Category: school

  • 6 steps to transforming parent engagement, one message at a time

    6 steps to transforming parent engagement, one message at a time

    Key points:

    When you open the doors to a brand-new school, you’re not just filling classrooms, you’re building a community from the ground up. In August 2023, I opened our Pre-K through 4th grade school in Charlotte, North Carolina, to alleviate overcrowding at several East Charlotte campuses. As the founding principal, I knew that fostering trust and engagement with families was as essential as hiring great teachers or setting academic goals.

    Many of our students were transitioning from nearby schools, and their families were navigating uncertainty and change. My top priority was to create a strong home-school connection from the very beginning–one rooted in transparency, inclusivity, and consistent communication, where every parent feels like a valued partner in our new school’s success. Since then, we’ve added 5th grade and continue to grow our enrollment as we shape the identity of our school community.

    Up until two years ago, our district was primarily using a legacy platform for our school-to-home communication. It was incredibly limiting, and I didn’t like using it. The district then switched to a new solution, which helped us easily reach out to families (whose children were enrolling at the new elementary school) with real-time alerts and two-way messaging.

    The difference between the two systems was immediately obvious and proved to be a natural transition for me. This allowed us to take a direct, systematic, and friendlier approach to our school-home communications as we implemented the new system.

    Building strong home-school bonds

    Here are the steps we took to ensure a smooth adoption process, and some of the primary ways we use the platform:

    1. Get everyone on board from the start. We used comprehensive outreach with families through flyers, posters, and dedicated communication at open-house events. At the same time, our teachers were easily rostered–a process simplified by a seamless integration with our student information system–and received the necessary training on the platform.
    1. Introduce the new technology as a “familiar tool.” We framed our ParentSquare tool as a “closed social media network” for school-home communication. This eased user adoption and demystified the technology by connecting it to existing social habits. Our staff emphasized that if users could communicate socially online, they could also easily use the platform for school-related interactions.
    1. Promote equity with automatic translation. With a student population that’s about 50 percent Hispanic and with roughly 22 different languages represented across the board, we were very interested in our new platform’s automatic translation capabilities (which currently span more than 190 languages). Having this process automated has vastly reduced the amount of time and number of headaches involved with creating and sharing newsletters and other materials with parents.
    1. Streamline tasks and reduce waste. I encourage staff to create their newsletters in the communications platform versus reverting to PDFs, paper, or other formats for information-sharing. That way, the platform can manage the automatic translation and promote effective engagement with families. This is an equity issue that we have to continue working on both in our school and our district as a whole. It’s about making sure that all parents have access to the same information regardless of their native language.
    1. Centralize proof of delivery. We really like having the communication delivery statistics, which staff can use to confirm message receipt–a crucial feature when parents claim they didn’t receive information. The platform shows when a message was received, providing clear confirmation that traditional paper handouts can’t match. Having one place where all of those communications can be sent, seen, and delivered is extremely helpful.
    1. Manage events and boost engagement. The platform keeps us organized, and we especially like the calendar and post functions (and use both a lot). Being able to sort specific groups is great. We use that feature to plan events like staggered kindergarten entry and separate open houses; it helps us target communications precisely. For a recent fifth-grade promotion ceremony, for example, we managed RSVPs and volunteer sign-ups directly through the communications platform, rather than using an external tool like Sign-Up Genius. 

    Modernizing school-family outreach

    We always want to make it easy for families to receive, consume, and respond to our messages, and our new communications platform helps us achieve that goal. Parents appreciate receiving notifications via email, app, voice, or text–a method we use a lot for sending out reminders. 

    This direct communication is particularly impactful given our diverse student population, with families speaking many different languages. Teachers no longer need third-party translation sites or manual cut-and-paste methods because the platform handles automatic translation seamlessly. It’s helped us foster deeper family engagement and bridge communication gaps we otherwise couldn’t–it’s really amazing to see.

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  • A practical guide for sourcing edtech

    A practical guide for sourcing edtech

    Key points:

    Virtual reality field trips now enable students to explore the Great Wall of China, the International Space Station, and ancient Rome without leaving the classroom.  Gamified online learning platforms can turn lessons into interactive challenges that boost engagement and motivation. Generative AI tutors are providing real-time feedback on writing and math assignments, helping students sharpen their skills with personalized support in minutes.

    Education technology is accelerating at a rapid pace–and teachers are eager to bring these digital tools to the classroom. But with pandemic relief funds running out, districts are having to make tougher decisions around what edtech they can afford, which vendors will offer the greatest value, and, crucially, which tools come with robust cybersecurity protections.

    Although educators are excited to innovate, school leaders must weigh every new app or online platform against cybersecurity risks and the responsibility of protecting student data. Unfortunately, those risks remain very real: 6 in 10 K-12 schools were targeted by ransomware in 2024.

    Cybersecurity is harder for some districts than others

    The reality is that school districts widely vary when it comes to their internal resources, cybersecurity expertise, and digital maturity.

    A massive urban system may have a dedicated legal department, CISO, and rigid procurement processes. In a small rural district, the IT lead might also coach soccer or direct the school play.

    These discrepancies leave wide gaps that can be exploited by security threats. Districts are often improvising vetting processes that vary wildly in rigor, and even the best-prepared system struggles to know what “good enough” looks like as technology tools rapidly accelerate and threats evolve just as fast.

    Whether it’s apps for math enrichment, platforms for grading, or new generative AI tools that promise differentiated learning at scale, educators are using more technology than ever. And while these digital tools are bringing immense benefits to the classroom, they also bring more threat exposure. Every new tool is another addition to the attack surface, and most school districts are struggling to keep up.

    Districts are now facing these critical challenges with even fewer resources. With the U.S. Department of Education closing its Office of EdTech, schools have lost a vital guidepost for evaluating technology tools safely. That means less clarity and support, even as the influx of new tech tools is at an all-time high.

    But innovation and protection don’t have to be in conflict. Schools can move forward with digital tools while still making smart, secure choices. Their decision-making can be supported by some simple best practices to help guide the way.

    5 green flags for evaluating technology tools

    New School Safety Resources

    With so many tools entering classrooms, knowing how to assess their safety and reliability is essential. But what does safe and trustworthy edtech actually look like?

    You don’t need legal credentials or a cybersecurity certification to answer that question. You simply need to know what to look for–and what questions to ask. Here are five green flags that can guide your decisions and boost confidence in the tools you bring into your classrooms.

    1. Clear and transparent privacy policies

    A strong privacy policy should be more than a formality; it should serve as a clear window into how a tool handles data. The best ones lay out exactly what information is collected, why it’s needed, how it’s used, and who it’s shared with, in plain, straightforward language.

    You shouldn’t need legal training to make sense of it. Look for policies that avoid vague, catch-all phrases and instead offer specific details, like a list of subprocessors, third-party services involved, or direct contact information for the vendor’s privacy officer. If you can’t quickly understand how student data is being handled, or if the vendor seems evasive when you ask, that’s cause for concern.

    1. Separation between student and adult data

    Student data is highly personal, extremely sensitive, and must be treated with extra care. Strong vendors explicitly separate student data from educator, administrator, and parent data in their systems, policies, and user experiences.

    Ask how student data is accessed internally and what safeguards are in place. Does the vendor have different privacy policies for students versus adults? If they’ve engineered that distinction into their platform, it’s a sign they’ve thought deeply about your responsibilities under FERPA and COPPA.

    1. Third-party audits and certifications

    Trust, but verify. Look for tools that have been independently evaluated through certifications like the Common Sense Privacy Seal, iKeepSafe, or the 1EdTech Trusted App program. These external audits validate that privacy claims and company practices are tested against meaningful standards and backed up by third-party validation.

    Alignment with broader security frameworks like NIST Cybersecurity Framework (CSF), ISO 27001, or SOC 2 can add another layer of assurance, especially in states where district policies lean heavily on these benchmarks. These technical frameworks should complement radical transparency. The most trustworthy vendors combine certification with transparency: They’ll show you exactly what they collect, how they store it, and how they protect it. That openness–and a willingness to be held accountable–is the real marker of a privacy-first partner.

    1. Long-term commitment to security and privacy

    Cybersecurity shouldn’t be a one-and-done checklist. It’s a continual practice. Ask vendors how they approach ongoing risks: Do they conduct regular penetration testing? Is a formal incident response plan in place? How are teams trained on phishing threats and secure coding?

    If they follow a framework like the NIST CSF, that’s great. But also dig into how they apply it: What’s their track record for patching vulnerabilities or communicating breaches? A real commitment shows up in action, not just alignment.

    1. Data minimization and purpose limitations

    Trustworthy technology tools collect only what’s essential–and vendors can explain why they need it. If you ask, “Why do you collect this data point?” they should have a direct answer that ties back to functionality, not future marketing.

    Look for platforms that commit to never repurposing student data for behavioral ad targeting. Also, ask about deletion protocols: Can data be purged quickly and completely if requested? If not, it’s time to ask why.

    Laying the groundwork for a safer school year

    Cybersecurity doesn’t require a 10-person IT team or a massive budget. Every district, no matter the size, can take meaningful, manageable steps to reduce risk, establish guardrails, and build trust.

    Simple, actionable steps go a long way: Choose tools that are transparent about data use, use trusted frameworks and certifications as guideposts, and make cybersecurity training a regular part of staff development. Even small efforts , like a five-minute refresher on phishing during back-to-school sessions, can have an outsized impact on your district’s overall security posture.

    For schools operating without deep resources or internal expertise, this work is especially urgent–and entirely possible. It just requires knowing where to start.

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  • The move from principal to district leader was fraught–here’s what I missed the most

    The move from principal to district leader was fraught–here’s what I missed the most

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    I didn’t expect to grieve.

    I knew taking a central office role meant trading the school building for a district badge. I knew the days would be filled with policy, meetings, and personnel issues. What I didn’t know was how much I would miss morning announcements, front office chatter, and the small but sacred chaos of classroom life.

    When I accepted my central office role at Knox County Schools nearly three years ago, I heard words of congratulations and encouragement, and a lot of “You’ll be great at this.” What I didn’t hear was, “You’re going to miss the cafeteria noise” or “You’ll feel phantom pain for your walkie and reach for it like it’s still there.” No one warned me I’d find myself lingering too long during school visits, trying to feel like I still belong.

    What I lost wasn’t just proximity; it was identity.

    As a principal, I was part of everything. Students shouted greetings across the parking lot. Parents stopped me in the grocery store to ask about bus routes or share weekend news. Teachers popped into my office with questions or just to drop off a piece of cake from the lounge. I wasn’t above the work. I was in it. I was woven into the messy, beautiful rhythm of a school day.

    Shifting to the central office changed not just the pace of my day, but the feel of the work. The space was quieter, the communication more deliberate. There are no morning announcements. No car rider line and morning high-fives from kids. No spontaneous TikTok dances during class change. I moved from the rhythm of a living, breathing school to a place where school leadership feels more technical, more filtered, and more removed.

    The relationships changed, too. As a principal, you’re not just part of a team; you’re a part of a family. You laugh together, carry each other’s burdens, and share both the stress and the wins. Move into a district role, and you’re now “from downtown,” even if your heart still lives on campus. You walk into buildings with a badge that means something different, and the conversations shift just enough for you to notice.

    None of this means the central office work doesn’t matter. It does. Or that I don’t love it. I do. Central office work gives me a systems-level view of how our schools function. I find purpose in improving not just individual outcomes, but the structures that guide them.

    Still, the change in relational gravity caught me off guard. And once the initial disorientation passed, it left me with a deeper concern: How will I stay connected to how the work is actually experienced and carried out in schools if I’m no longer living in it each day?

    At first, I told myself it was just a learning curve, that it would pass, that I’d find new rhythms soon enough. And I did — but not before realizing that central office leadership requires a different kind of muscle. One I hadn’t needed before.

    As a principal, I lived in fast feedback loops. I saw the effects of my decisions by lunchtime. I knew which teachers were having a hard week, which student needed extra eyes, which parent was about to call. Even hard conversations came with a certain clarity because I was close to the context and knew the culture I wanted to build.

    At the district level, the impact is broader but harder to track. The wins take longer to see. The feedback is quieter.

    I had to become more intentional about noticing what I could no longer see. That meant listening differently during school visits, paying closer attention to what leaders were navigating, and asking better questions. Not just about what was happening, but what it was costing them to make it happen.

    One of the advantages of working at a systems level is being able to recognize patterns across multiple settings. They can reveal root causes that individual concerns might never expose. That clarity opens the door to more aligned, lasting support.

    I began thinking less about whether expectations were clear and more about whether they were sustainable. My role was not to direct the work but to support the people carrying it out.

    These changes didn’t come naturally. They came because I didn’t want to become a leader who made good decisions in theory but stayed out of touch in practice. I didn’t want to lead by spreadsheet, even though color-coded tabs bring me great joy. I wanted to lead by understanding.

    Eventually, I began to see that even though I was no longer in the thick of the school day, I could still choose to stay connected — to show up, to ask real questions, to build trust not just through policy, but through presence.

    The classroom educators and school leaders I supported didn’t need someone who had knowledge of what it was like to be a teacher or principal. They needed someone who remembered what it felt like to be one. Someone who hadn’t forgotten the rush of the morning bell or the weight of a tough parent meeting or the impossible feeling of juggling school culture, teacher evaluations, instructional priorities, and a leaky roof all before noon.

    I think back often to my first year in central office. The silence. The absence of bells and kids and chaos. The invisible weight of missing something no one warned me I would lose. I remember walking through a school one afternoon and instinctively reaching for my walkie talkie. It wasn’t there. Of course it wasn’t there. But the reflex reminded me of something important: I still wanted to be tuned in.

    Leadership doesn’t have to grow lonelier as it grows broader. But staying connected takes intention. It takes habits, not just memories.

    I didn’t expect to grieve. But I’m grateful I did. Because grief has a way of reminding you what still deserves your presence.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on district management, visit eSN’s Educational Leadership hub.

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  • Navigating back-to-school anxiety: A K-12 success guide

    Navigating back-to-school anxiety: A K-12 success guide

    Key points:

    The anticipation of a new school year brings a complex mix of emotions for both students and teachers in K-12 education. As the 2025-2026 academic year approaches, experiencing anxiety about returning to the classroom is a natural response to change that affects everyone differently.

    From elementary students facing new classroom environments to high school teachers preparing for curriculum changes, these feelings manifest uniquely across age groups. Young children often worry about making new friends or adjusting to new teachers, while older students grapple with academic performance pressures and social dynamics. Teachers face their own challenges, including meeting diverse student needs, implementing new edtech tools and digital resources, and maintaining high academic standards while supporting student well-being.

    Early identification of anxiety symptoms is crucial for both educator and student success. Young children might express anxiety through behavioral changes, such as becoming more clingy or irritable, while older students might demonstrate procrastination or avoidance of school-related topics. Parents and educators should remain vigilant for signs like changes in sleeping patterns and/or eating habits, unusual irritability, or physical complaints. Schools must establish clear protocols for identifying and addressing anxiety-related concerns, including regular check-ins with students and staff and creating established pathways for accessing additional support when needed.

    Building strong support networks within the school community significantly reduces anxiety levels. Schools should foster an environment where students feel comfortable expressing concerns to teachers, counselors, or school psychologists. Regular check-ins, mentor programs, and peer support groups help create a supportive school environment where everyone feels valued and understood. Parent-teacher partnerships are essential for providing consistent support and understanding students’ needs, facilitated through regular communication channels, family engagement events, and resources that help parents support their children’s emotional well-being at home.

    Practical preparation serves as a crucial anxiety-reduction strategy. Teachers can minimize stress by organizing classrooms early, preparing initial lesson plans, and establishing routines before students arrive. Students can ease their transition by visiting the school beforehand, meeting teachers when possible, and organizing supplies. Parents contribute by establishing consistent routines at home, including regular sleep schedules and homework times, several weeks before school starts. Schools support this preparation through orientation events, virtual tours, welcome videos, and sharing detailed information about schedules and procedures well in advance.

    The importance of physical and emotional well-being cannot be overstated in managing school-related anxiety. Schools should prioritize regular physical activity through structured PE classes, recess, or movement breaks during lessons. Teaching age-appropriate stress-management techniques, such as deep breathing exercises for younger students or mindfulness practices for older ones, provides valuable tools for managing anxiety. Schools should implement comprehensive wellness programs addressing nutrition, sleep hygiene, and emotional regulation, while ensuring ready access to counselors and mental health professionals.

    Creating a positive classroom environment proves essential for reducing anxiety levels. Teachers can establish predictable routines, clear expectations, and open communication channels with students and parents. Regular class meetings or discussion times allow students to express concerns and help build community within the classroom. The physical space should consider lighting, noise levels, and seating arrangements that promote comfort and focus. Implementing classroom management strategies that emphasize positive reinforcement and restorative practices rather than punitive measures helps create a safe space where mistakes are viewed as learning opportunities.

    Technology integration requires careful consideration to prevent additional anxiety. Schools should provide adequate training and support for new educational technologies, introducing digital tools gradually while ensuring equitable access and understanding. Regular assessment of technology needs and challenges helps schools address barriers to effective use. Training should encompass basic operational skills, digital citizenship, online safety, and responsible social media use. Clear protocols for technology use and troubleshooting ensure that both students and teachers know where to turn for support when technical issues arise.

    Professional development for teachers should focus on managing both personal and student anxiety through trauma-informed teaching practices and social-emotional learning techniques. Schools must provide regular opportunities for skill enhancement throughout the year, incorporating both formal training sessions and informal peer learning opportunities. Creating professional learning communities allows teachers to share experiences, strategies, and support, while regular supervision and mentoring provide additional support layers.

    Long-term success requires commitment from all stakeholders–including administrators, teachers, support staff, students, and families–working together to create a supportive educational environment where everyone can thrive in the upcoming 2025-2026 school year.

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  • Why stories still matter in a fast-moving world

    Why stories still matter in a fast-moving world

    Key points:

    Seventeen years after Suzanne Collins first introduced us to The Hunger Games, the world is still captivated by Panem. The latest installment, Sunrise on the Reaping, dives into Haymitch’s backstory and has been called a “propulsive and heart-wrenching addition” to the series by The New York Times. For many of us, books like these aren’t just stories–they’re cultural moments.

    I remember reading the original trilogy on my iPad while training for a half-marathon. Katniss’ fight against the Capitol powered me through some of my longest runs. That’s the magic of books: They meet us where we are and carry us somewhere else entirely. They become part of our personal history, woven into our memories and milestones.

    But the power of books goes far beyond personal nostalgia. When a major title drops, it’s not just a release date–it’s a shared experience. Readers rush to get their hands on it. Social media lights up with reactions. Libraries field waitlists. These moments remind us why books matter. They connect us, challenge us, and inspire us.

    This fall, we’re about to experience two more of these moments. On October 21, Diary of a Wimpy Kid: Partypooper hits shelves. Jeff Kinney’s beloved series has become a rite of passage for young readers, and this latest installment–centered around Greg Heffley’s attempt to throw himself the ultimate birthday bash–is already generating buzz. It’s funny, relatable, and perfectly timed for a generation that’s grown up with Greg’s awkward, hilarious adventures.

    Just a few weeks later, on November 11, Dog Man: Big Jim Believes arrives. Dav Pilkey’s Dog Man series has redefined what it means to be a children’s book phenomenon. With its blend of humor, heart, and comic-style storytelling, Dog Man has helped countless kids fall in love with reading. This new title promises to be no different, offering a story about belief, friendship, and finding strength within.

    These books aren’t just for kids–they’re cultural touchstones. They bring generations together. Parents read them with their children. Teachers use them to spark classroom discussions. Librarians build displays around them. And kids? They devour them and talk about them with the kind of passion usually reserved for blockbuster movies or viral games.

    And yes, there’s a business side to books. Pricing, distribution, marketing strategies–they all matter. Behind every book on a shelf is a network of people working to make that moment possible. Publishers, authors, illustrators, binders, warehouse teams, sales reps, marketers, and more. It’s easy to forget that when you’re holding a finished book, but every title is the result of countless decisions, collaborations, and passions.

    In a world dominated by screens, short-form content, and constant notifications, books offer something different. They ask us to slow down. To focus. To imagine. To empathize. And that’s more important than ever.

    Literacy isn’t just about reading words on a page–it’s about understanding the world. It’s about critical thinking, emotional intelligence, and the ability to engage with complex ideas. Books help build those skills. They give kids the tools to navigate life, not just school.

    Because in a world that’s constantly changing, books remain one of our most powerful tools for understanding it–and each other. The world needs stories. And stories need us.

    Britten Follett
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  • Centralized IT governance helps improve learning outcomes

    Centralized IT governance helps improve learning outcomes

    Key points:

    As school districts continue to seek new ways to enhance learning outcomes, Madison County School District represents an outstanding case study of the next-level success that may be attained by centralizing IT governance and formalizing procedures.

    When Isaac Goyette joined MCSD approximately seven years ago, he saw an opportunity to use his role as Coordinator of Information Technology to make a positive impact on the most important mission of any district: student learning. The district, located in northern Florida and serving approximately 2,700 students, had made strides towards achieving a 1:1 device ratio, but there was a need for centralized IT governance to fully realize its vision.

    Goyette’s arrival is noted for marking the beginning of a new era, bringing innovation, uniformity, and central control to the district’s technology infrastructure.  His team aimed to ensure that every school was using the same systems and processes, thereby advancing the students’ access to technology.

    Every step of the way, Goyette counted on the support of district leadership, who recognized the need for optimizing IT governance. Major projects were funded through E-rate, grants, and COVID relief funds, enabling the district to replace outdated systems without burdening the general fund.  MCSD’s principals and staff have embraced the IT team’s efforts to standardize technology across the district, leading to a successful implementation. Auto rostering and single sign-on have made processes easier for everyone, and the benefits of a cohesive, cross-department approach are now widely recognized.

    To successfully support and enable centralization efforts, Goyette recognized the need to build a strong underlying infrastructure. One of the key milestones in MCSD’s technology journey was the complete overhaul of its network infrastructure. The existing network was unreliable and fragmented in design. Goyette and his team rebuilt the network from the ground up, addressing connectivity issues, upgrading equipment, and logically redoing district systems and processes, such as the district’s IP network addressing scheme. This transformation has had a positive impact on student learning and engagement. With reliable connectivity, students no longer face disruptions.

    The implementation of an enterprise-grade managed WAN solution has further transformed the educational experience for MCSD’s students and educators, serving as the backbone for all other technologies. Goyette’s innovative co-management approach, coupled with his deep understanding of network topology, has enabled him to optimize the resources of an experienced K-12 service provider while retaining control and visibility over the district’s network.

    New School Safety Resources

    Another significant milestone MCSD has achieved is the successful deployment of the district’s voice system. This reliable phone system is crucial for ensuring that MCSD’s schools, staff, and parents remain seamlessly connected, enhancing communication and safety across the district.

    Goyette’s innovative leadership extends to his strategies for integrating technology in the district. He and his team work closely with the district’s curriculum team to ensure that technology initiatives align with educational goals. By acting as facilitators for educational technology, his team prevents app sprawl and ensures that new tools are truly needed and effective.

    “Having ongoing conversations with our principals and curriculum team regarding digital learning tools has been critical for us, ensuring we all remain aligned and on the same page,” said Goyette. “There are so many new apps available, and many of them are great. However, we must ask ourselves: If we already have two apps that accomplish the same goal or objective, why do we need a third? Asking those questions and fostering that interdepartmental dialogue ensures everyone has a voice, while preventing the headaches and consequences of everyone doing their own thing.”   

    MCSD’s IT transformation has had a profound impact on student learning and engagement. With reliable connectivity and ample bandwidth, students no longer face disruptions, and processes like single sign-on and auto account provisioning have streamlined their access to educational resources. The district’s centralization efforts have not only improved the educational experience for students and educators but have also positioned Madison County School District as a model of success and innovation.

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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.

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    “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.

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  • Project POTUS 2025 Middle School Winners Announced

    Project POTUS 2025 Middle School Winners Announced

    Indianapolis, IN — Project POTUS, a national middle school history initiative from the Benjamin Harrison Presidential Site, has named winners for this year’s competition. 

    Since the founding of our nation, there have been nearly half a billion American citizens. Of those, over 12,000 of us have served in Congress. Just 115 have become Supreme Court Justices. Only 45 citizens have become President of the United States. There’s something exceptional about each POTUS — good, bad, or otherwise. Project POTUS? challenges students in middle school to research an American president and create a video, 60 seconds or less, representing the POTUS chosen in a way that is creative, supported by good history research, and fun. A Citizen Jury made up of nearly 100 people reviewed all qualifying submissions and selected this year’s winners.

    Grand Jury’s Grand Prize and Spotlight Award Selections  

    Grand Prize Winner ($500 award) 

    • 6th grader Peter Gestwicki from Muncie, Indiana won grand prize for his video about Theodore Roosevelt. Watch his winning video  here.

    Spotlight Award  Winners ($400 award winners) 

    • 8th grader Grace Whitworth from St. Richard’s Episcopal School in Indianapolis, Indiana won for her video about President Thomas Jefferson. Watch her winning video  here.
    • 8th grader Izzy Abraham from Sycamore School in Indianapolis, Indiana for her video about President Calvin Coolidge. Watch his winning video  here.
    • 8th grader Clara Haley from St. Richards Episcopal School in Indianapolis, Indiana for her video about President George W. Bush. Watch his winning video  here. 
    • 8th graders Delaney Guy and Nora Steinhauser from Cooperative Middle School in Stratham, New Hampshire for their video about President James Polk. Watch their winning video  here.

    37 students throughout the country each won their Presidential Category and received $100 awards. Check out all of their videos  here.

    The 2026 Project POTUS competition begins Election Day, November 4, 2025 and all submissions must be entered by Presidents Day, February 16, 2026. Learn more  here.

    Project POTUS is made possible by the generous support from Russell & Penny Fortune. 

    About the Benjamin Harrison Presidential Site

    The Benjamin Harrison Presidential Site is the former home of the 23rd U.S. President. Now celebrating its 150th anniversary, it is a stunningly restored National Historic Landmark that shares the legacy of Indiana’s only President and First Lady with tens of thousands of people annually through guided tours, educational programs, special events and cultural programs. Rated “Top 5 Stately Presidential Homes You Can Visit” by Architectural Digest, the Harrison’s 10,000 square foot Italianate residence in downtown Indianapolis houses nearly 11,000 curated artifacts spanning more than two centuries of American and presidential history. Recently expanded and restored through a $6 million campaign, the Benjamin Harrison Presidential Site is also consistently ranked a Top 5 Thing To Do in Indianapolis by TripAdvisor. Signature programs and initiatives include: Future Presidents of America; Project POTUS, Candlelight Theatre; Juneteenth Foodways Festival; Wicket World of Croquet; and Off the Record. Founded in 1966 as a private 501c(3) that receives no direct federal support, the Benjamin Harrison Presidential Site is dedicated to increasing public participation in the American system of self-government through the life stories, arts and culture of an American President. Find out more at PresidentBenjaminHarrison.org. 

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  • Common Sense Media releases AI toolkit for school districts

    Common Sense Media releases AI toolkit for school districts

    Key points:

    Common Sense Media has released its first AI Toolkit for School Districts, which gives districts of all sizes a structured, action-oriented guide for implementing AI safely, responsibly, and effectively.

    Common Sense Media research shows that 7 in 10 teens have used AI. As kids and teens increasingly use the technology for schoolwork, teachers and school district leaders have made it clear that they need practical, easy-to-use tools that support thoughtful AI planning, decision-making, and implementation.

    Common Sense Media developed the AI Toolkit, which is available to educators free of charge, in direct response to district needs.

    “As more and more kids use AI for everything from math homework to essays, they’re often doing so without clear expectations, safeguards, or support from educators,” said Yvette Renteria, Chief Program Officer of Common Sense Media.

    “Our research shows that schools are struggling to keep up with the rise of AI–6 in 10 kids say their schools either lack clear AI rules or are unsure what those rules are. But schools shouldn’t have to navigate the AI paradigm shift on their own. Our AI Toolkit for School Districts will make sure every district has the guidance it needs to implement AI in a way that works best for its schools.”

    The toolkit emphasizes practical tools, including templates, implementation guides, and customizable resources to support districts at various stages of AI exploration and adoption. These resources are designed to be flexible to ensure that each district can develop AI strategies that align with their unique missions, visions, and priorities.

    In addition, the toolkit stresses the importance of a community-driven approach, recognizing that AI exploration and decision-making require input from all of the stakeholders in a school community.

    By encouraging districts to give teachers, students, parents, and more a seat at the table, Common Sense Media’s new resources ensure that schools’ AI plans meet the needs of families and educators alike.

    This press release originally appeared online.

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  • Many students decide they’re not a ‘math person’ by the end of elementary school, new study shows

    Many students decide they’re not a ‘math person’ by the end of elementary school, new study shows

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    Roughly half of middle and high schoolers report losing interest in math class at least half the time, and 1 in 10 lack interest nearly all the time during class, a new study shows.

    In addition, the students who felt the most disengaged in math class said they wanted fewer online activities and more real-world applications in their math classes.

    Those and other findings published Tuesday from the research corporation RAND highlight several ongoing challenges for instruction in math, where nationwide student achievement has yet to return to pre-pandemic levels and the gap between the highest and lowest-performing students in math has continued to grow.

    Feeling bored in math class from time to time is not an unusual experience, and feeling “math anxiety” is common. However, the RAND study notes that routine boredom is associated with lower school performance, reduced motivation, reduced effort, and increased rates of dropping out of school.

    Perhaps unsurprisingly, the study found that the students who are the most likely to maintain their interest in math comprehend math, feel supported in math, are confident in their ability to do well in math, enjoy math, believe in the need to learn math, and see themselves as a “math person.”

    Dr. Heather Schwartz, a RAND researcher and the primary investigator of the study, noted that the middle and high school years are when students end up on advanced or regular math tracks. Schwartz said that for young students determining their own sense of math ability, “Tracking programs can be a form of external messaging.”

    Nearly all the students who said they identified as a “math person” came to that conclusion before they reached high school, the RAND survey results show. A majority of those students identified that way as early as elementary school. In contrast, nearly a third of students surveyed said they never identified that way.

    “Math ability is malleable way past middle school,” Schwartz said. Yet, she noted that the survey indicates students’ perception of their own capabilities often remains static.

    The RAND study drew on data from their newly established American Youth Panel, a nationally representative survey of students ages 12-21. It used survey responses of 434 students in grades 5-12. Because this was the first survey sent to members of the panel, there is no comparable data on student math interest prior to the pandemic, so it doesn’t measure any change in student interest.

    The RAND study found that 26% percent of students in middle and high school reported losing interest during a majority of their math lessons. On the other end of the spectrum, a quarter of students said they never or almost never lost interest in math class.

    There weren’t major differences in the findings across key demographic groups: Students in middle and high school, boys and girls, and students of different races and ethnicities reported feeling bored during a majority of math class at similar rates.

    Dr. Janine Remillard, a professor at the University of Pennsylvania Graduate School of Education and expert in mathematics curriculum, said that in many math classes, “It’s usually four or five students answering all the questions, and then the kids who either don’t understand or are less interested or just take a little bit more time — they just zone out.”

    Over 50% of students who lost interest in almost all of their math classes asked for fewer online activities and more real-world problems, the RAND study shows. Schwartz hypothesizes that some online math programs represent a “modern worksheet” and emphasize solo work and repetition. Students who are bored in class instead crave face-to-face activities that focus on application, she said.

    During Remillard’s math teacher training classes, she puts students in her math teacher training class into groups to solve math problems. But she doesn’t tell them what strategy to use.

    The students are forced to work together in order to understand the process of finding an answer rather than simply repeating a given formula. All of her students typically say that if they had learned math this way, they would think of themselves as a math person, according to Remillard, who was not involved in the RAND study.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on STEM learning, visit eSN’s STEM & STEAM hub.

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