Category: Resources

  • Rethinking icebreakers in professional learning

    Rethinking icebreakers in professional learning

    Key points:

    I was once asked during an icebreaker in a professional learning session to share a story about my last name. What I thought would be a light moment quickly became emotional. My grandfather borrowed another name to come to America, but his attempt was not successful, and yet our family remained with it. Being asked to share that story on the spot caught me off guard. It was personal, it was heavy, and it was rushed into the open by an activity intended to be lighthearted.

    That highlights the problem with many icebreakers. Facilitators often ask for vulnerability without context, pushing people into performances disconnected from the session’s purpose. For some educators, especially those from historically marginalized backgrounds, being asked to disclose personal details without trust can feel unsafe. I have both delivered and received professional learning where icebreakers were the first order of business, and they often felt irrelevant. I have had to supply “fun facts” I had not thought about in years or invent something just to move the activity along.

    And inevitably, somewhere later in the day, the facilitator says, “We are running out of time” or “We do not have time to discuss this in depth.” The irony is sharp: Meaningful discussion gets cut short while minutes were spent on activities that added little value.

    Why icebreakers persist

    Why do icebreakers persist despite their limitations? Part of it is tradition. They are familiar, and many facilitators replicate what they have experienced in their own professional learning. Another reason is belief in their power to foster collaboration or energize a room. Research suggests there is some basis for this. Chlup and Collins (2010) found that icebreakers and “re-energizers” can, when used thoughtfully, improve motivation, encourage interaction, and create a sense of safety for adult learners. These potential benefits help explain why facilitators continue to use them.

    But the promise is rarely matched by practice. Too often, icebreakers are poorly designed fillers, disconnected from learning goals, or stretched too long, leaving participants disengaged rather than energized.

    The costs of misuse

    Even outside education, icebreakers have a negative reputation. As Kirsch (2025) noted in The New York Times, many professionals “hate them,” questioning their relevance and treating them with suspicion. Leaders in other fields rarely tolerate activities that feel disconnected from their core work, and teachers should not be expected to, either.

    Research on professional development supports this skepticism. Guskey (2003) found that professional learning only matters when it is carefully structured and purposefully directed. Simply gathering people together does not guarantee effectiveness. The most valued feature of professional development is deepening educators’ content and pedagogical knowledge in ways that improve student learning–something icebreakers rarely achieve.

    School leaders are also raising the same concerns. Jared Lamb, head of BASIS Baton Rouge Mattera Charter School in Louisiana and known for his viral leadership videos on social media, argues that principals and teachers have better uses of their time. “We do not ask surgeons to play two truths and a lie before surgery,” he remarked, “so why subject our educators to the same?” His critique may sound extreme, but it reflects a broader frustration with how professional learning time is spent.

    I would not go that far. While I agree with Lamb that educators’ time must be honored, the solution is not to eliminate icebreakers entirely, but to plan them with intention. When designed thoughtfully, they can help establish norms, foster trust, and build connection. The key is ensuring they are tied to the goals of the session and respect the professionalism of participants.

    Toward more authentic connection

    The most effective way to build community in professional learning is through purposeful engagement. Facilitators can co-create norms, clarify shared goals, or invite participants to reflect on meaningful moments from their teaching or leadership journeys. Aguilar (2022), in Arise, reminds us that authentic connections and peer groups sustain teachers far more effectively than manufactured activities. Professional trust grows not from gimmicks but from structures that honor educators’ humanity and expertise.

    Practical alternatives to icebreakers include:

    • Norm setting with purpose: Co-create group norms or commitments that establish shared expectations and respect.
    • Instructional entry points: Use a short analysis of student work, a case study, or a data snapshot to ground the session in instructional practice immediately.
    • Structured reflection: Invite participants to share a meaningful moment from their teaching or leadership journey using protocols like the Four A’s. These provide choice and safety while deepening professional dialogue.
    • Collaborative problem-solving: Begin with a design challenge or pressing instructional issue that requires participants to work together immediately.

    These approaches avoid the pitfalls of forced vulnerability. They also account for equity by ensuring participation is based on professional engagement, not personal disclosures.

    Closing reflections

    Professional learning should honor educators’ time and expertise. Under the right conditions, icebreakers can enhance learning, but more often, they create discomfort, waste minutes, and fail to build trust.

    I still remember being asked to tell my last name story. What emerged was a family history rooted in migration, struggle, and survival, not a “fun fact.” That moment reminds me: when we ask educators to share, we must do so with care, with planning, and with purpose.

    If we model superficial activities for teachers, we risk signaling that superficial activities are acceptable for students. School leaders and facilitators must design professional learning that is purposeful, respectful, and relevant. When every activity ties to practice and trust, participants leave not only connected but also better equipped to serve their students. That is the kind of professional learning worth everyone’s time.

    References

    Aguilar, E. (2022). Arise: The art of transformative leadership in schools. Jossey-Bass.

    Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: Using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3–4), 34–39. https://doi.org/10.1177/104515951002100305

    Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 48(10), 748–750.

    Kirsch, M. (2025, March 29). Breaking through. The New York Times. https://www.nytimes.com/2025/03/29/briefing/breaking-through.html

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  • The triple Rs of scholastic esports

    The triple Rs of scholastic esports

    Key points:

    I know what it feels like to stand in front of a classroom that does not have enough. Not enough computers. Not enough up-to-date software and technical tools. Not enough resources to give every student the experience they deserve. When students notice these gaps, they notice more than the missing tools. They begin to question whether their education and, by extension, their potential really matters. That doubt can quietly drain their confidence.

    This is why dependable resources are not simply a bonus in education. They are a lifeline. In my role leading the Scholastic Esports Academy in the Five Carat Choice Program at Palm Beach Lakes High School, I have watched how access to quality equipment and meaningful project-based learning transforms students from the inside out. It is not only about what they learn but about how they begin to see themselves.

    I have been fortunate to develop partnerships with organizations like Cleverlike Studios, changing the game for my students by bringing advanced technology and creativity directly into the classroom. For example, they learned how to create new characters for Minecraft and designed custom esports jerseys for their Minecraft characters. Students were engaged while learning in games they know and love. These experiences allow them to express their creativity and see their ideas come to life while building complex skills such as coding, digital media, and game design.  

    When students make the leap from simple play to design, careers in technology and digital media suddenly seem accessible, even if they have never seen themselves in these fields before. Scholastic esports is an avenue within the educational landscape that merges the captivating realm of the video game industry with project based learning and educational objectives. It capitalizes on students’ existing interests for STEM subjects, including gamification, digital media, robotics, and financial literacy, directing them towards a structured and educational setting.

    In just five years, the Palm Beach Lakes Scholastic Esports Academy has grown from a small club of ten students to more than five hundred, becoming a full CTE academy that operates both during the school day and after school. Through this experience, students are earning four to five industry certifications along their four year pathway. Their success demonstrates what happens when resources are reliable, relatable, and creativity is encouraged. Students are now able to see themselves in real time through 3D models and their own digital designs, creating new characters for Minecraft and customizing their own esports jerseys.

    Recognizing this success, the Pew Foundation invested nearly $500,000 to expand our infrastructure and transform the program from an after school club into a full daytime classroom experience, creating even greater opportunities for growth and student success. Now, when our students walk into the Esports classroom, they enter a space built around their passions. They see powerful gaming computers, professional streaming equipment, and projects that speak their language. Suddenly, the skills they once thought were only for others become reachable. They begin to realize that their love for video games, robotics, and digital media can open doors to real world careers and college opportunities.

    The results speak for themselves:

    • In FY23 Palm Beach Lakes High School used a Pew Grant to launch the esports course and compared outcomes with a matched group of students.
    • Students who participated in esports had significantly lower rates of in-school or out-of-school suspension, with about half as many incidents as their non-esports peers.
    • Absenteeism among esports students was also slightly lower.
    • While GPA and certification pass rates were similar, the behavioral improvements were clear and meaningful.

    These numbers match what I see every day. Students who once struggled to stay engaged now show up early to practice. They stay late to collaborate. They treat each other with a level of respect and teamwork that carries over into their other classes.

    None of this would be possible without reliable and relatable resources that connect directly to students’ interests and experiences. In a Title I school, these tools make learning meaningful by turning abstract ideas into hands-on projects that students can see, touch, and create. Expanding their minds through hands-on learning and project based materials from companies like Cleverlike Studios, our students gain access to educational tools that connect classroom lessons to real world applications. Coding challenges, game design projects, and digital media activities inspire creativity, critical thinking, and collaboration. Most importantly, this work helps students see that their ideas and talents have value and that their creativity can open doors to future opportunities. 

    For many of my students’ resources have always been scarce. But in the Scholastic Esports Academy they find more than equipment. They find opportunity. They discover that their skills have value beyond the game and that their voices and ideas matter. They begin to picture themselves as leaders in technology, media, and STEM fields.

    Student Alyssa Chavez said, “Last year, we completed an assignment to design a jersey for our esports teams to wear on Minecraft. The Esports Jersey assignment was very helpful and even inspiring to me because it helped me learn to adapt and appeal to the suggestions and requirements that a client or partner would want me to apply to a project.   The use of the Blockbench program helped me to understand the importance of knowing how to navigate and use a program to do my best work for certain projects. When making the jersey, I took the elements and colors of our ‘Retro Rams’ branding and applied them to the jersey to create a design that represents unity and teamwork, showcasing the unity of our esports team.”

    This is why I believe scholastic esports is not just about gaming. It is about creating a bridge between curiosity and opportunity. It is about giving students in under-resourced communities the confidence to dream bigger and the tools to make those dreams real.

    The ongoing success of our academy is proof that when education is supported with vision, dedication, and the right resources, students will rise. We have created a space where learning feels real, where creativity thrives, and where confidence is built through experience. Partners like Cleverlike Studios have played a part in this progress by providing educational tools that enhance what we do every day. Together, we are demonstrating that reliable and relatable learning environments not only inspire achievement but also prepare students to succeed beyond the classroom.

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  • Smart strategies to help students find the perfect college

    Smart strategies to help students find the perfect college

    Key points:

    You’ll often hear two words come up in advising sessions as students look ahead to college: match and fit. They sound interchangeable, but they’re not.

    Match refers to what colleges are looking for from students. It’s mostly determined by admissions requirements such as GPA and test scores, and in some cases, other criteria like auditions, portfolios, or athletic ability. Fit is more of an art than a science; it refers to what the student is looking for in a college, including personal preferences, social and cultural environment, financial factors, and academic offerings. When we talk to students about college fit, it’s an opportunity for them to ask themselves whether they like what a certain institution offers beyond being admitted.

    In the college admissions process, both terms matter. A strong match without a good fit can leave a student disengaged and negatively affect their chances of graduating from college. Nearly a quarter of undergraduate freshmen drop out before their second year, and it seems likely to me that a lot of these cases boil down to bad fits. On the other hand, a great fit that isn’t a match could be difficult for admission in the first place, and if a student is admitted anyway, the rigorous coursework they encounter might be more than they’re ready for. To maximize postsecondary success, advisors, families, and students alike should fully understand the difference between match and fit and know how to approach conversations about each of them.

    Match: Reach, target, and solid

    As I’ve worked with advisors over the years, one of the best ways we’ve found to guide students on match is using the categories of “Reach,” “Target,” and “Solid” schools. We can determine which schools belong to what category using the data that colleges share about the average incoming GPAs and test scores of admitted classes. Typically, they report weighted GPAs and composite test scores from the middle 50 percent of accepted applicants, i.e., from the students who fall anywhere from the 25th to 75th percentile of those admitted.

    • Reach: These are schools where admission is less likely, either because a student’s test scores and GPA are below the middle 50 percent or because the school traditionally admits only a small percentage of eligible applicants.
    • Target: These are schools where either GPA or test scores fall in the middle 50 percent of admitted students.
    • Solid: These are schools where students are well within the middle 50 percent for both GPA and test scores.

    Building a balanced college list across these categories is essential in the college planning process. Often, I see high-achieving students over-index on too many Reach schools, which may make it hard for them to get accepted anywhere on their list, simply because their preferred schools are ultra-selective. Meanwhile, parents and guardians may focus heavily on fit and overlook whether the student actually meets the college’s admission criteria. Advisors play a key role in keeping these data-informed conversations grounded with the goal of a balanced list of college options for students to pursue.

    The importance of early planning

    Timing matters. In general, if you meet with students early enough, conversations about fit are productive, but if you’re meeting with students for the first time in their senior year, the utmost priority should be helping them build a balanced list. Ideally, we want to avoid a situation where a student thinks they’re going to get into the most competitive colleges in the country on the strength of their GPA and test scores, only to find out that it’s not that easy. If advisors wait until senior year to address match, students and families may already have unrealistic expectations, leading to difficult conversations when options are limited.

    On the other hand, we would stress that although GPA is the factor given the most weight by admissions offices, there are ways to overcome match deficits with other elements of a college application. For instance, if a student worked part-time to support their family or participated in co-curricular activities, colleges using holistic review may see this as part of the student’s story, helping to balance a GPA that falls outside the typical range. These experiences highlight a student’s passions and potential contributions to their chosen major and campus community. We don’t want students to have unrealistic expectations, but we also shouldn’t limit them based on numbers alone.

    In any case, advisors should introduce both match and fit concepts as early as 9th grade. If students have a specific college in mind, they need to be aware of the match requirements from the first day of freshman year of high school. This allows students to plan and track academic progress against requirements and lets families begin exploring what kind of environment, resources, and financial realities would make for the right fit.

    Fit: A personal process

    Once match is established, the next step is making sure students ask: “What do I want in my college experience?” The answers will involve a wide range of factors:

    • Institutional type: Public or private? Small liberal arts college or large research university?
    • Academic considerations: What majors are offered? Are there study abroad programs? Internship opportunities?
    • Student life: What is the student body like? What kind of extracurriculars, sports, and support services are offered? Are there fraternities and sororities? What is the campus culture?
    • Affordability: What financial aid or scholarships can I expect? What is the true net cost of attendance?
    • Outcomes: What a student hopes to gain from their postsecondary experience, including specific degrees or credentials, career preparation, financial benefits, personal growth, and skill development.

    Fit also requires conversations within families. I’ve found that open communication can reveal misunderstandings that would otherwise falsely limit students’ options. Sometimes students assume their parents want them close to home, when in fact, parents just want them to find the right environment. Other times, families discover affordability looks very different once they use tools like free cost calculators. Ongoing dialogue about these topics between advisors, students, and families during the high school years helps prepare for better decisions in the end.

    Bringing it all together

    With more than 4,000 colleges and universities in the U.S. alone, every student can find a college or university that aligns with their goals and abilities. Doing so, however, is both an art and a science. Advisors who help families focus on both dimensions, and start the conversation early, set students up to receive those treasured acceptance letters and to thrive once they arrive on campus.

    For school districts developing their proficiency in postsecondary readiness factors, like advising, there is an increasing amount of support available. For one, TexasCCMR.org, has free guidance resources to strengthen advising programs and other aspects of college and career readiness. While Texas-focused, many of the insights and tools on the site can be helpful for districts across the country in building their teams’ capabilities.

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  • Strengthening family engagement to support the science of reading

    Strengthening family engagement to support the science of reading

    Key points:

    While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.

    The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.

    Key insights from the survey include:

    • 60 percent of teachers are either fully trained or interested in learning more about the science of reading
    • Only 15 percent currently provide parents with structured, evidence-based literacy activities
    • 79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
    • Just 10 percent report that their schools offer comprehensive family literacy programs
    • Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home

    “Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”

    Teachers also called for:

    • Better technology tools for consistent school-to-home communication
    • Greater multilingual support to serve diverse communities
    • Professional learning that includes family engagement training

    Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”

    The complete findings are available in a new report, From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy. District leaders can also download the accompanying infographic, “What District Leaders Need To Know: 5 Key Findings About Family Engagement and Literacy,” which highlights the most pressing data points and strategic opportunities for improving school-to-home literacy connections.

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  • Savvy Cyber Kids Appoints New Members to Board of Directors

    Savvy Cyber Kids Appoints New Members to Board of Directors

    Atlanta, Georgia,(GLOBE NEWSWIRE) — Savvy Cyber Kids, a 501(c)(3) non-profit organization, appointed new members to the Board of Directors starting July, 1, 2025. 

    Joining the Board of Directors for Savvy Cyber Kids are James Azar, Anne-Marie Brockwell, Jason Cenamor, Nelson Soares, and Dr. Jasyn Voshell. 

    Savvy Cyber Kids enables youth, families and school communities empowerment through technology by providing age-appropriate cyber safety, cyber ethics and digital parenting resources and education starting at three years old.

    ———-

    “As a father, cybersecurity practitioner, and advocate for creating a safer digital environment for all children, I was compelled to join the board of Savvy Cyber Kids,” states James Azar, CISO and Host, CyberHub Podcast. “The organization’s mission, under the leadership of Ben Halpert, deeply resonates with me. Promoting responsible internet use begins at home, and Savvy Cyber Kids equips parents with the guidance and talking points they need to raise digitally aware and cyber-safe children.”

    James Azar is a dedicated cybersecurity practitioner and CISO in industries like FinTech, Banking, Energy and Oil and Gas with over 20 years of experience. He has a passion for aligning security and business goals, believing that innovation and creative thinking are key to solving today’s security challenges. As the host of the CyberHub Podcast, James enjoys sharing insights and fostering conversations around cybersecurity, technology, and business. He’s had the privilege of speaking at industry-leading events like RSA and CyberTech Israel and contributing to well-known publications. When not immersed in security, James enjoys espresso, good food, and a fine whiskey.

    ———-

    “I’m thrilled to join the board of Savvy Cyber Kids, where I can further my commitment to empowering families, educators, and students with the knowledge to navigate the digital world safely and responsibly,” states Anne-Marie Brockwell, Account Executive, Microsoft. “Through my advocacy for proactive digital learning and community engagement, I aim to expand awareness and foster a more inclusive, ethical online future. I look forward to using my network to amplify this vital mission.”

    Anne-Marie Brockwell is a seasoned Account Executive and strategic education leader with a deep commitment to empowering learners and advancing digital citizenship. At Microsoft, she leads partnerships with premier higher education institutions across New England, helping them accelerate AI innovation, modernize infrastructure, transform data strategies, and strengthen cybersecurity postures—all in service of their ultimate stakeholders: the students. With over a decade of experience spanning education technology and enterprise sectors, Anne-Marie brings a global, cross-industry perspective shaped by leadership roles at Rosetta Stone, Sanofi/Genzyme, Imagine Learning, and Deloitte. Her career has consistently focused on consulting selling, strategic partnerships, and operational excellence, underpinned by a passion for equity, access, and innovation in education.

    ———-

    “As technology becomes increasingly more prominent in our everyday lives, so does the need for increased education around cybersecurity,” states Jason Cenamor, Founder, Confide Group and The CISO Society. “Like all important things, cybersecurity education starts at the grassroots, and organizations like Savvy Cyber Kids will ensure cyber safety becomes as natural as looking both ways before you cross the road. Witnessing so many people fall victim to bad actors every day, I could not be more passionate about ensuring the next generation is prepared to navigate the new world equipped with the knowledge and tools to avoid the same fate.”

    Jason is the Founder and CEO of Confide Group – a cybersecurity advisory firm, and the Founder and Chief Community Officer of The CISO Society – a private community where members collaborate and share expertise on security strategy, project roadmaps, technology partners, CISO jobs, talent acquisition, industry news, and more. As a community figurehead and advocate, Jason possesses a passion for relationship building, networking, events, and providing an environment for security leaders to connect and learn from one another.

    ———-

    “As a father, cybersecurity advocate, and entrepreneur passionate about digital education, I’m honored to join the Board of Directors at Savvy Cyber Kids,” states Nelson Soares, Founder & CEO, C-Vision International and CEO, NS Advisory Group Inc. “Today’s children are growing up in a world shaped by rapid technological change—one that demands both awareness and resilience. I’ve spent my career helping organizations navigate innovation responsibly, and I believe there’s no greater mission than empowering our youth to do the same. I look forward to contributing to this critical cause and supporting Savvy Cyber Kids in building a safer digital future for families everywhere.”

    Nelson Soares is a dynamic entrepreneur and executive with deep expertise in leadership, consulting, and go-to-market strategy. As the Founder & CEO of C-Vision International, he has played a pivotal role in producing global thought leadership experiences for C-suite executives. He is also the CEO of NS Advisory Group Inc., where he advises startups and enterprise technology providers on scale, sales, and strategic growth. Nelson’s work bridges innovation and executive influence, particularly in cybersecurity and enterprise software, and his network spans the U.S., EMEA, LATAM, and APAC. He also serves on the board of Pocket Security, a nonprofit. A proud husband and father of two daughters, Nelson brings a personal and professional commitment to helping the next generation thrive in the digital age.

    ———-

    “I’ve had the privilege of knowing and working with Ben Halpert for over 20 years, including some of his earliest projects in cybersecurity education,” states Dr. Jasyn Voshell, Senior Director, Products and Solutions Security, Zebra Technologies. “Joining the Savvy Cyber Kids Board is especially meaningful to me as an uncle to nieces and nephews who are growing up in a world where digital technology is ever-present. Being part of an organization that empowers families to navigate the online world safely and confidently is both a personal passion and professional commitment I hold close to my heart.”

    Dr. Jasyn Voshell is the Senior Director of Products and Solutions Security at Zebra Technologies, where he leads the global Product & Solutions Security Program. He is responsible for the strategy, planning, and execution of Zebra’s enterprise-wide security initiatives across all products and solutions. Jasyn works closely with engineering and business teams to ensure security is embedded throughout the product lifecycle—secure by design, secure in use, and secure through trust. Jasyn was instrumental in establishing the Product Security Organization at Zebra, significantly reducing risk exposure while reinforcing customer trust in Zebra’s solutions. Under his leadership, the organization has delivered measurable improvements in secure software development practices, vulnerability management, and risk governance across the product portfolio. He holds bachelor’s degrees in Mathematics and Physics, a master’s degree in Applied Mathematics and Computer Information Systems, and a doctorate in Civil Law and Cybersecurity. Jasyn also maintains numerous industry-recognized certifications in cybersecurity and audit.

    ———-

    “Our children are frontline warriors pitted against threats delivered by today’s latest technology they can’t even comprehend,” states Ben Halpert, Founder, Savvy Cyber Kids. “Parents and schools unwittingly place the children they are responsible for up against harms they are not equipped to triumph over in their daily battles, both physically and mentally.” 

    Making meaningful, long term, generational change for the world’s most vulnerable population which is young children, takes dedication. “In today’s reality of youth sextortion related suicide, AI suicide encouragement, 24/7 cyberbullying, and the realization of harms against our children delivered through technology, educating young children starting at age three is paramount,” said Ben Halpert.

    “Most people want to believe quick fixes will work; when it comes to shaping human behaviors to build individual resilience, that is not the case. Our dedicated team looks forward to expanding our reach for the benefit of the world’s children,” said Ben Halpert.

    Learn more about the Board of Directors and their passion for Savvy Cyber Kids at https://savvycyberkids.org/about/board-of-directors/

    Savvy Cyber Kids is grateful for the ongoing support of its sponsors: CISO Horizon, C-Vision International, VIPRE Security Group, PWC US, Yass Partners, Jodi Fink Halpert Berkshire Hathaway HomeServices Georgia Properties, Vercel,and SecurityScorecard.

    About Savvy Cyber Kids

    Savvy Cyber Kids (SCK), a 501(c)(3) nonprofit organization whose mission is to enable youth, families, and school communities to be empowered by technology, recognizes that children may be Digital Natives but are also “Digital Naives”, who, without intervention, completely lack understanding of the implications of their digital actions. Founded in 2007 by noted speaker and author Ben Halpert, Savvy Cyber Kids resources are used in 50 states and 54 countries around the world to help parents and teachers educate today’s youth on cyber safety and cyber ethics topics of cyberbullying, digital reputation, technology and screen-time balance, mental health, body and self-image, physical safety, sexting, privacy, gaming, child sexual predators, and more starting at 3 years old.

    eSchool News Staff
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  • How Gimkit engages my students

    How Gimkit engages my students

    Key points:

    During the height of the COVID-19 outbreak, teachers needed to become resourceful in how they delivered content to students. During this time, students experienced significant change and evolved into a more technologically-dependent group.

    This sparked a period when online learning and digital resources gained substantial popularity, and one tool that helps students learn–while also feeling like a game instead of a lesson–is Gimkit.

    I am an 8th-grade science teacher in a fairly large district, and I recognize the importance of these engaging and interactive resources to help students build knowledge and continue learning.

    What is Gimkit?

    To begin with, what is Gimkit? According to a tutorial, “Gimkit is an excellent game-based learning platform that combines fun and education, making it a highly engaging tool for both teachers and students. It works like a mashup of Kahoot and flash card platforms, but with several unique features that set it apart.

    “Unlike other platforms, Gimkit allows students to earn virtual currency for every correct answer, which they can use to purchase power-ups, adding a competitive edge that keeps students motivated.”

    Gimkit offers so much more than just a game-based learning experience for students–it can be used as an introduction to a lesson, as assigned homework, or as a tool for reviewing.

    Building a Gimkit

    From the teacher’s side of Gimkit, the platform makes it extremely easy to build lessons for the students to use. When you go to create a lesson, you are given many different options to help with the construction.

    Jamie Keet explains: “After establishing your basic Kit information, you will then move onto the fun part–adding your questions! You will be given the option of adding a question, creating your Kit with Flashcards, continuing with KitCollab, adding from Gimkit’s Question Bank, or importing from Spreadsheet.”

    Adding your questions is a great way to make sure your students are getting the exact information they have been provided in class, but some of the other options can help with a teacher’s time, which always seems to be scarce.

    The option to add questions from the question bank allows teachers to view other created kits similar to their topic. With a few simple clicks, a teacher can add questions that meet the needs of their lesson.

    Gimkit as data collection

    Gimkit isn’t just a tool for students to gain knowledge and play games; it is also an excellent way for teachers to collect data on their students. As Amelia Bree observes:

    “Gimkit reports explained show you both big pictures and small details. The look might change sometimes. But you will usually see:

    • Overall Class Performance: This shows the average right answers. It tells you the total questions answered. It also shows how long the game took. It’s a good first look at how everyone understood.
    • Individual Student Results: Click on each student’s name here. You see their personal game path. Their accuracy. Which questions did they get right or wrong? Sometimes, even how fast they answered.
    • Question Breakdown: This part is very powerful. It shows how everyone did on each question you asked. You see how many got it right. How many missed it? Sometimes, it shows common wrong answers for multiple-choice questions.”

    Being able to see this data can help ensure that your students are not just completing the required steps to finish the task, but are also working towards mastering the materials within your class.

    When examining the data, if you identify trends related to specific questions or concepts that students are struggling with, you have the opportunity to revisit and reteach these areas.

    Conclusion

    As you can see, Gimkit isn’t just a tool for students to play games and have fun in class; it is also an opportunity for students to gain knowledge in your lessons while potentially having some fun in the process. Teachers can make creating content for their classes much easier by utilizing some of the built-in features Gimkit provides.

    They can collect the meaningful data needed to ensure students are making progress in the areas where they want them to.

    Works Cited

    Breisacher, J. (2024, October 7). How Teachers Can Use Gimkit in the Classroom (a tutorial). Student-Centered World. https://www.studentcenteredworld.com/gimkit/

    Keet, J. (2021, July 9). How to Use Gimkit- Step By Step Guide. Teachers.Tech.
    https://teachers.tech/how-to-use-gimkit/

    Bree, E. (2025, June 6). Unlock Data-Driven Teaching: Using Gimkit for Meaningful
    Assessment Insights. GIMKIT JOIN.
    https://gimkitjoin.net/gimkit-for-meaningful-assessment-insights/

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  • 5 online resources to beat the summer slide

    5 online resources to beat the summer slide

    Key points:

    As the final school bells ring and students head into summer vacation, educators and parents alike are turning their attention to the phenomenon known as the summer slide–the learning loss that can occur when children take a long break from structured academic activity.

    NWEA research notes that students can lose up to two months of math skills over the summer, and reading abilities can also decline, particularly for students from underserved communities.

    But the summer slide isn’t inevitable. With the growing availability of engaging, high-quality online learning tools, students have more opportunities than ever to keep their skills sharp. These tools offer interactive lessons, personalized learning paths, and fun activities that reinforce what students learned during the school year–without making summer feel like school.

    Here are five standout online resources designed to help K-12 students stay on track over the summer months:

    1. Khan Academy: Khan Academy’s free online platform offers comprehensive lessons in math, science, history, and more. Its summer learning programs provide structured plans for students in grades K-12, including daily activities tailored by grade level. Each lesson includes short instructional videos, interactive quizzes, and mastery challenges. For students who want to get ahead or reinforce tricky concepts from the previous school year, Khan Academy is an ideal, self-paced resource.

    Khan Kids, a separate app for younger learners (ages 2-8), combines educational videos, stories, and games that focus on early literacy, math, and social-emotional development.

    2. PBS LearningMedia: PBS LearningMedia curates thousands of free videos, lesson plans, and interactive activities aligned to state and national standards. The content is engaging and age-appropriate, drawing from trusted PBS programs like Wild Kratts, NOVA, and Peg + Cat. During the summer, PBS typically offers special themed weeks–like “Summer of Reading” or “Science Week”–featuring playlists and activity bundles to help children stay curious and engaged.

    For younger children, PBS Kids also provides games and shows that reinforce foundational skills in reading, math, and critical thinking.

    3. ReadWorks: Reading skills are among the most vulnerable to decline during the summer, especially for students who do not have regular access to books or structured reading activities. ReadWorks is a nonprofit platform offering free, research-based reading comprehension materials for grades K-12. Teachers and parents can assign grade-level texts, paired with vocabulary lessons and comprehension questions. The platform also features an Article-A-Day challenge that encourages students to build background knowledge and reading stamina with just 10 minutes a day. ReadWorks is especially helpful for English Language Learners, offering audio versions and question supports to aid comprehension.

    4. Prodigy: For students who struggle to stay motivated during math practice, Prodigy turns learning into a role-playing adventure game. Students solve math problems to earn rewards and level up characters, making the experience both educational and fun. Aligned with state standards and suitable for grades 1-8, Prodigy adapts to each learner’s skill level, offering targeted practice without the pressure of grades or tests. Parents can access dashboards to track progress and set goals over the summer. Prodigy also offers a version for English Language Arts, expanding the platform’s reach beyond numbers.

    5. Smithsonian Learning Lab: For families looking to incorporate cross-curricular learning, the Smithsonian Learning Lab provides a treasure trove of multimedia collections that blend history, science, art, and culture. Students can explore virtual exhibits, complete inquiry-based lessons, and create their own digital portfolios. The platform is well-suited for middle and high school students, especially those interested in project-based learning and critical thinking. Whether studying the Civil Rights Movement or learning about ecosystems, students can explore real artifacts, images, and primary sources from the Smithsonian’s vast collection.

    Keeping minds active and curious

    Experts emphasize that summer learning doesn’t need to mirror the structure of the traditional classroom–keeping students intellectually engaged as they explore their personal interests reinforces academic skills in an low-stress environment.

    Families can also incorporate daily routines that promote learning–reading together before bed, practicing math while cooking, or exploring nature to spark scientific curiosity.

    As the digital learning landscape expands, there are more tools than ever to support students year-round. With just 20-30 minutes of meaningful academic engagement each day, students can maintain their momentum and return to the classroom in the fall ready to learn.

    Laura Ascione
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  • Counslr Launches in Texas to Increase Access to Mental Health Support for Staff and Students

    Counslr Launches in Texas to Increase Access to Mental Health Support for Staff and Students

    New York, NY –  Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of Texas starting with a partnership with Colorado Independent School District (ISD) in Colorado City, TX. This partnership will empower students and staff to prioritize their mental health by enabling them to access unlimited live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365 and also utilize the app’s robust and curated wellness resources. By increasing accessibility to Counslr’s round-the-clock support, Colorado ISD aims to empower those silent sufferers who previously did not or could not access care, whether due to cost, inconvenience, or stigma.

    Texas is facing a critical mental health care crisis, with over 95% of its counties officially designated as Mental Health Professional Shortage Areas. This alarming statistic underscores the severe lack of access to mental health services across the state, particularly in rural, border, and frontier communities. This resource scarcity underscores the urgent need for additional resources and innovative solutions to bridge this critical care gap for school communities.

    “We’re excited to partner with Counslr to bring innovative, accessible mental health resources to our school community,” said Alison Alvarez, Family and Community Engagement Coordinator, of Colorado ISD. “This partnership empowers our 6-12 grade students and staff with the support they need to thrive—both in and out of the classroom.”

    As factors such as academic pressures, social media influence, burnout and world events contribute to an increase in mental health challenges for young people, schools throughout the country are recognizing the growing need to offer more accessible, prevention-focused resources. A recent study found that digital mental health apps like Counslr can play an important role in expanding access to mental health support, especially for school communities. Most users turned to Counslr through on-demand sessions, showing just how valuable it is to have someone available in the moment when support is needed most. Interestingly, more than 80% of sessions happened between 7 PM and 5 AM, a time when traditional counseling services are usually unavailable. This suggests that Counslr helps fill a critical gap, offering students and school community members a reliable way to talk to licensed counselors around the clock. The app was also used for a wide range of concerns, highlighting its potential to meet diverse mental health needs through both immediate and scheduled support.

    “As we expand across the country, we’re proud to partner with new school communities to ensure that every student, regardless of location or background, has access to the mental health support they deserve,” said Josh Liss, Counslr CEO. Adding that, “With most of Counslr’s users being first-time care seekers, we’re excited to help reach those traditionally unreachable, who need help but do not or cannot access it, no matter where they are located.”

    ABOUT COUNSLR

    Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.

    eSchool News Staff
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  • Strategies to help girls stay engaged in STEM learning

    Strategies to help girls stay engaged in STEM learning

    Key points:

    • When girls participate in STEM learning, the future is more inclusive
    • 5 practical ways to integrate AI into high school science
    • Linking STEM lessons to real-world applications
    • For more news on STEM learning, visit eSN’s STEM & STEAM hub

    Encouraging girls to engage in STEM is vital for fostering diversity, innovation, and equal opportunities in these fields. Women remain underrepresented in STEM degrees and in careers, often due to societal stereotypes, lack of representation, and limited access to resources.

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    Data shows growing GenAI adoption in K-12

    Almost 3 in 5 K-12 educators (55 percent) have positive perceptions about GenAI, despite concerns and perceived risks in its adoption, according to updated data from Cengage Group’s “AI in Education” research series.

    Unlocking potential: The power of online courses in our school

    Our school has built up its course offerings without having to add headcount. Along the way, we’ve also gained a reputation for having a wide selection of general and advanced courses for our growing student body.

    5 AI tools for classroom creativity

    When it comes to visual creativity, AI tools let students design posters, presentations, and digital artwork effortlessly. Students can turn their ideas into professional-quality visuals, sparking creativity and innovation.

    5 vocabulary strategies powered by technology

    In my work with middle school students, I’ve seen how critical that period of development is to students’ future success. One area of focus in a middle schooler’s development is vocabulary acquisition.

    The power of goal setting: A skill for lifelong success

    For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills, and build momentum for the opportunities ahead.

    The importance of teacher-student relationships

    Middle school marks the transition from late childhood to early adolescence. Developmental psychologist Erik Erikson describes the transition as a shift from the Industry vs. Inferiority stage into the Identity vs. Role Confusion stage.

    Virtual art meets language learning: A tech-enhanced ESL experience

    Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet.

    Leadership is key to protecting student data privacy in 2025

    In the year 2025, no one should have to be convinced that protecting data privacy matters. For education institutions, it’s really that simple of a priority–and that complicated.

    Ethical PD: Doing right by the teachers who do right by the world

    Teachers are superheroes. Every day, they rise to the challenge, pouring their hearts into shaping the future. They stay late to grade papers and show up early to tutor struggling students.

    Want to share a great resource? Let us know at [email protected].

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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