastreet.com.au/article/when-the-moaning-stops--how-porn-is-damaging-young-people">pornographic audio</a> in class. These behaviours can make students and adults feel uncomfortable, embarrassed, intimidated or humiliated. But it might not always be immediately obvious how it has affected those involved.</p>
<p>For teachers and parents, it can be hard to know what to do.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1327368980802260993"}"></div></p>
<h2>How often do teens harass other teens in Australia?</h2>
<p>Recent <a href="https://www.sciencedirect.com/science/article/pii/S0145213423005501">findings</a> from the Australian Child Maltreatment Study found adolescents make up a substantial proportion of perpetrators of child sexual abuse and this has increased over time. </p>
<p>Our soon-to-be-published results (as part of the <a href="https://www.acms.au/">child maltreatment study</a>) suggest rates of peer sexual harassment are also on the rise. Although the maltreatment study did not specifically measure “moaning”, it paints a picture of how common issues like peer harassment and harmful sexual behaviour are in Australia. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/one-third-of-childhood-sexual-abuse-is-perpetrated-by-another-child-shannon-molloy-tells-his-story-and-urges-us-not-to-look-away-199203">One-third of childhood sexual abuse is perpetrated by another child. Shannon Molloy tells his story – and urges us not to look away</a>
</strong>
</em>
</p>
<hr>
<h2>What is ‘normal’?</h2>
<p>This kind of behaviour can sometimes be dismissed as a “joke”. But normal sexual behaviour in children and adolescents only includes behaviours that involve shared decision making and are consensual, mutual, reciprocal and enjoyable. </p>
<p>Sexual behaviours may become problematic when they are <a href="https://learning.nspcc.org.uk/child-abuse-and-neglect/harmful-sexual-behaviour/understanding/">developmentally unusual</a> or socially unexpected. Behaviour may be considered normal in some contexts but not others. </p>
<p>Sexual behaviours where there are imbalances of power, a lack of informed consent, use of force or coercion, or even violence, can be considered harmful or abusive. </p>
<p>Moaning at other students or teachers may be either <a href="https://nationalcentre.org.au/resource/in-conversationintroduction-to-harmful-sexual-behaviours/">problematic or harmful</a>, depending on the context and circumstances. </p>
<p>Specifically, moaning can be considered a form of sexual harassment, which the Australian Human Rights Commission <a href="https://humanrights.gov.au/quick-guide/12096">describes as</a>:
“any unwanted or unwelcome sexual behaviour” that makes someone “feel offended, humiliated or intimidated”.</p>
<h2>How do I manage my own reactions?</h2>
<p>As a teacher or parent you might experience a range of reactions to observing or hearing about a child moaning at their peers. Some may feel overwhelmed and distressed, while others may brush it off as “no big deal” or kids “not really knowing what they are doing”. </p>
<p>It is important to not overlook these behaviours. Equally, don’t normalise them with comments like “boys will be boys”. Remain calm and try not to demonise children.</p>
<p>So, take a big breath before you react. </p>
<figure class="align-center ">
<img alt="Backpacks on the back of chairs behind desks in a classroom. The desks have open books." src="https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/571804/original/file-20240129-22-4y9k16.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">If children are making sexual noises at school, do not dismiss it as ‘no big deal’.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/school-bench-with-copybooks-and-stationery-5905434/">Katerina Holmes/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>What can I do?</h2>
<p>Research shows most children and adolescents who engage in offensive, harmful or abusive sexual behaviours, <a href="https://hub.jhu.edu/magazine/2018/spring/children-who-are-child-sexual-abusers/">will not go on to be adult sex offenders</a>. With the right support and balanced responses we can prevent it from happening or escalating to more serious behaviours. </p>
<p>Regardless of if you are supporting a child or adolescent who is engaging in or experienced these behaviours, it is important for teachers and parents to:</p>
<p><strong>1. take it seriously:</strong> children and adolescents benefit from adults holding them accountable for their actions while also meeting them with care and support. By finding this balance, we safeguard both the child or adolescent engaging in the behaviour, as well as those who are affected </p>
<p><strong>2. understand the problem:</strong> these behaviours might happen for a range of reasons. It could be due to a lack of understanding, exposure to pornography, a desire to be accepted by peers, or experiences of abuse and adversity. Each child might need a different response</p>
<p><strong>3. seek support:</strong> don’t try and deal with this on your own. Parents can ask their school counsellor or wellbeing unit for help. They can also look at <a href="https://www.ncsby.org/content/parents">wider resources</a> around young people and sexual behaviour. If teachers are dealing with this in their classrooms, they can seek supervision and guidance from other colleagues. They should also be aware of their <a href="https://aifs.gov.au/resources/resource-sheets/mandatory-reporting-child-abuse-and-neglect">obligations to report</a> to police and child protection in cases of child abuse and neglect. <a href="https://www.true.org.au/education/programs-resources/for-schools-teachers/traffic-lights-for-professionals">Training</a> can also be helpful to learn how to cope with these kinds of behaviours </p>
<p><strong>5. get specialist help:</strong> you can also contact an organisation providing specific services for children or adolescents experiencing or displaying sexualised behaviours. <a href="https://bravehearts.org.au/get-help/children-young-people-families/turning-corners/">Bravehearts</a> in Queensland has national information and a support line. There are also specialised <a href="https://www.nasasv.org.au/">sexual assault services</a> in each state or territory </p>
<p><strong>5. talk to your kids about healthy relationships:</strong> <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6283686/">research shows</a> comprehensive sex education works to prevent harm to children by <a href="https://www.psychologytoday.com/au/blog/prevention-now/202301/teaching-teens-to-help-prevent-child-sexual-abuse">teaching healthy relationships</a>. This includes helping them to understand boundaries, the importance of informed consent and <a href="https://www.who.int/publications/i/item/inspire-handbook-action-for-implementing-the-seven-strategies-for-ending-violence-against-children">addressing</a> “boys will be boys” attitudes</p>
<p><strong>6. prioritise self-care:</strong> dealing with these issues can be incredibly confronting and even triggering. Look after yourself. This will help you respond calmly using the support of experts to help children and young people stop offensive, harmful or abusive sexual behaviours. This helps keep everyone safe.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/major-study-reveals-two-thirds-of-people-who-suffer-childhood-maltreatment-suffer-more-than-one-kind-202033">Major study reveals two-thirds of people who suffer childhood maltreatment suffer more than one kind</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/220136/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Daryl Higgins receives funding from the Australian Research Council, the National Health and Medical Research Council and a range of government departments, agencies, and service providers, including Bravehearts. He is a Chief Investigator on the Australian Child Maltreatment Study.</span></em></p><p class="fine-print"><em><span>Gabrielle works with the Australian Child Maltreatment Study (ACMS) team as part of her PhD Candidature. She has also previously worked for Bravehearts in various roles, including for the Turning Corners program, which provides support to young people who have displayed harmful sexual behaviours. </span></em></p>There have been disturbing reports of students making sexual moaning noises at teachers and other students. This includes students in both high school and primary school.Daryl Higgins, Professor & Director, Institute of Child Protection Studies, Australian Catholic UniversityGabrielle Hunt, PhD Candidate, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2206542024-01-24T19:08:05Z2024-01-24T19:08:05ZHow do I make sure my child’s school backpack is safe and healthy?<figure><img src="https://images.theconversation.com/files/568386/original/file-20240109-21-696kpn.jpg?ixlib=rb-1.1.0&rect=29%2C69%2C6604%2C4352&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/back-view-shot-of-students-running-to-their-classroom-8500353/">RDNE Stock Project/ Pexels </a></span></figcaption></figure><p>As a new school year approaches, many families will be heading to the shops or to their school’s uniform store to buy backpacks. </p>
<p>While children can have firm ideas about how their school bags look – and schools have practical requirements about what students need to carry – it is vitally important bags are also safe and healthy. </p>
<p>What does the research evidence tell us about school bags? </p>
<h2>Why school bags matter</h2>
<p>Students are often not just carrying books to and from school, but technology, sports and musical equipment as well. Studies have <a href="https://journals.lww.com/pedpt/Fulltext/2013/25010/Postural_Compensations_and_Subjective_Complaints.5.aspx">noted</a> problems occur when students carry bags that weigh more than 20% of their body weight. </p>
<p>This excessive weight can cause students to adopt a forward-leaning posture to compensate, leading to chronic <a href="https://www.nature.com/articles/s41390-018-0013-0">back pain</a> and other <a href="https://journals.lww.com/pedpt/Fulltext/2013/25010/Postural_Compensations_and_Subjective_Complaints.5.aspx">postural deformities</a>.</p>
<p>But it’s not just the weight alone, how students carry their bags is also important. </p>
<p>Slinging the bag over one shoulder can lead to an uneven distribution of weight, causing muscle imbalances and spinal misalignment. Some studies (such as this one from <a href="https://scielo.pt/scielo.php?script=sci_arttext&pid=S1646-107X2017000500002?script=sci_arttext&pid=S1646-107X2017000500002">Brazil</a> and and this one from <a href="https://journals.sagepub.com/doi/abs/10.1177/2049463717695144">Malta</a>) suggest this is more common in female students, who are more likely to carry their bags this way. </p>
<p>If school bags do not have ergonomic features, this exacerbates the problem. Poorly designed straps, lack of adequate back support and improper weight distribution within the bag itself all contribute to the strain on a student’s back and shoulders.</p>
<p>A 2021 study conducted in <a href="https://archives.palarch.nl/index.php/jae/article/view/9461">Karachi</a> on primary school-aged students also showed heavy backpacks can lead to increased fatigue, harming the concentration of children in school. </p>
<p>So we need backpacks based on ergonomic principles, that cater to different body types and carrying habits.</p>
<figure class="align-center ">
<img alt="Two high school students carrying backpacks on one shoulder walk up steps in a playground." src="https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/568380/original/file-20240109-24-xf9dx3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students should carry backpacks on bold shoulders to avoid back pain.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/cheerful-girl-hurrying-to-school-5896923/">Mary Taylor/ Pexels</a></span>
</figcaption>
</figure>
<h2>What should you look for in a backpack?</h2>
<p>Here are some <a href="https://www.sciencedirect.com/science/article/abs/pii/S0169814121000846">research-based</a> tips for choosing a backpack for your child: </p>
<ul>
<li><p>choose backpacks with wide, padded straps to distribute weight evenly across the shoulders, minimising the risk of strain and discomfort</p></li>
<li><p>look for other ergonomic features such as adjustable shoulder, hip and chest straps, along with back padding</p></li>
<li><p>ensure the backpack can be positioned high on the back, with the bottom aligned at waist level. </p></li>
</ul>
<h2>How should your children be carrying things to school?</h2>
<p>Studies <a href="https://www.nature.com/articles/s41390-018-0013-0">have shown</a> education about the right way to wear a backpack can reduce pain in school students. Once you have the right bag, also make sure your child is using it correctly: </p>
<ul>
<li><p>check the backpack’s weight is no more than <a href="https://jccponline.com/backpack.html">10-15%</a> of the child’s body weight (you may need to monitor this as they take different things to and from school) </p></li>
<li><p>for heavy items such as musical instruments or sports equipment, choose alternative carrying options such as wheelie bags</p></li>
<li><p>try to ensure your child uses both shoulder straps to maintain balance and symmetrical posture (and do not carry bags on one shoulder or in one hand)</p></li>
<li><p>pack heavy items close to the body, as this helps maintain better posture by aligning the load with the body’s centre of gravity.</p></li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/back-to-school-blues-are-normal-so-how-can-you-tell-if-its-something-more-serious-198671">Back-to-school blues are normal, so how can you tell if it's something more serious?</a>
</strong>
</em>
</p>
<hr>
<h2>Schools can also help</h2>
<p>Schools can also help this issue, by considering what students are required to take to and from school each day. </p>
<p>Perhaps this means more locker space at school or digital resources, so students aren’t having to carry textbooks around. </p>
<p>Parents and schools can also educate students about the proper way to pack and carry their bags. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/having-good-posture-doesnt-prevent-back-pain-and-bad-posture-doesnt-cause-it-183732">Having ‘good’ posture doesn't prevent back pain, and 'bad' posture doesn't cause it</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/220654/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sai Praneeth Jasti does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Studies have found problems occur when students carry bags that weigh more than 20% of their body weight.Sai Praneeth Jasti, Researcher, Deakin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2191192024-01-22T19:04:08Z2024-01-22T19:04:08ZGood lunchboxes are based on 4 things: here’s how parents can prepare healthy food and keep costs down<figure><img src="https://images.theconversation.com/files/568160/original/file-20240108-17-vx4wzp.jpg?ixlib=rb-1.1.0&rect=116%2C107%2C5775%2C3790&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-teen-girl-eating-snack-in-box-5905684/">Katerina Holmes/Pexles </a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Heading back to school is a time of great anticipation for many families, but it is not without challenges. One of the big challenges is preparing healthy, easy, affordable and appealing lunchboxes.</p>
<p>Lunchboxes are vital for supporting children’s energy levels throughout the school day, which in turn helps maintain their <a href="https://doi.org/10.3390/%20%20nu13030911%20https://doi.org/10.3390/nu12051297">concentration</a>. </p>
<p>What does a healthy lunchbox contain? How can you keep it fresh, while also keeping costs down? </p>
<h2>Making a healthy lunchbox</h2>
<p>A healthy well-balanced lunchbox should have four things: </p>
<p><strong>1. food for energy:</strong> these foods have carbohydrates for energy to learn and play. This could be sandwiches, wraps, pasta or rice dishes </p>
<p><strong>2. food for growth:</strong> these foods have protein to support growing bodies and minds. This could be lean meats, eggs, beans or dairy</p>
<p><strong>3. food for health:</strong> these foods have vitamins and minerals to support healthy immune systems and include fruits and vegetables in a variety of colours</p>
<p><strong>4. something to drink:</strong> water, milk or milk alternatives are the best choices. Do not give your children sugary drinks, including juice, cordial or energy drinks as they can lead to dental issues. If your child has trouble drinking plain water, try different bottles or cups. Some kids are more likely to drink from a strawed or spouted bottle. You can also try adding in a few drops of colourful fresh vegetable juice such as beetroot to make the water pink. </p>
<figure class="align-center ">
<img alt="A lunch box with a peeled mandarin, grapes, dried apricots and a sandwich." src="https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/568163/original/file-20240108-15-ftzfl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Lunchboxes should contain a mix of foods for energy, growth and health.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/a-sandwich-lunch-box-with-fruits-5852281/">Antoni Shkraba/ Pixels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Choose snacks wisely</h2>
<p>Most kids will eat a treat food over the core foods listed above (just like most adults!). These foods are fun and yummy but not the best choice for sustained energy and focus at school everyday. </p>
<p>So try and avoid snacks like fruit bars and straps, which are low in fibre, fluids, vitamins and minerals, and high in sugar. Also avoid dairy desserts such as custard pouches, biscuits, chocolate bars and muesli bars that are often high in fat and sugar and don’t need to be included in the lunchbox. </p>
<p>While homemade snacks like pikelets, scrolls or homemade dip are ideal and more cost effective, pre-packaged options can be a lifesaver for time-pressed parents.</p>
<p>When choosing packaged snacks, look for items under 600 kilojules per serving, low in saturated fat (less than 2 grams per serving) and containing fibre (more than 1 gram per serving). </p>
<p>Also look for nutrient-dense ingredients like low-fat dairy, wholegrains, fruits, vegetables, or beans to provide a more balanced snack selection. Good options include popcorn, dried fruit boxes, wholegrain crackers and cheese, mini rice cakes, tinned fruit cups and yoghurts without added sugars. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/sick-of-packing-school-lunches-already-heres-how-to-make-it-easier-179675">Sick of packing school lunches already? Here's how to make it easier</a>
</strong>
</em>
</p>
<hr>
<h2>Keep lunch boxes easy</h2>
<p>Try to make school food easy to handle and eat. </p>
<p>For younger children, cut up large pieces of fruit and vegetables, quarter sandwiches and choose things with easy-to-open packaging.</p>
<p>Involve your children in preparing and packing the lunchbox or show them the final product so they know its contents. This means the child is not surprised by the contents. They are also <a href="https://www.sciencedirect.com/science/article/abs/pii/S0195666314001573">more likely to eat</a> a meal they helped make.</p>
<figure class="align-center ">
<img alt="A young child chops tomato on a plate with chopped cucumbers." src="https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/568164/original/file-20240108-21-c0myyz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Encourage your your kids to help prepare and pack their lunchboxes.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-little-boy-cutting-vegetables-on-red-plate-3984726/">Gustavo Fring/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/trying-to-spend-less-on-food-following-the-dietary-guidelines-might-save-you-160-a-fortnight-216749">Trying to spend less on food? Following the dietary guidelines might save you $160 a fortnight</a>
</strong>
</em>
</p>
<hr>
<h2>Keep things fresh</h2>
<p>Food can sit in lunchboxes for hours, so it’s important to keep it fresh. To help keep it as cool you can: </p>
<ul>
<li><p>use an insulated lunchbox and ice pack. Pack the ice pack next to items prone to spoilage</p></li>
<li><p>if you are preparing the lunchbox the day before, store it in the fridge overnight</p></li>
<li><p>ask your kids to keep lunchboxes in their school bags, away from direct sunlight and heat</p></li>
<li><p>also consider freezing water bottles overnight to provide a cool and refreshing drink for hot days</p></li>
<li><p>if you know it’s going to be a particularly hot day or your child is going to be out and about with their lunch box, choose foods that don’t have to be kept cool. For example, baked beans, tetra pack milk, wholegrain crackers and diced fruit cups. Also consider uncut and whole raw fruit and vegetables such as an apple or orange, baby carrots, baby cucumbers or cherry tomatoes. </p></li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australian-schools-are-starting-to-provide-food-but-we-need-to-think-carefully-before-we-ditch-the-lunchbox-193536">Australian schools are starting to provide food, but we need to think carefully before we 'ditch the lunchbox'</a>
</strong>
</em>
</p>
<hr>
<h2>Keep costs down</h2>
<p>There are several ways you can try to keep costs down when buying school lunch supplies: </p>
<ul>
<li><p>follow the <a href="https://www.eatforhealth.gov.au/guidelines/guidelines">Australian Dietary Guidelines</a>. A <a href="https://theconversation.com/trying-to-spend-less-on-food-following-the-dietary-guidelines-might-save-you-160-a-fortnight-216749">2023 study</a> suggests maintaining a healthy diet – along the lines of the guidelines – could save A$160 off a family of four’s fortnightly shopping bill</p></li>
<li><p>choose seasonal fruits and vegetables for the freshest items at lowest cost</p></li>
<li><p>take advantage of special deals or bulk purchases, especially for your child’s favourite snacks or things with a long shelf-life like canned or frozen foods </p></li>
<li><p>bake items such as scrolls or muesli bars and freeze in bulk when time allows. The <a href="https://onehandedcooks.com.au">One Handed Cooks</a> have healthy recipes for all ages that are wallet and freezer friendly</p></li>
<li><p>use dinner leftovers as next-day lunches</p></li>
</ul>
<figure class="align-center ">
<img alt="A pot full of noodles and vegetables." src="https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/568165/original/file-20240108-16-issd9k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Try to plan dinners that can double as lunches.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/stir-fry-noodles-in-bowl-2347311/%20engin">Engin Akyurt/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<ul>
<li>keep an eye on your child’s lunchbox to see what they eat. They may eat less during lunchtime but need a snack later. Adjust the lunchbox contents based on their hunger level and have a post-school snack prepared to avoid unnecessary food waste.</li>
</ul>
<p>For more ideas on managing lunchboxes, check out the <a href="https://growandgotoolbox.com">Grow&Go Toolbox</a>. Nutrition Australia also has some <a href="https://www.healthylunchboxweek.org.au/lunchbox-ebook">great suggestions</a> for balancing your child’s lunchbox.</p><img src="https://counter.theconversation.com/content/219119/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Clare Dix receives funding from the Australian Government Department of Health.</span></em></p><p class="fine-print"><em><span>Stella Boyd-Ford receives funding from the Australian Government Department of Health.</span></em></p>Lunchboxes should have food for concentration, growth and health as well as something to drink.Clare Dix, Research Fellow in Nutrition & Dietetics, The University of QueenslandStella Boyd-Ford, Research Fellow with the Grow&Go Toolbox, The University of QueenslandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2180172024-01-21T12:59:10Z2024-01-21T12:59:10ZAnti-racist, culturally responsive French immersion: Listening to racialized students is an important step towards equitable education<figure><img src="https://images.theconversation.com/files/562480/original/file-20231129-19-xh48rb.jpg?ixlib=rb-1.1.0&rect=0%2C12%2C4256%2C2765&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A study saw racialized students in Ontario French immersion programs write monologues and stories about their experiences, and also invited immersion stakeholders like teachers and parents to give feedback on
race and racism in Ontario immersion programs. </span> <span class="attribution"><span class="source">(CDC)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/anti-racist-culturally-responsive-french-immersion-listening-to-racialized-students-is-an-important-step-towards-equitable-education" width="100%" height="400"></iframe>
<p><a href="https://education.macleans.ca/feature/just-say-non-the-problem-with-french-immersion/">Debates among researchers, educators and parents</a> continue about the successes and challenges with French immersion programs across English-speaking parts of Canada.</p>
<p>Programs are criticized for being elitist by some and praised for being exceptional by others. </p>
<p>My master’s research <a href="https://doi.org/10.37213/cjal.2023.32817">showed how Ontario and Toronto French immersion policies exacerbate inequities</a>, finding that program locations favoured middle-class students, curricula demonstrated a Eurocentric focus and colonial lens and program entry-points favoured established residents over newcomers.</p>
<p>My PhD work research has relied upon a collective creation research method known <a href="https://learninglandscapes.ca/index.php/learnland/article/view/1024/1040">as “playbuilding”</a> to propose ways French immersion programs can be more culturally responsive and anti-racist.</p>
<h2>Issues in French immersion</h2>
<p><a href="https://rowman.com/ISBN/9781793612731/French-Immersion-Ideologies-in-Canada">Research about students in Alberta has shown</a> that language levels of French immersion graduates are low and many lack confidence in their French skills.</p>
<p>French immersion programs have been known to exclude many students, particularly those with <a href="https://www.tdsb.on.ca/Portals/0/docs/TDSB%20French%20Programs%20Review%20Mar082019.pdf">special education needs, multilingual learners, immigrants and lower-income students</a>. In the past, some immersion programs even <a href="https://www.peelschools.org/documents/Elementary-FI-Program-Review.pdf/Elementary-FI-Program-Review.pdf">required IQ testing for admission</a>. </p>
<p>With <a href="https://doi.org/10.37213/cjal.2023.32817">immersion programs in Toronto mainly found in white, middle-class areas</a>, it is unsurprising that white, middle-class students are the most present in Toronto programs.</p>
<p>In the Toronto District School Board, research about French immersion enrolment shows inequitable demographics have been <a href="https://www.tdsb.on.ca/Portals/0/docs/TDSB%20French%20Programs%20Review%20Mar082019.pdf">improving in terms of racial and multilingual representation of enrolled students</a>. However, it also shows programs remain dominated by white, middle-class, anglophone students with few learning exceptionalities. </p>
<figure class="align-center ">
<img alt="A Black student seen sitting and reading between two white students." src="https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=462&fit=crop&dpr=1 600w, https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=462&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=462&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=581&fit=crop&dpr=1 754w, https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=581&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/566494/original/file-20231219-29-8mt8ha.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=581&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">French immersion programs in the Toronto District School Board are still dominated by white students with few learning exceptionalities.</span>
<span class="attribution"><span class="source">(Allison Shelley for EDUimages)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<h2>Documenting student experiences</h2>
<p>French immersion is a heavily researched program; however, <a href="https://doi.org/10.4000/glottopol.4039">research has largely ignored racial identity and racism</a>. </p>
<p>I invited French immersion stakeholders (like teachers, parents, staff and professors in teacher education programs) to engage with stories of racial minority students in Ontario French immersion programs, and my own experiences as a racialized French immersion teacher.</p>
<p>Firstly, my online study recruited two Black and one South Asian French immersion students from Ontario, aged 16–20. Over the course of two weeks, participants created monologues and wrote stories about their experiences as racial minority students in French immersion programs. Stories and monologues are <a href="https://mkunnas.wixsite.com/race-in-fi">available on our website</a>.</p>
<p>In the second stage of research, 39 French immersion stakeholders (students, teachers, parents, staff and professors in teacher education programs) viewed our website and responded to an online survey reacting to stories and suggestions for improving immersion. The findings from stage two support the findings from stage one.</p>
<figure class="align-center ">
<img alt="A brown girl teen seen in discussion." src="https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/566682/original/file-20231219-29-bpakcv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students wrote stories about their experiences as racial minority students in French immersion programs.</span>
<span class="attribution"><span class="source">(Allison Shelley for EDU images)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<h2>Cultural learning and representation</h2>
<p>Cultural learning is required by the <a href="https://www.edu.gov.on.ca/eng/curriculum/elementary/fsl18-2013curr.pdf">French as a second language (including French immersion) curriculum</a>. Each grade focuses on different local or global cultures to help develop students’ intercultural competence. </p>
<p>For example, Grade 1 French immersion focuses on local francophone communities, Grade 8 focuses on France and Grade 10 focuses on French-speaking Africa and Asia. No matter the cultural focus, the curriculum calls for the inclusion of “diverse French speaking communities” in every grade.</p>
<p>Students in my study recounted that they did not learn about diverse French cultures. In some cases, they were not discussing culture at all. Students’ own cultures and races were also absent from their learning. </p>
<p>The representation in students’ learning was overwhelmingly white and European or Québécois. The lack of diversity is not representative of the curriculum or the reality of the French speaking world, which is <a href="http://observatoire.francophonie.org/wp-content/uploads/2019/02/LFDM-Synthese-Anglais.pdf">over 50 per cent people of colour</a>. </p>
<h2>Unchecked racism</h2>
<p><a href="https://theconversation.com/why-does-critical-race-theory-make-people-so-uncomfortable-176125">In a racially structured and racist society</a>, the presence of racism in immersion programs is hardly shocking. However, the participants revealed many instances where racism could have been interrupted and was not.</p>
<p>In general, participants’ schools had a culture of racism where racist acts and speech (committed by students, teachers and administrators) were allowed to continue unchecked. </p>
<p>In many cases, teachers were not willing to intervene when racist incidents occurred in their French classes. In one case, a teacher even let a student use a racist French term repeatedly. </p>
<p>A few participants expressed that some teachers and administrators interrupt racism. However, even these teachers were not integrating anti-racist teaching (that is, integrating diverse racial representations and empowering students to combat racism and oppression).</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/black-youth-yearn-for-black-teachers-to-disrupt-the-daily-silencing-of-their-experiences-177279">Black youth yearn for Black teachers to disrupt the daily silencing of their experiences</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=321&fit=crop&dpr=1 600w, https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=321&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=321&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=404&fit=crop&dpr=1 754w, https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=404&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/566505/original/file-20231219-27-w516e5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=404&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Educators have important roles in integrating diverse racial representations and empowering students to combat racism and oppression.</span>
<span class="attribution"><span class="source">(Allison Shelley for EDU Images)</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<h2>Call for change</h2>
<p>Students should not be subjected to racism and should be learning about the diverse realities of the French-speaking world so they can see themselves as legitimate French speakers. </p>
<p>Listening to the voices of racial minority students in French immersion programs in dialogue with research documenting program inequities is an important step towards creating more inclusive French immersion programs and schools. </p>
<p>The preliminary findings of my study, in conjunction with earlier research documenting a Eurocentric focus and colonial lens in Ontario and Toronto immersion programs, point to the need for <a href="https://omlta.org/how-to-be-an-anti-racist-educator-series">supporting anti-racist</a> and <a href="https://www.youtube.com/watch?v=FikFP9lnIcQ">culturally responsive teaching and intercultural awareness</a> to make programs more welcoming to all students.</p><img src="https://counter.theconversation.com/content/218017/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Marika Kunnas receives funding from the Social Sciences and Humanities Research Council of Canada. </span></em></p>Listening to voices of racialized students in French immersion matters for creating more inclusive schooling.Marika Kunnas, PhD Candidate, Faculty of Education, York University, CanadaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2210952024-01-16T17:45:20Z2024-01-16T17:45:20ZSaskatchewan teacher strike: It’s about bargaining for the common good<p>For the first time in more than a decade and for only the <a href="https://leaderpost.com/news/saskatchewan/explainer-a-brief-history-of-teachers-strikes-in-saskatchewan">fourth time since 1973</a>, people in Saskatchewan are facing interruptions to schooling due to teacher labour unrest.</p>
<p>While a <a href="https://regina.ctvnews.ca/teachers-hit-the-picket-line-as-saskatchewan-deep-freeze-continues-1.6726764">Jan. 16 province-wide teachers’ strike</a> means only <a href="https://regina.ctvnews.ca/no-teacher-wanted-this-stf-president-says-5-day-strike-notice-was-about-giving-sask-parents-time-1.6723525">a single day</a> of job action, there is a real possibility strike actions could escalate over the next few weeks. </p>
<p>That’s particularly the case with 90 per cent of Saskatchewan Teachers’ Federation (STF) members having participated in an October vote about job action against the government — and
<a href="https://saskatoon.ctvnews.ca/buckle-up-sask-teachers-union-votes-95-in-favour-of-potential-job-action-1.6619971">95 per cent of those voting teachers</a> backing job action. </p>
<p>The strike follows early December news that conciliation talks between the STF and the Government of Saskatchewan had broken off. </p>
<p>According to the teachers’ union, the <a href="https://www.stf.sk.ca/wp-content/uploads/2023/12/12-13-2023_STF-Message-to-Saskatchewan-Parents-and-Students.pdf">central issues</a> in this dispute are <a href="https://leaderpost.com/news/saskatchewan/teachers-union-frustrated-with-province-not-addressing-growing-class-sizes">class size</a>, “classroom complexity” (<a href="https://leaderpost.com/news/what-is-classroom-complexity-and-why-does-it-matter-to-the-stf">the diversity of student needs in any one classroom,</a>), <a href="https://leaderpost.com/news/saskatchewan/stf-bargaining-update">related support for students</a>, <a href="https://leaderpost.com/news/stf-says-job-action-virtually-inevitable-after-failed-talks-with-province">workplace violence</a>, meaningful actions to <a href="https://saskatoon.ctvnews.ca/sask-teachers-union-province-at-odds-on-key-issues-as-contract-talks-languish-1.6672626">reconciliation education</a> and other in-class issues. </p>
<p>For their part, teachers have not made their wage demands public, suggesting that for them, wages are not the central issue in this round of bargaining.</p>
<p>Both <a href="https://x.com/evanbrayshow/status/1735045295543669098?s=20">conservative commentators</a> <a href="https://globalnews.ca/news/10180136/saskatchewan-premier-scott-moe-state-of-education/">and the premier</a> have argued the bargaining table is not the place for teachers to negotiate concerns about classroom issues. </p>
<p>The province, focused on wages, has tabled an offer that keeps wages at below inflation <a href="https://www.saskatchewan.ca/government/news-and-media/2023/june/29/government-trustee-bargaining-committee-tables-fair-deal-for-teachers">levels for the next three years</a>. </p>
<p>In other provinces, teachers’ unions have successfully argued that classroom size is directly related to workload, which has always been a collective bargaining matter. </p>
<p>Although bargaining is sometimes interpreted narrowly as a discussion over wages and benefits it is not, by its nature, limited to that. Bargaining can — and has — acted as a democratic tool to expand public resources to areas beyond workplace compensation.</p>
<h2>Bargaining classroom size</h2>
<p>In Ontario, the <a href="https://www.pssbp.ca/wp-content/uploads/Teachers-Meshed-Agreement-2019-2022-FINAL-emailed-for-signatures-March-1-2021-PDF.pdf">Elementary Teachers’ Federation of Ontario</a> has negotiated that the boards and government provide ongoing classroom size data to the union in order to determine future classroom ratios. </p>
<p>The <a href="https://osstftoronto.ca/wp-content/uploads/2014/01/HotLinked-2019-2022-OSSTF-Collective-Agreement-Finalised-with-All-Signatures-1.pdf">Ontario Secondary School Teachers’ Federation</a> has language on class size in its collective agreements with specific classroom ratios. </p>
<p>Similar negotiations have occurred in Québec over <a href="https://cpn.gouv.qc.ca/wp-content/uploads/sites/4/2023/03/CPNCA_APEQ_E5_CC-ang_consolide_2023-03-15_V2.pdf">workload issues</a>. </p>
<p>The British Columbia Teachers’ Federation won a <a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/16241/index.do">dramatic ruling</a> before the Supreme Court of Canada in 2016. The court ruled the government’s decision to unilaterally prevent teachers <a href="https://canliiconnects.org/en/commentaries/44636">from bargaining classroom size and composition</a> was a violation of their constitutional rights to bargaining collectively. </p>
<p>The decision resulted in hiring hundreds of new teachers to address chronically underfunded classrooms in that province.</p>
<h2>Cuts to education</h2>
<p>The dispute in Saskatchewan did not come out of nowhere. </p>
<p>There has been a 10 per cent drop in <a href="https://www.stf.sk.ca/wp-content/uploads/2023/02/Education-in-Saskatchewan-Facts-and-Statistics_11-Oct-2023.pdf">per-student funding since 2012-2013</a>. </p>
<p>In 2017, the Saskatchewan Party government <a href="https://www.cbc.ca/news/canada/saskatchewan/saskatchewan-government-decides-not-to-amalgamate-school-boards-1.4035499">cut funding to public education</a> by $22 million from the previous fiscal year. In the same period, <a href="https://globalnews.ca/news/10027832/saskatoon-schools-enrolment-spikes/#">enrolments have risen to record numbers</a>. </p>
<p>These issues pushed teachers to a collective bargaining dispute in <a href="https://thestarphoenix.com/news/local-news/top-stories-of-2020-teachers-strike-avoided-as-pandemic-surged-into-saskatchewan">2019, but it was interrupted by the COVID-19 pandemic</a>. </p>
<h2>Staffing crises</h2>
<p>Post-pandemic, teacher morale and turnover have reached crisis levels. </p>
<p>Samantha Becotte, the STF’s president, noted there has been a general crisis in <a href="https://globalnews.ca/news/9940451/canada-teacher-shortage">education across the country</a> evident in teacher shortages, with <a href="https://globalnews.ca/news/9848620/saskatchewan-teachers-contract-talks/#">an attrition rate of about 40 per cent among educators in the first five years of their careers</a>.</p>
<p>Becotte’s comments align with research showing attrition rates have hovered <a href="https://archipel.uqam.ca/12263/1/2013_Karsenti%2C%20T%20et%20Collin%2C%20S_Education.pdf">at close to 50 per cent</a> over about the last decade. </p>
<p>Government underfunding has also led to creeping <a href="https://leaderpost.com/opinion/heather-ganshorn-medeana-moussa-beware-privatization-creep-in-education-system">privatization</a>. </p>
<p>Squeezed board budgets have meant an increase in fees to some Saskatoon and Regina parents <a href="https://leaderpost.com/news/saskatchewan/upped-lunch-hour-supervision-fees-for-sask-parents-as-school-resumes">for lunch-time supervision</a>.</p>
<p>These cuts have also resulted in <a href="https://www.stf.sk.ca/about-stf/news/bargaining-impasse-declared-teachers-to-hold-sanctions-vote/#">dramatic declines in classroom supports</a>. Numbers have dropped for many educational roles, including for <a href="https://pubsaskdev.blob.core.windows.net/pubsask-prod/90049/2022-23%252BEducation%252BSector%252BStaffing%252BProfile%252B-%252Bprov.pdf">educational assistants, English as an additional language teachers, counsellors, librarians, psychologists and other pathologists</a>. </p>
<h2>‘Parents rights’ issues</h2>
<p>On top of this, the government called a special session of the legislature in September 2023 to bring in a hastily drafted bill to <a href="https://theconversation.com/saskatchewan-naming-and-pronoun-policy-the-best-interests-of-children-must-guide-provincial-parental-consent-rules-212431">restrict the ability of transgender and gender-diverse children from</a> being able to identify with their preferred pronouns at school. </p>
<p>The government said this was an issue <a href="https://regina.ctvnews.ca/parents-bill-of-rights-officially-introduced-in-sask-legislature-beginning-pronoun-policy-s-push-into-law-1.6598701">of parents’ rights</a>. Yet many others interpreted it as an attack on the ability of teachers to provide necessary support and guidance to kids in a safe and supportive environment. </p>
<p>For some, it speaks to a hostile position of the government towards teachers, since the <a href="https://www.cbc.ca/news/canada/saskatchewan/sask-name-pronoun-policy-new-school-year-1.6956559">STF has opposed the policy and pledged support for teachers who refuse to abide by it</a>.</p>
<h2>Bargaining as important tool</h2>
<p>Trying to prevent teachers from including issues surrounding unmet student needs in bargaining is to effectively leave the public in the dark on the conditions of our schools and render governments largely unaccountable. </p>
<p>The most important tool that all unionized workers have at their disposal is their ability to collectively bargain. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-teachers-union-activism-helped-shift-the-u-s-election-debate-on-education-147620">How teachers' union activism helped shift the U.S. election debate on education</a>
</strong>
</em>
</p>
<hr>
<p>As researchers with the Center for Innovation in Worker Organization at Rutgers University have documented, unions across North America have leveraged broad public support to <a href="https://smlr.rutgers.edu/faculty-research-engagement/center-innovation-worker-organization-ciwo/bargaining-common-good">bargain for issues related to the common good</a>.</p>
<p><a href="https://smlr.rutgers.edu/sites/default/files/Documents/Centers/CIWO/ciwo_bcg-memo.pdf">Many of these campaigns</a> have been waged by teachers’ unions. Unions have bargained for many things, including linguistic and cultural resources for teachers, more diverse staffing, anti-racism education, green education — and importantly for teachers in Saskatchewan — smaller classroom sizes. </p>
<h2>Unions driving change</h2>
<p>Unions beyond the education sector <a href="https://archives.nupge.ca/sites/default/files/documents/New-Forms-of-Privatization-2016.pdf">in Canada</a> have <a href="https://cupe.ca/sites/cupe/files/bargaining_and_privatization_guide_en.pdf">made similar gains</a>. </p>
<p>For example, in 1981-1982, the <a href="http://www.justlabour.yorku.ca/volume19/pdfs/04_nichols_press.pdf">Canadian Union of Postal Workers (CUPW)</a> waged a strike to extend paid maternity leave benefits to workers. CUPW’s success encouraged other unions to take a similar position and today public maternity/paternity leave is a universal <a href="https://www.canada.ca/en/services/benefits/ei/ei-maternity-parental.html">public program</a>. </p>
<p>Unions and their members have real power when they use the tools available to them to seek real workplace and community change.</p>
<h2>Bargaining about trade-offs</h2>
<p>To be sure, bargaining is about trade-offs. Prioritizing issues related to what unions identify as key “common good” themes might mean that other issues cannot be highlighted. </p>
<p>Workers might forego larger wage increases for smaller classroom sizes or for increased resources for issues like reconciliation with Indigenous nations.</p>
<p>But that is a choice workers will democratically make through their union. In the case of Saskatchewan teachers, the numbers do not lie. While salaries and benefits will always be an issue, there is overwhelming teacher support for existing bargaining proposals. </p>
<p>We believe this democratic mandate is significant — and one that could lead to safer and more just educational experiences for workers and students across the province.</p><img src="https://counter.theconversation.com/content/221095/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Simon Enoch is a member of the Saskatchewan New Democratic Party</span></em></p><p class="fine-print"><em><span>Charles Smith does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Chronically underfunded classrooms with fewer supports to meet student needs is a core issue for Saskatchewan teachers.Charles Smith, Associate Professor, Political Studies, University of SaskatchewanSimon Enoch, Adjunct professor, Department of Politics and International Studies, University of ReginaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2159932024-01-08T19:16:50Z2024-01-08T19:16:50ZYear 9 is often seen as the ‘lost year’. Here’s what schools are trying to keep kids engaged<figure><img src="https://images.theconversation.com/files/563129/original/file-20231203-25-esyf9q.jpg?ixlib=rb-1.1.0&rect=0%2C40%2C5472%2C3596&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/blur-abstract-background-examination-room-undergraduate-641504728">Shutterstock</a></span></figcaption></figure><p>Each year in Victoria, <a href="https://assets.ombudsman.vic.gov.au/assets/Reports/Parliamentary-Reports/1-PDF-Report-Files/Investigation-into-Victorian-government-school-expulsions.pdf">thousands of students</a> disengage from school between the start of Year 9 and the end of Year 12. </p>
<p>Many are <a href="https://assets.ombudsman.vic.gov.au/assets/Reports/Parliamentary-Reports/1-PDF-Report-Files/Investigation-into-Victorian-government-school-expulsions.pdf">expelled or suspended</a>. Others simply <a href="https://www.sciencedirect.com/science/article/abs/pii/S0959475216302754?via%3Dihub">switch off in class</a>, skip lessons, or quit school to seek out different educational and training pathways.</p>
<p>Whatever the reason, many <a href="https://link.springer.com/article/10.1007/s41297-023-00198-8">high school teachers</a> say something significant happens to school engagement levels <a href="https://link.springer.com/article/10.1007/BF03216890">around Year 9</a>. </p>
<p>My <a href="https://link.springer.com/article/10.1007/s41297-023-00198-8">research</a>, which involved working with Year 9 teachers in Victorian high schools, seeks to better understand what’s happening with student disengagement in this year level – and what can be done to change it.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/20-of-australian-students-dont-finish-high-school-non-mainstream-schools-have-a-lot-to-teach-us-about-helping-kids-stay-207021">20% of Australian students don't finish high school: non-mainstream schools have a lot to teach us about helping kids stay</a>
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</em>
</p>
<hr>
<h2>Lost, disengaged and ‘in never-never land’</h2>
<p>Year 9 (when a child typically turns 14 or 15) is a challenging year for a teenager, in part due to the maelstrom of puberty and adolescence. One Year 9 teacher told me students at this age see themselves</p>
<blockquote>
<p>as that in-between stage. ‘Am I a child? Am I an adult? What if I’m neither?’</p>
</blockquote>
<p>Students at this age often strongly feel they no longer fit in. These age appropriate but intense levels of introspection can make some students look at the repetitive and seemingly endless cycles of school tasks, tests and homework and wonder, “what’s the point?” As one research <a href="https://link.springer.com/article/10.1007/BF03216890">paper</a> puts it:</p>
<blockquote>
<p>In Australia, Year 9 is widely seen as a problem, a time when young people disengage from school; and when curriculum and student identity often fail to cohere with each other.</p>
</blockquote>
<p>Year 9 teachers <a href="https://link.springer.com/article/10.1007/s41297-023-00198-8">described</a> this year to me as “the lost year”, where students often drift off to “never-never land”. One even said it was traditionally seen as “a waste of a year”. </p>
<p>This suggests an opportunity for schools to design their Year 9 curriculum to help these students see the relevance of school.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A boy puts his head on a desk." src="https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/563233/original/file-20231204-17-npgt90.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Year 9 (when a child typically turns 14 or 15) is a challenging year for a teenager.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/portrait-young-high-school-student-bored-200191565">Shutterstock</a></span>
</figcaption>
</figure>
<h2>Specialist Year 9 programs</h2>
<p>Some schools have implemented specialist programs for Year 9. Some have large-scale residential programs, where students live and learn away from home for extended periods. Other programs focus on students learning about and through their local communities.</p>
<p>In Ballarat, where I am based, about half the high schools have a substantial Year 9 program. The structure varies. Sometimes it’s just a one-day-a-week program combining in-school and out-of-school learning experiences. Other programs are conducted entirely offsite over the course of a term.</p>
<p>One case study I <a href="https://link.springer.com/article/10.1007/s41297-023-00198-8">explored</a> was a Year 9 program at a school in regional Victoria. About 70% of students at this school fall in the bottom and bottom-middle quartiles of the Australian distribution of socio-economic advantage.</p>
<p>In my paper, I gave this program (which the school developed) the pseudonym “Renewal”. In Renewal, several learning areas (English, health and humanities) are taught together by a single teacher. Students are in the program for six out of 20 periods per week. </p>
<p>Having one teacher assigned to each class for the entire Renewal program allows them to build rapport and connection. As one teacher told us: </p>
<blockquote>
<p>Students have come to me, their Renewal teacher, before they’ve gone to their tutorial teacher, before they’ve gone to their house leader, and said: ‘I’m feeling extremely overwhelmed, I’m having anxiety problems, I don’t know why, it’s freaking me out.’ </p>
</blockquote>
<p>Another told me the program allows students “to explore, investigate, ask questions about life issues that they wouldn’t normally ask a teacher.”</p>
<p>This rapport better positions the teacher to handle tricky issues with absenteeism, bullying and self-harm than teachers who see them less frequently.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A boy in school uniform writes with a blue pen into an exercise book." src="https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/563230/original/file-20231204-27-nzoi12.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Some schools are trying a new approach in an effort to keep Year 9 kids engaged.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/man-student-reading-writing-exam-stress-683610508">Shutterstock</a></span>
</figcaption>
</figure>
<h2>A different approach</h2>
<p>Renewal combines classroom-based activities with camps, excursions, guest speakers and other specialist programmes. One exercise, for example, involves dropping the students off in the local town centre, where they have to complete a series of tasks on a trail.</p>
<p>In the Renewal program, the careers unit and mock job interviews are done at the start of the year to support students to get part-time employment.</p>
<p>Students are given more agency than a traditional approach would allow. School work might be done, for example, via essay-writing, painting, drawing, in the form of a radio interview or other formats.</p>
<p>As one teacher told me:</p>
<blockquote>
<p>The kids have more opportunity in regards to choosing their own destination […] to be able to find their own learning.</p>
</blockquote>
<p>One teacher described a task where students write “a persuasive letter to the council […] about a health issue in the community, that they wanted funding for.”</p>
<p>Another relayed how outdoor tasks “fires up a different part of their brain”, saying:</p>
<blockquote>
<p>One of the teachers created this map where they had to go around and imagine if they were to sleep rough where they could sleep.</p>
</blockquote>
<p>Teachers themselves also learn from the Renewal program. One said: </p>
<blockquote>
<p>I’m much more flexible. It’s probably something I should be focusing on, to bring into my other classes. Just allow a bit more time for things.</p>
</blockquote>
<h2>Resonating with students’ lives</h2>
<p>Schools with specific approaches to Year 9 are hearing positive responses from students via surveys and other feedback. One teacher from the Renewal program even noticed how:</p>
<blockquote>
<p>Getting up, in front of the class and presenting is a big deal for a lot of people […] I find with Renewal it’s easier for me to get people up than it is [even] for my Year 11 class.</p>
</blockquote>
<p>The success of Year 9 programs hinges on a tailored curriculum that resonates with students’ lives, taught by teachers dedicated to fostering strong connections.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/i-would-like-to-go-to-university-flexi-school-students-share-their-goals-in-australia-first-survey-193396">'I would like to go to university': flexi school students share their goals in Australia-first survey</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/215993/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Josh Ambrosy is on the board of Outdoors Victoria, the state not-for-profit peak body. He runs professional development sessions related to Year 9 programs and other middle years curricula.
</span></em></p>Year 9 teachers say students often drift off to ‘never-never land’. How can we do this tough but crucial year differently?Josh Ambrosy, Lecturer in Education, Federation University AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2194872024-01-07T19:05:44Z2024-01-07T19:05:44ZWorried about school refusal? How to use the holidays to help your child<figure><img src="https://images.theconversation.com/files/565927/original/file-20231214-19-i5tifz.jpg?ixlib=rb-1.1.0&rect=16%2C0%2C4988%2C3275&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/a-girl-lying-on-a-bed-kFk3ji9x07k">Richard Stachman/Unsplash</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>These long summer holidays may seem like an extra blessing to families who are dealing with a child who does not like school or who refuses to go. </p>
<p>But even as January stretches out in front of us, parents will no doubt be thinking about the challenge of getting their child back to school again once terms starts. </p>
<p>I do research on young people’s engagement with school and have previously worked as a guidance officer, supporting families dealing with school refusal. </p>
<p>How can families use the holidays to lay the groundwork for a more positive school year ahead? </p>
<h2>What is school refusal?</h2>
<p><a href="https://raisingchildren.net.au/school-age/school-learning/school-refusal/school-refusal">School refusal</a> is not “wagging”. A recent <a href="https://parlinfo.aph.gov.au/parlInfo/download/committees/reportsen/RB000090/toc_pdf/Thenationaltrendofschoolrefusalandrelatedmatters.pdf">Senate inquiry</a> noted there is no commonly agreed definition but described it as:</p>
<blockquote>
<p>the inability of a young person to attend school due to a severe negative emotional reaction to school.</p>
</blockquote>
<p>It is often rooted in complex issues that can be include anxiety, depression, neurodiversity and school bullying. Anecdotally, it has been on the rise since COVID. </p>
<h2>Start by talking</h2>
<p>If you have a child who has been refusing to go or talking about refusing to go, try to be supportive at home by encouraging them to express their concerns and thoughts about school. </p>
<p>Actively listen to the reasons why your child is reluctant to attend school. You can do this by calmly asking</p>
<blockquote>
<p>If we could make one thing different at school this coming year, what would it be? </p>
</blockquote>
<p>This will help you understand why your child is reluctant and how you can best support them.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/school-attendance-rates-are-dropping-we-need-to-ask-students-why-200537">School attendance rates are dropping. We need to ask students why</a>
</strong>
</em>
</p>
<hr>
<h2>Keep a routine going</h2>
<p>Schools are built on routine. So, try to maintain some sense of routine during the holidays to make for a smoother transition for your child at the end of January.</p>
<p>You could try and schedule time for outdoor play, screen time, fun games as well as household chores. Maintaining set times for meals and sleep are also essential.</p>
<p>Maintaining positive connections with friends from school can also help. Having a positive social connection with a schoolmate over the break can help to ease worries about heading back to school. </p>
<p>Being able to talk with peers on the first day back about what you did together on the holidays can also be a powerful way to start to build a sense of belonging at school.</p>
<figure class="align-center ">
<img alt="Young people play basketball against a backdrop of trees and low-rise buildings." src="https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/565933/original/file-20231215-17-8eho9g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Try and keep up contact with school friends during the holidays.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/kids-playing-basketball-8337276/">RDNE Stock Project/ Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Keep in touch with your school</h2>
<p>While teachers are on (well-earned) holidays, schools will be contactable before the start of term 1. </p>
<p>If your child has a history of school refusal, maintaining a positive line of communication with the school is important. </p>
<p>See if you can find out their new teacher and talk to school support staff like school counsellors before school returns so you can work together to explore support options. </p>
<p>Don’t be afraid to make that initial contact in the week leading up to the new school year.</p>
<p>Most school staff will appreciate the gesture. They will be keen to work proactively with you and your child rather than trying to react to the challenges that come with school refusal once term has begun. </p>
<h2>What else can you do?</h2>
<p>If school refusal is an ongoing issue for your child, spending the time now to seek professional help can also be a great idea. </p>
<p>Use this time to do some of your own research and connect with qualified health professionals, therapists or specialists who can provide the necessary support. </p>
<p>A good starting point would be a visit to your GP who may refer you to a child psychologist or paediatrician (although be aware, there may be long waiting lists for some specialists).</p>
<p>Try and build a network of support for your child that intersects the home, school and therapeutic environments. By working together with your child, a successful transition back to school is much more likely.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1622361554288054273"}"></div></p>
<h2>Why it’s worth trying to make school work</h2>
<p>I’m sure any parent with a child who is school refusing has at some time wondered if it’s worth the struggle of getting kids to school. </p>
<p>As someone who has worked in mainstream schools and <a href="https://www.tandfonline.com/doi/full/10.1080/13603116.2020.1735543">distance education</a>, along with being a parent during COVID, I can see why school avoidance is a <a href="https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/SchoolRefusal/Report">growing phenomenon</a>. </p>
<p>Many of us found our kids learning more and learning faster at home. Without the classroom distractions and added stress of being crammed into an institutional setting, some found learning easier and more enjoyable. </p>
<p>While academic learning may have been easier at home, we need to think about the <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12411">purpose of education</a>. It is not just about academic learning and qualification. </p>
<p>Socialisation is a key purpose also. Schools are designed to teach our children how to interact positively with other outside of the home as part of their social development.</p>
<p>So it is worth hanging in there, if you can (while of course acknowledging mainstream school does not end up working for all students and there is a <a href="https://theconversation.com/australia-has-a-new-online-only-private-school-what-are-the-options-if-the-mainstream-system-doesnt-suit-your-child-189138">growing number of alternatives</a>). </p>
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<h2>Trying to get on the front foot</h2>
<p>These long summer holidays are a good opportunity to get on the front foot in terms of your child’s feeling about school. Try and use this time to seek allies in school staff, mental health professionals and encourage continued friendships for your child. </p>
<p>Remember your friends too. Reach out for help from your support network as you walk with your child into the new school year.</p><img src="https://counter.theconversation.com/content/219487/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Corey Bloomfield does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>From keeping up routines, to making contact with new teachers, there are many things families can do to lay the groundwork for a more positive school year ahead.Corey Bloomfield, Senior Lecturer in Education, CQUniversity AustraliaLicensed as Creative Commons – attribution, no derivatives.