Category: education

  • The winners are …

    The winners are …

    A story about pollution caused when fires destroy cars and devices that are supposed to be ecological took first prize in News Decoder’s 18th storytelling competition.

    News Decoder published the article, “Are you storing toxic waste in your home or car?” by Paolo McCarrey on 11 November. McCarrey is a student at The Thacher School in California.

    Three stories tied for second place: A personal reflection, “What’s not talked about when you live overseas,” about the different forms racial discrimination can take in different countries by Aida Sherwani of Connecticut College in the United States; a story about discrimination and ignorance surrounding autism in Tanzania by Ramona-Blessing Mkunna, a student at the African Leadership Academy in South Africa; and an article about the effect of climate change on the wine industry in Belgium and France by Slav Karaslavov, a student at the European School Brussels II (EEBII) in Belgium.

    While News Decoder published Sherwani’s article in July, the stories by both Mkunna and Karaslavov were submitted in draft form.

    Two other unpublished drafts tied for third place: An article about climate illiteracy by Amaury Chauve, who also attends EEBII and a podcast by Catherine Araba Esaaba Dowuona-Addison, a student at SOS-Hermann Gmeiner International College in Ghana, about the religious cult leader Jim Jones, who killed by poison some 900 of his followers in the 1970s.

    The judges were impressed.

    Of the first place winner, one judge noted that the interviews served as a valuable tool in the investigation. “I also find the argument central to current discussions around climate change solutions, so the timeliness is great,” the judge wrote.

    The winners were selected by a three-person jury that included Thadeus Greenson, an award-winning investigative reporter who serves as press education specialist at the First Amendment Coalition in California, News Decoder correspondent Christianez Ratna Kiruba, a physician and patient rights advocate in India who writes about healthcare issues and former News Decoder Student Ambassador Joshua Glazer, now a student at Emory University in the U.S. state of Georgia.

    They rated the entries based on set criteria: whether the author interviewed anyone for the story; whether the student reported the story without bias; whether the student considered different perspectives and the judge’s own subjective assessment about the quality of the story.

    News Decoder Educational News Director Marcy Burstiner was particularly impressed by the challenging topics students took on. “The entries knock back the notion that young people shy away from complexity,” she said. “Give them room to explore topics that interest them, give them to tools to find experts and reliable sources and they will dive into really complicated issues.”

    The entries came from 10 schools in six countries on four continents.

    Meeting professional standards

    To produce an article or podcast for the competition, the students needed to find an original topic, credible sources and experts to interview. For stories that explored personal experiences, they needed to dive deep into their feelings and into what was happening around them.

    “If you didn’t know that the entries were being done by people with no journalism experience you would think they had come from professional publications,” Burstiner said.

    For articles to be published on News Decoder, they have to meet professional standards. Students work through News Decoder’s approach, known as PRDR for Pitch, Report, Draft and Revise. The winning stories that were published went through that process. The other stories will be published in the next few weeks, after the students go through that final revision process.

    News Decoder also encourages students to write through a global lens, connecting problems in one community with similar problems in other countries.

    The contest is held two times a year in honor of the late Arch Roberts Jr., who served with the International Atomic Energy Agency in Vienna after more than 12 years as a staff member with the U.S. House Foreign Affairs Committee. With the backing of an anonymous donor, News Decoder was able to award a total of $800 in cash prizes to this year’s winners. The entries came from students across News Decoder’s network of school partners.

    To be considered for the contest, an entry must have been written by one or more students enrolled in a News Decoder partner institution.

    Learn more about News Decoder’s school partnership program.

    A list of all the winners:

    First place:

    Paolo McCarrey, The Thacher School (USA) for “Are you storing toxic waste in your home or car?”

    Second place: 

    Aida Sherwani, Connecticut College (USA) for “What’s not talked about when you live overseas”

    Ramona-Blessing Mkunna, African Leadership Academy (South Africa) for “The Misconception of Autism in Tanzania”

    Slav Karaslavov, EEBII (Belgium) for “From vine to bottle: Europe’s newest climate-caused crisis may significantly alter one of its oldest industries”

    Third Place: 

    Amaury Chauve, EEBII (Belgium), for “Can we tackle the problem of climate illiteracy?”

    Catherine Araba Esaaba Dowuona-Addison, SOS-Hermann Gmeiner International College (Ghana) for “Paradise on Earth — a podcast”

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  • Modernizing the special education workforce is a national imperative

    Modernizing the special education workforce is a national imperative

    Key points:

    America’s special education system is facing a slow-motion collapse. Nearly 8 million students now receive services under the Individuals with Disabilities Education Act (IDEA), but the number of qualified teachers and related service providers continues to shrink. Districts from California to Maine report the same story: unfilled positions, overworked staff, and students missing the services they’re legally entitled to receive.

    “The promise of IDEA means little if there’s no one left to deliver it.”

    The data tell a clear story. Since 2013, the number of children ages 3–21 served under IDEA has grown from 6.4 million to roughly 7.5 million. Yet the teacher pipeline has moved in the opposite direction. According to Title II reports, teacher-preparation enrollments dropped 6 percent over the last decade and program completions plunged 27 percent. At the same time, nearly half of special educators leave the field within their first five years.

    By 2023, 45 percent of public schools were operating without a full teaching staff. Vacancies were most acute in special education. Attrition, burnout, and early retirements outpace new entrants by a wide margin.

    Why the traditional model no longer works

    For decades, schools and staffing firms have fought over the same dwindling pool of licensed providers. Recruiting cycles stretch for months, while students wait for evaluations, therapies, or IEP services.

    Traditional staffing firms focus on long-term contracts lasting six months or more, which makes sense for stability, but ignores an enormous, untapped workforce: thousands of credentialed professionals who could contribute a few extra hours each week if the system made it easy.

    Meanwhile, the process of credentialing, vetting, and matching candidates remains slow and manual, reliant on spreadsheets, email, and recruiters juggling dozens of openings. The result is predictable: delayed assessments, compliance risk, and burned-out staff covering for unfilled roles.

    “Districts and recruiters compete for the same people, when they could be expanding the pool instead.”

    The hidden workforce hiding in plain sight

    Across the country, tens of thousands of licensed professionals–speech-language pathologists, occupational therapists, school psychologists, special educators–are under-employed. Many have stepped back from full-time work to care for families or pursue private practice. Others left the classroom but still want to contribute.

    Imagine if districts could tap those “extra hours” through a vetted, AI-powered marketplace. A system that matched real-time school requests with qualified providers in their state. A model like this wouldn’t replace full-time roles; it would expand capacity, reduce burnout, and bring talent back into the system.

    This isn’t theoretical. The same “on-demand” concept has already modernized industries from medicine to media. Education is long overdue for the same reinvention.

    What modernization looks like

    1. AI-driven matching: Districts post specific service needs (evaluations, IEP meetings, therapy hours). Licensed providers choose opportunities that fit their schedule.
    2. Verified credentials and provider profiles: Platforms integrate state licensure databases and background checks to ensure compliance and provide profiles with all candidate information including on-demand, video interviews so schools can make informed hiring decisions immediately.
    3. Smart staffing metrics: Schools track fill-rates, provider utilization, and service delays in real time.
    4. Integrated workflows: The system plugs into existing special education management tools. No new learning curve for administrators.

    A moment of urgency

    The shortage isn’t just inconvenient; it’s systemic. Each unfilled position represents students who lose therapy hours, districts risking due-process complaints, and educators pushed closer to burnout.

    With IDEA students now representing nearly 15 percent of all public school enrollment, the nation can’t afford to let a twentieth-century staffing model dictate twenty-first-century outcomes.

    We have the technology. We have the workforce. What we need is the will to connect them.

    “Modernizing special education staffing isn’t innovation for innovation’s sake, it’s survival.”

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  • School Specialty LLC Announces Acquisition of Nasco Education U.S.

    School Specialty LLC Announces Acquisition of Nasco Education U.S.

    Greenville, Wis – December 8, 2025 – School Specialty®, a leading provider of learning environments, supplies and science curriculum to the preK-12 education market, today announced the acquisition of Nasco Education U.S., a trusted name in specialized, curated education solutions for K-12 schools. This strategic acquisition enhances School Specialty’s ability to serve its core customers by enhancing its value proposition to schools across the country.

    “We estimate that nearly two-thirds of Nasco Education U.S.’s customers are already School Specialty buyers,” said Ryan Bohr, CEO of School Specialty. “Like School Specialty, Nasco Education U.S. has been an industry fixture of supplying schools for decades. Combining our companies will bring procurement efficiencies to our customers and expand the scope of products available to them.”

    School Specialty has more than 60 years of leadership in transforming classrooms into future-ready learning spaces for preK-12 educational institutions, serving five in every six school districts nationwide and curating products from hundreds of trusted brands. Nasco Education U.S.  offers a broad selection of specialized products, including hands-on, activity-based resources that support instruction across subjects like science, math, and the arts. Both companies share a deep commitment to providing high-quality, relevant resources that empower teachers and students.

    Both organizations will operate independently for the near term.  School Specialty expects to integrate the businesses gradually to ensure a seamless experience for the longstanding customers of both organizations. 

    “Together, we will be able to provide even greater support, innovation, and value to schools nationwide, helping them deliver the best possible learning experiences for their students,” said Ryan Bohr, CEO of School Specialty.

    About School Specialty, LLC 

    With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the pre-K12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go to SchoolSpecialty.com.

    About Nasco Education U.S.

    Nasco Education U.S. is a leading developer and distributor of instructional materials, offering a wide range of hands-on learning products for the preK-12 education market with 80+ years of experience. Nasco Education U.S. provides schools and educators with the educational materials needed to create impactful classroom experiences that enhance student engagement and academic performance. For more information, go to NascoEducation.com.

    eSchool News Staff
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  • Let’s have no locks on learning

    Let’s have no locks on learning

    At News Decoder we believe that information should flow across borders and that you shouldn’t need money to access it. That’s why we’ve created resources for both young people and educators that are open access — they are free and available to anyone. It is our mission, after all, to inform, connect and empower young people to be engaged citizens and changemakers locally, nationally and globally.

    These free resources include articles, podcasts and videos that offer young people tips on writing and reporting and information they need to be media literate such as guides for fact-checking news stories and verifying the accuracy of information. We also make publicly accessible our Decoder Dialogues —  in which we gather young people from different countries together with experts to talk about an important topic. You can watch our latest Decoder Dialogue on how young people speak out and stand up that took place 2 December. 

    For a great read on how some places are addressing the problems of paywalls on academic and scientific research, check out Charissa Eggers recent article for News Decoder

    Below are a series of useful guides for student journalists or for anyone who wants to become a better storyteller. 

    And check out more of our open access learning resources. 

    https://news-decoder.com/top-tips-can-you-be-the-bearer-of-good-news/ 

     

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  • One Small Idea Can Have A Big Impact #EdChat

    One Small Idea Can Have A Big Impact #EdChat

    I’ve been very lucky to have been part of many different EdTech Communities over the years. From my time spent with amazing educators at Adobe, Google, Raspberry Pi, Sphero, TED-Ed, and my first EdTech Community, Evernote, I’ve loved how you get what you put into a community. It can be what you need it to be when you want it to be. I’ve taken all of these experiences I use them to help me craft the community experience for educators in the SchoolAI Community

    One of the things I have loved from the different communities was the effort to give the community members a platform to share their story. There is so much we can all learn from each other, but educators are not always given the chance to share or they do not have the ability to attend a conference and share their story. Sometimes the keynote circuit is the same few names and it can be tough to break into those conversations. That’s why I have started the SchoolAI Lightning Talks

    Open to any educator who has an idea worth sharing, I want to give as many educators as possible a chance to share something that matters to them. You can find all of the details here and the submission page here. Do not let “I’m sure everyone already knows this.” or “It probably doesn’t make that big of a difference.” stop you from sharing. Do not let the imposter syndrome take over and prevent you from sharing your idea. If you have any questions, feel free to send me an email at [email protected] or find me on my socials. @TheNerdyTeacher

    Hugs and High Fives to everyone!

    NP

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  • Let’s stop talking about problems as if they can’t be solved

    Let’s stop talking about problems as if they can’t be solved

    Doesn’t it seem as if the world gets more complicated every day? It is difficult to keep track of all the global calamities, let alone make sense of them.

    When News Decoder came into being 10 years ago, it was to combat one thing: the problem of too much news and information in a world of constant streaming and posting and too little context and understanding of what all this news and information means. News Decoder Founder Nelson Graves called this a “knowledge gap.”

    But 10 years on, this gap is even more difficult to close. That’s because the problems have metastasized and each one seems more unsolvable — climate change, disease, hunger, genocide, racial hatred, homelessness, mass unemployment. How can you work to solve each problem when they are all interconnected? The result is widespread despair caused by the belief that these problems are unsolvable.

    We need an antidote to this despair.

    It is no longer enough to close the knowledge gap. We need to bust the myth that problems are unsolvable, when really they are just overwhelming. And they are overwhelming because too often the news and information young people get focuses on obstacles to solutions — the inability of governments and organizations to work together, and politicians who prioritize winning elections at all cost. Too often, media focuses on the same problems in the same places so young people don’t see the solutions that can be found in places media ignore.

    Determination, not despair

    Once young people see problems as solvable, they can find the energy to work towards those solutions. That’s why solutions journalism has become a cornerstone of our educational mission.

    We teach students to apply a critical, curious lens to the media and the world around them — continually questioning, taking nothing at face value. And at the same time we show them how to find the solutions and the people working on those solutions all over the world. In doing so they might just see that the problem in their community that seemed unsolvable is being tackled elsewhere and those solutions can be applied back home.

    Consider the story we published on Monday by University of Toronto Fellow Natasha Yu Chia Hu. In looking at the overwhelming and connected problems of food insecurity, poverty, obesity and diabetes she focused on a program New York City has launched to make the foods young people get in school healthier, and how other places around the world are tackling the problems in similar ways.

    At News Decoder, students don’t just read about these solutions, they seek out the stories themselves. In the United States, student Aiden Huber explored the problem of food deserts. In Switzerland, Liv Egli explored the disconnect between environmentally-minded consumers and the beef they eat. In France, Clover Choi looked at the connection between war and food shortages. 

    And they engage in thoughtful conversations on these topics with experts and with their peers in other countries through our school-to-school cross-border webinars and our Decoder Dialogues.

    From disempowerment to agency

    By encouraging global perspectives and enabling cross-continental exchange, by nurturing their voices and giving them a platform to communicate with global audiences, we transform young people’s sense of disempowerment into agency.

    Going into our second decade, News Decoder wants to do this in more ways.

    We want to meet educators where they are and within their real-world constraints and opportunities to help them implement experiential learning and AI-resilient methodologies. This means more than listening; it means an active partnership.

    We want to expand our reach to enable as many educators and young people as possible to benefit from our approach and build a truly diverse global community.

    We intend to find new ways to diversify our network of correspondents, emphasising those in Global South nations to enable us to explore solutions in places the mainstream media ignores. And we want to create new ways for young people, journalists and experts to connect across borders — through live virtual roundtables and in-person workshops.

    Working together across borders

    In a world where so many laudable nonprofit organizations are vying for funds, we need to forge partnerships with like-minded organizations and share our knowledge and expertise in ways that benefit everyone working in the field.

    At News Decoder, we keep our mission foremost: Informing, connecting and empowering young people to be engaged citizens and changemakers locally, nationally and globally. We need funds to do that, but fundraising isn’t our mission. Where we can work with other organisations to fulfill our mission and where we can share our resources towards that purpose, we will.

    We have been doing this all along. With the University of Toronto we take on journalists-in-training and give them a platform to report on important, complicated issues. With The Environment and Human Rights Academy at the European School of Brussels II, we created a teaching curriculum for climate change that educators can implement in their classes, complemented by a 3-day in-person teacher training workshop. With Prisa Media of Spain and some seven other organizations, we joined WePod, a cross-border project to support the growth and sustainability of the European podcasting ecosystem. And with Mobile Stories in Sweden, we helped create open-access resources — video tutorials, articles and educators’ guides — to help young people report and write trustworthy news stories grounded in ethical practice.

    All this is part of our desire to create a global community of young people who refuse to be discouraged by news and who instead use news to drill down into problems to identify solutions and work towards those solutions — whether that means pushing their government representatives to pass laws, voting out representatives who foment division, pressuring corporations to change their ways or using social media to rally the people around them to fight for change.

    Moving forward, we’re making our educational experiences accessible to more young people by expanding open-access materials and creating public engagement forums. We’ll continue to adapt our classroom work to individual school needs while prioritizing communities where we can make the greatest difference: under-resourced or under-represented groups.

    Together, as a global community, we can fight the despair that comes with the myth that problems are too overwhelming to solve.

    Anyone who has worked with young people knows this: When they are inspired and energized, it is hard for anyone to stand in their way.

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  • Dishing out healthy food options kids will eat

    Dishing out healthy food options kids will eat

    In New York City, a surprising culinary shift is happening where few expect it: inside city agencies that serve up to 219 million meals and snacks a year. From hospitals to shelters, New York is quietly leading a global experiment to reshape the diets of millions, not by persuasion but through policy. 

    Food is sitting at the crossroads of two global crises: chronic disease and climate change. The World Health Organization estimates that in 2017, 11 million deaths were attributable to unhealthy diets that were high in processed meat, sodium and added sugar and low in fruits, vegetables and whole grains. 

    Climate change, in addition to the consequences of extreme weather events, makes existing challenges worse on communities, environments and systems that sustain life. 

    More than half of the world’s population lives in urban areas, where 70% of global CO2 emissions are generated from transport, buildings and energy use. According to a report by the Food and Agriculture Organization of the United Nations, roughly 1.7 billion people living in cities and areas around them face food insecurity, making cities the new frontline in the fight against malnutrition. 

    The report calls on governments to use public budgets to buy and serve healthier food, prioritize buying from local, agroecological and small-scale farmers and integrate food planning into urban policies on health, transport, housing and waste. 

    We are what we eat.

    According to the United Nations Environment Programme, how people live — what they eat, how they move and what goods they consume — matters just as much as what governments do. Some governments, like New York’s, are turning sustainable living from a personal choice into a shared system: using their purchasing power to serve millions of plant-forward meals that put vegetables, legumes and grains at the center of the plate across public institutions, and coupling procurement with education and food policy to make diets a driver of both health and sustainability. 

    This makes these cities critical testing grounds for climate solutions, where policies that reshape diets toward more plant-rich, low-carbon meals can contribute directly to urban emissions reduction while improving health

    Since signing the C40 Good Food Cities Declaration in 2019, mayors across the world have pledged to make healthy and sustainable eating the norm by buying food aligned with the Planetary Health Diet, which promotes serving more plant-based meals, cutting food waste by half and working across communities, businesses and institutions to integrate these goals into their climate action plans. 

    New York is not alone. In Copenhagen, kitchen staff across more than 500 public kitchens are being trained to prepare nutritious, organic and climate-friendly meals as the city works toward its goal of making 90% of its food organic. In Quezon City in the Philippines, a partnership with Scholars of Sustenance, a nonprofit environmental organization tackling food waste, helped recover and distribute surplus food, providing roughly 22,000 meals for people in need within the first four months of the program. Across the world, cities are rethinking how the meals served through public programs can nourish both people and the planet. 

    In 2021, New York launched an ambitious 10-year plan with five goals: to support food businesses and strengthen protections for food workers; to modernize supply chains; to provide food that is produced, distributed and disposed of sustainably; to promote community engagement and cross-sector co-ordination; and to improve the nutrition and food security of New Yorkers. 

    Building health into a food system

    The city’s updated Food Standards go further: They ban processed meats and deep frying, require two or more servings a week at lunch and dinner to feature plant proteins and limit beef and other meats, such as lamb and mutton, to a maximum of two servings a week at facilities serving three meals a day. These standards touch nearly every corner of city life; they guide what’s served in schools, hospitals, homeless shelters, correctional facilities and senior centers, which adds up to 219 million meals and snacks each year. 

    New York challenges the idea that sustainable diets are solely individual choices, reframing them as civic responsibility. 

    “Food standards are the reinforcement piece for our departments and agencies to align with those values,” said Ora Kemp, senior policy adviser in the Office of the Mayor of New York City. “So those get developed with a very clear and distinct goal of being able to promote, protect and preserve the health of those that we serve through our food service, while simultaneously ensuring that the food is delicious and is culturally representative of the people that we serve.” 

    Transparency is also a central tool in this transformation. The Good Food Purchasing initiative, established in 2022, requires vendors to share data, such as the origin of the food and meals the city buys. 

    The lesson of the city’s policies for the public’s health is simple: People embrace change when it still feels like home. 

    “We have a policy that if 20% of the population is of any religious or ethnic group, then we need to make sure that food is provided for that group,” says Lorraine Cortés-Vásquez, commissioner of the New York City Department for the Aging. “It is very important for us that we manage the requirements, but also look at demand, interest and palate, because we want to respect culture and respect traditions, but we also want people to consume the food.” 

    Sustainable food choices

    In a citywide Cook-Off hosted by the Department for the Aging, chefs came together to demonstrate the flavor, creativity and nutrition of plant-based food, while also bringing the community together. 

    “Most older adults want to live in the community, in the communities that they build,” Cortés-Vásquez said. “They’re an asset, they bring revenue.” 

    Kemp said that plant-based menu options are also a low-effort way to encourage sustainable food choices

    “It’s not just the first and not just the second [exposure], but we offer the plant-based default multiple times throughout someone’s stay within any of our health and hospital systems in an attempt to encourage them to choose healthier diets,” Kemp said. 

    Preliminary data from New York City Health and Hospitals demonstrate that the shift is clear: 90% of patients who received plant-based meals report satisfaction. 

    Nicole Bonica, deputy director of menu management at the Office of Food and Nutrition Services for New York City Public Schools, says success depends on building a menu that students also like and that they feel will benefit them. This can be tricky. “Older students, they have preferences,” Bonica said. “Girls may not want to eat so many calories, because they’re watching themselves, whereas the boys actually want more protein items, maybe because they’re in more athletics.”

    The success of Plant-Powered Fridays, where school cafeterias feature a plant-based dish as the primary menu item, has led to additional offerings of plant-powered meals throughout the week in schools. Rich in vitamins, minerals, fiber and protein, these meals must align with both New York City Food Standards and U.S. Department of Agriculture’s Dietary Guidelines for Americans. 

    While this experiment is still unfolding, city governments may offer the most hopeful ingredient of all: changing what a city eats can change what a city stands for. In kitchens that once served convenience, chefs now serve climate action, health and dignity on the same plate. If New York can make sustainability taste good, perhaps the rest of the world can too. 


    Questions to consider:

    1. How is food connected to climate change?

    2. What is one thing New York City is doing to get young people to eat healthier?

    3. Can you think of ways you could change your diet to make it healthier?

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  • When the clock ticks

    When the clock ticks

    I always respond the same: Give me a deadline you feel you can comfortably meet and then I can put it on our publishing calendar. What I don’t want is for the person to give me an early date and then not be able to meet it.

    So, how does a reporter writing a story for News Decoder come up with that deadline? It comes down to “doability”. That means what it says: what you can do, what is feasible. In determining doability, it helps to look at the opposite: Something that isn’t doable.

    Some things are difficult.

    What makes something not doable? The idea for the story is great, but realistically you won’t be able to interview anyone for it. Wouldn’t it be great to do a story on Russian hackers? But do you know any Russian hackers or anyone who knows Russian hackers? What about a story on the wealthy people giving money to political campaigns? Again, do you know anyone or can you realistically reach anyone who would give you information about that?

    In assessing the doability of a story, the first question to ask, then, is where your information will come from. You might not need to know key sources personally, but you need a way to be able to reach them and a reason to feel confident that they will talk to you.

    The second criteria is your financial wherewithal. To find the information, will you need to travel to get it? Do you have the money and time to do that?

    Third, if the subject deals with an uncomfortable subject — sexual assault, race, abortion, religion or suicide, for example — do you have the emotional resolve to be able to ask people difficult questions about their experiences? Not everyone can do that. You need to be honest with yourself about your willingness to tackle such topics.

    Last, what other responsibilities do you have that might interfere? How much time do you have to work on the story? If you have classes to attend or a job, will you only have a few hours here and there? That needs to be part of your calculation on how long it will take you to do the story.

    Many editors want to see these criteria explained when you pitch the story. They want to know that you have a solid plan for getting the information you need and the interviews to humanize the story. They want to know that you also have the wherewithal to do it.

    Be conservative. That means never overpromise. If you think it will take 20 hours to do the story, allow for 30. If you think you will need to spend $100 on travel costs, budget twice that. If you think you can turn in a story by Friday, promise it for the following Wednesday.

    No reporter was ever fired for turning in a solid story early. But if you want more story assignments you need to always, always turn them in when you promise them.


    Questions to consider:

    1. Why are deadlines so important in journalism?

    2. What is one piece of advice the author provides for meeting deadlines?

    3. Did you ever have a deadline that was difficult to meet? How did you handle it?


     

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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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  • With News Decoder, students explore their role in the world

    With News Decoder, students explore their role in the world

    Back in 2020, during the height of the Covid epidemic, high school students in the U.S. state of Connecticut sat down with News Decoder founder Nelson Graves to explore a number of thorny topics that ranged from the death penalty to whether animals should be kept in zoos.

    The students in “American Voices & Choices: Ethics in Modern Society” at Westover School had been working with News Decoder since the start of that academic year, mastering the process we call Pitch, Report, Draft and Revise — or PRDR — to identify topical issues at the intersection of ethics and public policy.

    They pitched ideas they wanted to report on: teen health; police brutality; abortion; economic privilege in the environmental movement; the risks of experimental vaccines; the impact of alcohol on youth.

    Later, each student received detailed feedback from a News Decoder editor, aimed at helping them narrow their research and produce original reporting.

    Westover was an early News Decoder school partner. Since our founding 10 years ago, News Decoder has worked with high school and university students in 89 schools across 23 countries.

    Decoding news in school

    Teachers have used us as part of their course curricula, as extra credit assignments and as standalone learning opportunities for their students.

    At Realgymnasium Rämibühl Zürich in Switzerland, teacher Martin Bott brings News Decoder in each year. In one weeklong workshop, students produced podcasts. Over five days, they pitched News Decoder stories about a problem they identified in their local communities, identified an expert to interview, found how that problem was relevant to people in other countries and then wrote a podcast script, revised it and recorded it. “[News Decoder] enabled me to do a few projects which really open up perspectives for the students, give them a taste of life beyond the classroom and of the world of journalism,” Bott said. 

    In another workshop for RGZH, News Decoder turned students into “foreign correspondents.” They were tasked with finding stories in Zurich that people in other countries would find interesting. Like the students in the podcasting workshop, they then found an expert to interview, wrote a draft and revised it with the goal of publishing it on News Decoder. 

    One student in the workshop noticed a demonstration of people with dogs and got up the nerve to talk to one of them. They were from an organization that rescued Spanish greyhounds and she decided it would be a good idea for a News Decoder story. The story she wrote ended up as one of News Decoder’s most-read stories of all time.

    Not only have Bott’s students been able to publish stories on News Decoder, many of these stories, including the article about the greyhounds, have won awards in our twice yearly global storytelling competition. 

    “We’ve been delighted to get so many of those stories published on News Decoder,” Bott said. “That’s very, very motivating for the students. And it’s a wonderful learning process for them because they realise it’s not just about school rules and so on out there.”

    Challenging students to do more

    Bott said that working with professionals at News Decoder gets the students to step up. “When you’re a journalist, you’ve got a responsibility,” he said. “That’s something we’ve been able to talk about with journalists who’ve met us from various parts of the world through News Decoder. And you’ve got real pressure as well. And they’re not, I think they’re not quite used to that. So it really opens their eyes.”

    At The Hewitt School in New York, 15 teens at the all-girls school meet once a month as a club. They read and discuss News Decoder stories and pitch their own stories. They also prepare for a cross-border webinar; each year they join with students from a News Decoder partner school in another country, and decide with those students on a topic to explore. 

    They then research the topic, interview experts and come together with the students from the other school to present their findings live in a video conference before an audience of people from the two schools.

    In 2024, students from The Thacher School in California worked with peers at the European School of Brussels II on a webinar on consumerism and the human impacts of climate change. 

    Russell Spinney is faculty adviser for News Decoder at Thacher. “The webinars really were kind of ways just to get to know each other, discover that we actually do have some common interests. But not only that, that we also have problems that are similar,” he said. 

    “News Decoder’s workshops,” he said, “get students to think of ways to communicate their research beyond the classroom and connect with what’s going on in the world.” News Decoder has partnered schools this way in some 50 school-school webinars. 

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