Category: World

  • Reimagining readiness in Indiana education

    Reimagining readiness in Indiana education

    Key points:

    Across the country, education is on the brink of significant change. As schools, districts, and policymakers grapple with the realities of a rapidly evolving workforce that requires discipline-specific knowledge, high-tech know-how, and hands-on skills, there is a growing recognition that the traditional approaches to preparing students for the real world no longer suffice. 

    This shift brings uncertainty and anxiety for district leaders here in Indiana. Change can be intimidating, especially when the stakes are as high as the future success of our students. Yet, this moment also holds immense potential to redefine what it means to truly ready them for a workplace that is continually reinventing itself.

    To confront the challenges future-focused schools face, we’re sharing our approach from two distinct, but complementary, perspectives. One, from the superintendent of Eastern Hancock Schools, a small, rural district in Indiana that is deeply rooted in its community and focused on creating opportunities for students through strong local partnerships. The other, from the president and CEO of Project Lead The Way (PLTW), a national nonprofit organization that provides schools with innovative, hands-on, project-based STEM curriculum designed to develop critical skills and knowledge, while preparing students for careers beyond the classroom. 

    While we work in different contexts, our shared mission of preparing students and educators for an ever-changing world unites us. Together, we aim to highlight the excitement and possibility that change can bring when approached with readiness and purpose.

    Redefining what it means to be ready

    The jobs of tomorrow will demand far more than technical knowledge. As industries transform at warp speed, accelerated by AI, automation, and other technological advancements, many of today’s students will enter careers that don’t yet exist. 

    Preparing them for this reality requires educators to focus on more than just meeting academic benchmarks or prepping for the next standardized test. It demands fostering critical thinking, collaboration, communication skills, and, perhaps most importantly, confidence–characteristics many employers say are lacking among today’s graduates.

    At Eastern Hancock, this preparation begins by creating opportunities for students to connect their learning to real-world applications. The district’s robust work-based learning program allows juniors and seniors to spend part of their day in professional placements across industries, such as construction, healthcare, engineering, and education, where they receive hands-on training. These experiences not only provide exposure to potential careers but also help students develop soft skills, including teamwork and problem-solving, that are critical for success in any field.

    We also know that when students have earlier access to STEM learning and concepts, they are more inclined to pursue a STEM-driven career, such as computer science and engineering. Students in PLTW programs tackle meaningful problems as capable contributors, such as designing prototypes to address environmental issues, exploring biomedical innovations, and solving arising problems like cybersecurity and information safety.

    Preparation, however, is about more than providing opportunities. Many students dismiss career paths because they lack the self-assurance to see themselves thriving in those roles. Both Eastern Hancock and PLTW work to break down these barriers–helping students build self-esteem, explore new possibilities, and develop confidence in chosen fields they may have once considered out of reach.

    Empowering educators to lead with confidence

    While students are at the heart of these changes, educators are the driving force behind them. For many teachers, however, change can feel overwhelming, even threatening. Resistance to new approaches often stems from a fear of irrelevance or a lack of preparation. To truly transform education, it is essential to support teachers with the resources, tools, and confidence they need to thrive in evolving classrooms.

    PLTW’s professional development programs equip educators with training that builds their capacity to lead transformative learning experiences. Teachers leave PLTW sessions with practical strategies, a renewed sense of purpose, and the self-assurance to inspire their students through immersive classroom experiences.

    At Eastern Hancock, the promise of growth drives efforts to support educators through professional development that aligns with their goals and the district’s vision. Teachers collaborate to set meaningful objectives, fostering a culture of innovation and shared purpose. This approach ensures that educators feel prepared not only to guide students but also to grow alongside them.

    Blending a local approach and national reach illustrates how schools and organizations at every level can work together to address the shared challenge of preparing and supporting educators for the future. By empowering teachers with the tools and confidence they need, both Eastern Hancock and PLTW demonstrate how readiness can ripple outward to transform entire communities.

    Delivering on the promises of education

    Indiana’s reimagined graduation requirements offer schools the chance to redefine what it means to be truly prepared for the future. At Eastern Hancock, we’ve seen how aligned values–like those we share with PLTW–can inspire new ways of thinking about career readiness. We’re both deeply committed to ensuring students are equipped with the skills, experiences, and confidence they need to thrive in an unpredictable world.

    Change may cause anxiety, but it also creates opportunities for innovation, growth, and excitement. When educators, students, and communities embrace readiness, the future of education becomes a source of hope and possibility-for Indiana and for the nation.

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  • Leading (again) in uncertainty

    Leading (again) in uncertainty

    Key points:

    • Change has become the norm in our high-speed world
    • How school leaders can manage and control emotions
    • Em-pathy, not un-pathy, in school leadership
    • For more news on navigating change, visit eSN’s Educational Leadership hub

    We are again in uncertain times. We again find ourselves dealing with sudden changes and uncertainty. We seem to be in a state of constant change and ambiguity. The causes are different, but the feelings–and often our immediate reactions to these events–are the same.

    More News from eSchool News

    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.

    Rethinking student assessment: Tools and strategies for meaningful evaluation

    In today’s evolving educational landscape, effective student assessment goes beyond multiple-choice tests and letter grades. According to a recent study, over 60 percent of educators believe traditional assessments fail to fully measure student understanding.

    Offering books featuring favorite licensed characters can engage young readers

    Holden, my 21-month-old, has fallen in love.  His early morning snack and “couch time” includes a dose of “Tiger!”  This is toddler for, “Mom, turn on Daniel Tiger’s Neighborhood.”

    Educators reflect on post-COVID learning

    The COVID-19 pandemic left an indelible mark on K-12 education, placing immense pressure on teachers as they adapted, literally overnight, to new methods of instruction.

    Preparing for the interview season

    Spring brings not only showers and flowers, but it also brings the opportunity to interview for new education positions. Preparing for an interview involves several key steps that can significantly impact the outcome.

    How hands-on learning deepens STEM engagement

    STEM careers are on the rise. According to the U.S. Bureau of Labor Statistics, employment in STEM occupations is expected to grow by 10.4 percent from 2023 to 2033, compared to just 3.6 percent for non-STEM occupations.

    States must promise their schools don’t use DEI or lose federal money, Trump administration says

    The U.S. Department of Education is giving state education agencies 10 days to certify that their schools do not engage in any practices that the administration believes illegally promote diversity, equity, and inclusion.

    10 ways COVID changed American schools

    COVID had already killed thousands of people in other countries and was spreading in the United States when a top federal health official said schools should prepare to offer “internet-based teleschooling” in case they had to close for a period of time.

    Most teachers agree AI is a time-saver

    More than half of educators (62 percent) are already making use of AI at school, with more than one-quarter using it daily for work purposes, according to a Twinkl survey of more than 3,500 U.S. teachers.

    6 ways to make math more accessible for multilingual learners

    Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

    Want to share a great resource? Let us know at submissions@eschoolmedia.com.

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  • Globalization peaked before Trump’s tariffs

    Globalization peaked before Trump’s tariffs

    “The Russian invasion of Ukraine has put an end to the globalization we have experienced over the last three decades,” according to Larry Fink, the boss of BlackRock, the world’s largest asset manager.

    If Fink means an end to the cross-border movement of goods, services, money and data, he is almost surely wrong. Economies are too intertwined to make economic self-sufficiency an option; the advances in computing that underpin global manufacturing, logistics and markets cannot be “uninvented.”

    But if he means the war could turn out to be the high-water mark for globalization, Fink is on firmer ground.

    The shockwaves Moscow’s war has touched off are likely to prompt firms to re-examine their supply chains and bring more business closer to home, even if that means lower profits.

    The trend towards greater economic self-reliance will have far-reaching consequences. Shifting production away from emerging economies will be costly, boosting inflation.

    But it will also create well-paid manufacturing jobs, reducing income inequality. Overall growth will suffer as efficiency is sacrificed for economic security, but neglected post-industrial regions could get a new lease on life.

    Russia’s invasion of Ukraine will accelerate trends.

    Signs that globalization is past its peak were mounting before the West curtailed economic links with Russia.

    Notably, COVID-19 highlighted the drawbacks of outsourcing manufacturing to the other side of the world; the West relied heavily during the pandemic on China for medical kit and basic personal protective equipment such as face masks.

    Likewise, as economies have bounced back from the pandemic, factories in Asia have struggled to meet red-hot demand, clogging up global supply chains for everything from building materials to bicycle parts.

    Policymakers have been especially shocked to learn just how badly the West depends on Asia, principally Taiwan, for computer chips.

    The upshot is a push by governments to encourage companies to build factories at home (“reshoring”), in neighbouring countries (“nearshoring”) or in countries that are political allies (“friendshoring,” US Treasury Secretary Janet Yellen’s neologism.)

    Thus, Intel is investing $36 billion to boost chip-making in Europe, including a pair of factories in Germany, and another $20 billion on two new plants in Ohio, while Apple has started manufacturing iPhones in India, reducing its dependence on China.

    The invasion of Ukraine can only magnify these trends.

    Sanctions on Russia form part of a trend.

    Europe, in particular, has been made painfully aware that it counts on Russia for about a quarter of its oil imports and 40% of its natural gas imports.

    Similarly, countries in North Africa, the Middle East and South Asia are perilously dependent on grain supplies from Russia (and Ukraine). Governments are scrambling to diversify supplies and find ways to hold down fast-rising prices.

    Sanctions on Russia speak for themselves, given Moscow’s naked aggression. But they form part of a pattern.

    Western governments have been increasingly willing to use trade and investment policies to try to get recalcitrant countries to change their ways. China has been the main target, and globalization has been the casualty.

    Exhibit A is the tariffs imposed on imports from China by former U.S. President Donald Trump and maintained by his successor, Joe Biden, aimed at persuading Beijing to end subsidies and intellectual property abuses that, in Washington’s eyes, give Chinese companies an unfair advantage.

    But Washington wants a lot more than a level playing field for trade.

    It regards China as a growing threat to America’s military, economic and geopolitical dominance and wants to slow its rise. Hence a slew of restrictions on technology exports to companies deemed to have links to the Chinese military, as well as steps to deter Americans from investing in China and vice versa. European policy is moving in the same direction.

    At the same time, Chinese leader Xi Jinping has proclaimed a policy of “dual circulation” that boils down to China relying more on its domestic market for growth and less on export demand. Foreign companies in China report a distinctly chillier business environment.

    No wonder, then, that some are scaling back in China, especially as labour costs are rising.

    The heyday of globalization may be over.

    Moving production to countries like Vietnam can be seen as an extension of globalization, not the end of it.

    But China remains the key link in global supply chains thanks to its unrivalled manufacturing scale. So any weakening of this link supports the case that the heyday of globalization — if defined as the quest for maximum production efficiency — is over.

    Many analysts go further and conclude that the U.S. and Chinese economies are decoupling and could end up forming, and dominating, their own economic blocs with separate trade alliances and digital standards.

    If China’s tacit support for Russia’s invasion of Ukraine leads to closer trade, energy and political ties between Beijing and Moscow, the splintering of the global economy will only get worse. Other countries could be forced to take sides.

    “Much like the pandemic, the invasion of Ukraine will deepen the global rift between U.S.-led rules-based economies and their authoritarian adversaries,” according to Diana Choyleva, chief economist at Enodo Economics in London.

    A tell-tale sign that decoupling is for real will be if China makes progress in its long-standing aim to reduce its dependence on the U.S. dollar and persuades global investors and central banks to make more use of its own currency, the renminbi, in trade, investment and financial markets.

    For now, the dollar shows no sign of losing its lustre. But until recently few were predicting the retreat of globalization. Russian President Vladimir Putin has piloted the world economy and political order into uncharted waters.

    Three questions to consider:

    1. Has globalization been good for the man in the street in rich countries and in developing economies?
    2. Why doesn’t Apple make iPhones in the United States or in Europe?
    3. Are Western consumers willing to take the economic pain that a ban on importing Russian oil and gas would involve?

     

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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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  • Humans in an AI world

    Humans in an AI world

    Key points:

    Like it or not, AI is evolving, and it is cementing its place in education. And the CoSN 2025 Conference is preparing attendees to meet the AI challenge head-on, focusing this year’s conference theme on human leadership in an AI world.

    Register here to attend this year’s conference in Seattle.

    Ken Shelton, an independent consultant, speaker, advisor, and strategist, opens the conference on Monday, March 31 with his keynote, Reimagining Learning with AI: A Path to Empowerment. Shelton will explore the promises and perils of leveraging AI in education and will delve into strategies for maximizing AI’s benefits while addressing its risks, ensuring that AI becomes a tool for true empowerment in education.

    On Tuesday, April 1, panelists Lindsay E. Jones, CEO of CAST, Lindsay Kruse, CEO of All Means All, and Rachell Johnson, director of assistant technology at SCATP, will participate in a general session, Leadership, Not Bystanders, moderated by Sarah Radcliffe, director of Future Ready Learning in the School District of Altoona. Panelists will discuss how can to ensure that no student is overlooked as AI continues to reshape education.

    The closing keynote on Wednesday, April 2, Beyond the Algorithm–Building Trust, Access, and Purpose in AI-Enhanced Education, features Richard Culatta of ISTE + ASCD, Victor Lee of the Graduate School of Education at Stanford University, Pati Ruiz, EdD, of Digital Promise, and Kris J. Hagel of the Peninsula School District. The discussion will focus on ensuring AI enhances, rather than diminishes, human potential in education.

    Workshops include:

    • Student data privacy
    • Generative AI implementation
    • Education leadership in the digital age
    • AI and leadership
    • Organizational change management for digital transformation

    Spotlight sessions cover cybersecurity and physical security, tackling cell phones in classrooms, top edtech trends in 2025, edtech and AI quality indicators, and FERPA.

    Wondering what the CoSN conference has for you?

    Chief Technology Officers 

    • Learn proven strategies for getting the dollars you need to build the infrastructure for today and tomorrow
    • Connect with your peers and build your community of practice
    • Discover how to stretch scarce resources to make the greatest impact on teaching and learning Instructional Technology Directors

    Instructional Technology Directors 

    • Hear about new tools and models for engaging students and personalizing instruction
    • Strategize about how to bridge the gap between the technical and instructional silos
    • Improve your leadership skills and how to scale technology beyond islands of innovation

    Superintendents, District Teams, and Education Service Agencies 

    • Hear from thought leaders on how to create a vision for digital conversion and continuously improving innovative culture in your district
    • Learn tips for breaking down the silos and leveraging technology to enable a 21stcentury school system
    • Share creative and strategic solutions about how to create robust learning environments at school and at home 

    Industry, Government, and Nonprofit Representatives 

    • Understand what is keeping school system technology leaders up at night 
    • Share information on emerging tools and services for learning
    • Learn about better strategies and models for implementing, maintaining, and evaluating technology for learning
    Laura Ascione
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  • Real World Support

    Real World Support

    As students navigate an increasingly complex world defined by artificial intelligence, social media, and rapid technological change, the need for essential life skills has never been greater. A new curriculum called The Edge immerses students in real-life, complex scenarios that challenge them to think critically, collaborate effectively, and apply social-emotional learning (SEL) to everyday situations. Hear how educators are using these next-generation strategies in classrooms today.

    The computer-generated transcript is below:

    Kevin Hogan,
    Content Director, eSchool News
    This episode is brought to you by ascend now. Ascend now is an online education platform focused on providing personalized, academic and beyond academic coaching and mentoring to students aged 7 to 17. With a particular emphasis on fostering entrepreneurial skills and mindset by integrating entrepreneurship education into their curriculum. Aiming to normalize kid entrepreneurs through tailored programs and personalized learning paths. OK. Hello and welcome to this special edition of Innovations in Education, the podcast that explores how tech can enable districts to improve teaching and learning in their classrooms. I’m Kevin Hogan, content director for eSchool News. And I’m glad you found us. Believe it or not, it’s been five years this month that the world and schools shut down due to the COVID pandemic. Since then, so much has changed from student behavior to the way that schools respond to that behavior. Many through the use of social emotional learning, or SEL techniques. I had the pleasure to speak with Jesse Bushman. Jesse is the senior director of SEL at. Fayette Valley Community School District in Iowa about their efforts by using a new program called the. We also spoke with the creator of that curriculum, Devi Sahny. She’s the CEO and founder of Ascend now, now designed in collaboration with educators and aligned with the Castle Framework. The. The first curriculum to meet educators demands for high quality instructional materials for SEL and life skills readiness. The curriculum helps students cultivate communication, problem solving and self-awareness, as well as essential life skills like entrepreneurs. Negotiation, financial literacy and networking to boost their academic abilities. I think you’ll find their insights valuable. Have a listen. OK. Devi, Jesse, thanks so much for joining me today. Really appreciate it.

    Devi Sahny
    CEO and Founder, Ascend Now & The Edge
    I’m happy to be here. Thanks for having us.

    Kevin Hogan
    And as I was mentioning right before we started the recording here, I guess it’s hard to believe, but it’s five years ago to this month, it was actually Friday the 13th. Believe it or not that Jesse, I mean I know a lot of school districts, that’s when we. Into this great. Beta test in education with remote learning and COVID. Years. So tired of talking about it. However, it is still really kind of with us in the way that it has changed education and especially with the work that Jesse you do and Devi that you do that really took one of those acronyms I’ve always heard in education SEL, which was kind of like a nice to have probably for districts who might be kind of more well off than others. That would introduce that to where social emotional learning became front and Center for everybody in this. Group trauma together districts have spread apart. If they had the luxuries or the privileges to be able to set up remote right away. Most of the, if I recall correctly, in my conversations, most of those conversations involved around social emotional learning. You OK at home? How are you doing at home? People those first few months. No more worried about standardized testing, right? Everybody was worried. Just kind of keeping it all together. Jesse, we can get. Let me talk about that time for you in. In your district, in what you were doing in what SEL mean back then. And what does it mean? And Devi, I promise we’ll get into the news of the edge and how this all comes part and parcel.

    Jessie Bushman
    Senior Director SEL,
    North Fayette Valley Community School District,
    Yeah. You’re totally correct. At that time it was like scary. We’re all learning to adjust. The kids were learning to adjust to and as educators. That was our most important thing was to tune in with the kids. Sure, they were safe. Check in on how they were doing and as staff we did that together as well, so we would check in on each other. A lot of our first meetings were just talking about how everybody was doing. So coming back, it did change a lot of things kids were. And teachers were. So as a school, we had to change things.

    Kevin Hogan
    Yeah. And Devi, let’s get into the news a little. I mean, just here in January, now you’ve announced this new curriculum called The Edge. How have the past few years informed the work and the ultimate release of this new service? You’re providing.

    Devi Sahny
    Yeah. And and just to answer that first part of the question about COVID, I think COVID certainly transformed education for K12. In a lot of ways, I think in one way teachers overnight had to have this accelerated adoption of technology, some that was super helpful and integrated really easily and others that may have perhaps even. Slow down learning. I think teachers out of all stakeholders during Covic with the heroes, because overnight they had to change their delivery and immediately adapt. And I think that’s in a very entrepreneurial thing. One of the other big changes we saw through Covic was this increased emphasis on social emotional learning. Think there was a report. Brookings stating that nearly 40% of teachers report students struggling more with depression and anxiety than before. COVID and over 80% of those teachers still have students that are struggling with depression and anxiety. So I think the overemphasis of technology combined with an entirely new world landscape reframed this focus of, hey, we should maybe turn back the pendulum and focus on the important skills. And with AI and technology, everything is advancing. But certain skills like networking and grit and resilience and communication, they still remain incredibly important. And one of the reasons we decided to create the edge is we felt that students in their middle and high school years did not really feel those skills were learnable. They thought I’m either born with strong public speaking skills or I’m not. I’m either born. With a learning mentality and a strong mentality or I’m not and we wanted to break that belief and provide them with student friendly resources, but I think yeah, COVID certainly changed a lot and I think now more than ever SEL is critical the amount of times we hear. Teacher saying we don’t have time for essay and I always. Well, that’s actually going to reframe and support your your students to be ready for. But even the teachers need SEL. I mean, Jesse and I were just talking about one of her students who I think Jesse was saying, like, found purpose through essay.

    Jessie Bushman
    Yeah, we had a great conversation when we were working on a lesson. It would just like the light bulb went off, he and he said. Now have a purpose like. There’s a reason, like I understand why I need to learn this, because this is my future. And so it wasn’t just another thing to teach. At that moment, for him, this was like I need to learn this. Is life.

    Kevin Hogan
    Yeah, it seems to me with both you’re talking about two is the change in student behavior right? Of the experiences of the of the past couple years. One of the net positives, if you can call it that or a silver lining, whatever cliche you you wanna use. You’re describing a self-awareness that I still don’t think I have for myself. That said, students of that age and having gone through this experience, are aware of their learning journeys. Aware of where they might need to improve and also don’t kind of shrug it off as. This sort of like, well, that’s just for people with depression. Or that’s just for certain part of the kids in class, maybe who aren’t succeeding like, this really is beneficial for everybody, right?

    Devi Sahny
    Absolutely. And I think that when we talk about soft skills and we talk about Sela, lot of the resources that currently exist remain a bit outdated and they’re not student friendly and a lot of the teachers we’ve spoken to have said we’re using the same curriculum, that’s 50. Older. 30 years old to teach, you know, stress and anxiety, and it’s not as simple as just a deep breath. There’s more to it, and there’s more conversation involved. So one of the things we did when we created this program, the edge is we try to identify what the future skills are. How do we actually figure out what are those skills? And how are they learnt? Are they acquired? So we went on this crazy research experiment where we interviewed different stakeholders. We interviewed 500 educators from different demographics and socio economic backgrounds to ask them what are the scales you wish you could teach in your classroom but don’t have the resources for. Then we interviewed 500 students different ages in middle and high school to understand what skills they wish they could learn, and some really interesting responses. Like networking, which is one of our more. Skill. And then we interviewed about 200 chief learning officers from different Fortune 500 companies to ask them when you teach your employees in these higher Ed programs whether the skills you focus on. Then we cross reference that with HR and recruitment industry to understand what they hire for across sectors, whether that be education, technology, human resources, fin. We came up with a list of about 6000 schools. We then took that. We spoke with OECD World Economic. We’re actually one of the partners and I was at Davos recently in January speaking about this and we looked at the future of jobs report and we took all that data and all that research. To create our own framework which is called the Life readiness playbook by. Edge and this playbook is not necessarily, as you pointed out, Kevin, for students to get ready for an outcome like good grades or a university outcome or a good job, it’s actually just to have them ready for life. And these are skills that are lifelong. You know, I’m constantly working on my listing skills, my stress management skills. And the way that students can consume this content is pretty exciting. Like if a student wants to. Consume the content, grit the skill, grit they can learn from Michael Jordan. Not making his high school basketball team and the cool thing is the video format. It’s funny. Quirky. It’s engaging. But it still has all those learning outcomes tied to it, which is something, frankly, I wish I had when I was in middle high school.

    Kevin Hogan
    Yeah. Jesse, talk a little bit about what that means on a day-to-day basis for our listeners, our readers who are either running districts themselves or their principal of a school or even at the classroom level, I mean. These are great theoretical topics, but what? About science class between 10:30 and 12:30 on a Tuesday. How do these curricula? Do these topics kind of show themselves in the day-to-day of educating students?

    Jessie Bushman
    Well, I’m gonna step. Just one step and kind of explain how we. There. I think that’ll make a little bit more sense looking for something. We just know that we needed something to add for our students and looking for a curriculum we couldn’t find what we needed. They were not rigorous enough. Wasn’t the correct content. Not engaging for our students or didn’t have enough depth as as far as lessons to make it through a school year or to do a 612 model so. Once I saw the edge, the skies parted and I was like, this is exactly what we need. And so once we started teaching those things, we noticed that the students confidence changed. They became more confident in themselves in what they can do, looking forward to their futures. And so we had a lot less behaviors. So those started decreasing because. There was. We’ve also seen absentee change. Kids want to be at school, they want to be engaged. It’s great with our staff as well. Like you said, adults need this too. This is stuff for all of us. It’s been great teaching it because it’s a reminder myself as well on a lot of these skills that you don’t think. Every day.

    Kevin Hogan
    Yeah, especially when you look at again. I hate to go back to COVID, but there really was a significant chasm there in, I would say the soft skills versus the hard skills. But we we kind of focus on the on the reading and and the math scores that go down. I see it from my own kind of COVID kids here to see. Of having a person to person in person conversation with someone if they weren’t in school for 18 months between the time they were an eighth grader up to sophomore, they’re still struggling to recover on how to. Behave in person for for a lot of stuff, right? But maybe Devi, you could talk a little bit. I know that you you had this integrated school framework, you had this educator friendly design that you put these things together. What is your hope terms of turning those soft skilled potentials into real world accomplishments?

    Devi Sahny
    Yeah, I think that in the digital age and like you said, the students that were were most impacted during COVID. Many of them have lost what’s called human skills. Actually hate the term soft skills because I think soft and hard skills, but all human skills, right? Portions of soft skills have pieces of hard scales, etc. We actually focus on both soft and hard. But I would. That turning the pendulum back and saying how can we help these students develop self-confidence, self-awareness, resilience, grit through stories of themselves through activities, through gamified examples that will really take them forward into the real life. It’s funny that you say this because I gave a talk at one of the leading international schools and recently and I asked the students, I think it was about 200. I asked them who here is confident with the skill networking and is confident speaking to people they have never met before in person. And I have 200 students, maybe 3 raise their hands. Then I reframe that question. Said. Who here in this classroom is confident speaking to someone they haven’t met before online? Maybe 30 raised their hand. So there’s this confidence and this comfort with online communication that is so easy for students to accept. It’s interesting. I I I will say that sometimes I’m like that too, right? When I’m in person, meeting changes into zoom, I’m like, yeah. Like I don’t have to like wear anything. Know too too fancy. I can do it in my hoodie. There is a bit of that right and I think there there’s an honesty to that and I think that’s important. But I think the. The fear with this new generation is that the human skills are not getting practised at all. Again, very weird example which I’ll put in quotations. You may want to cut out, but some of our students, one of our students I’m speaking to recently, she’s 19 years old, she said to me, I have a boyfriend. I said, oh, great. Where did you meet him? She said no. We’ve been dating for a year, but I never met him in person.

    Kevin Hogan
    It’s amazing, yeah.

    Devi Sahny
    So it’s like is the world changing that way or is it, you know, the skills or what’s happening, right? But I think you know, Jesse’s been Jesse’s such an inspiring educator for this reason. Jesse’s smart enough to know that teachers themselves also need to work on their SEL. All do. Adults, professors, everyone and so in parallel. If teachers working on their SEL, they’re teaching students SEL. The students are teaching the teachers. And that’s such a beautiful process because. Learning can happen in any sort of. But that’s really our. My hope is to help students to fundamentally figure out who they are, their purpose, like Jesse’s student who figured out what made himself tick. The Edge is designed for students to figure out who they are, what their strengths are, what skills they’d like to work on and for. Kevin, I’ll be honest that the edge is designed as a one stop shop, easy to use resource that helps them use these skills in their classroom with no prep that gives them maybe 10 minutes extra with their, with their kids or their partner. That they don’t have to write a whole Lesson plan or learning sequence, right? And that’s important to us too, because they’re the heroes.

    Jessie Bushman
    That was a huge. Point that I fell in love with when I saw it is these are lessons that I can just pick up. I can pick it up, I can read it, and I can teach it, and it’s not something that’s going to be another thing on. Plate right now I have a lot of things on my plate, so when I’m able to pick it up, the slides are ready for a whole group. Very little needed. It also has the online component. It has all the pieces to it prepped and ready, so it’s not one more thing for me to have to do.

    Kevin Hogan
    Yeah, another aspect I know which is important for districts. Again, when it came to social emotional learning techniques in the past, you might have had that guy, usually a guy on the school board saying. Show me the results. Show me the data. Show me how this is actually been effective and don’t give me the squishy anecdotes. Me the the hard numbers. And I know that with the eggs, there are some real time analytic techniques that are connected with it.

    Devi Sahny
    Absolutely. So you as a teacher or a district can see how your students are performing across every. Personal development, communication, employability, skills, active citizenship and learning, and you can actually get a score to see how your students are progressing on a grade level. Age level. Student level. You can compare that data geographically so you can see what kids. In China or in Asia or Europe are doing compared to your students, at least those of our school partners that are working with us, we work with quite a few international schools too, like International School partnerships, Dulwich College, Xcl Cognita School, some of the American schools and so. Interesting to compare that data with some of the data in the US and to see how students. But overall, we’re seeing that a lot of students are like, wow, I didn’t know I could learn financial literacy. Didn’t know I could learn about. I didn’t know I could learn about entrepreneurship in such a friendly way, so that’s really important to us, but also to feed the schools with unique data to see where the holes and the gaps are, because as schools. Ton of things you have to, you know, kind of take care of chronic absenteeism, teacher retention, you know, school leadership. So many things involved. I mean this is really just designed to see how can we. And we also have a mental health teacher track coming up too, which I’m really excited about because that’s something that can really support the teachers.

    Kevin Hogan
    Yeah. And Jesse, to kind of to go back a little bit, give us a little bit of a day in the. I mean, are these seen as extracurricular activities that happen after the Bell ring in the afternoon or they are they tied into actual classes? Kind of give us the specifics there.

    Jessie Bushman
    Well, the one thing that I love about this curriculum is it’s super. So according to your school, you can adapt it and switch it to. However, it’s going to work best for you. We as a district started off with it in the special Ed program. Actually, and we needed a curriculum there 1st and looking at that then we saw the need like the rest of the kids need this information as well. Looking into putting it into advisory, that portion of time. A lot of times teachers are trying to fill that time with lessons themselves or create these types of lessons. So using it as universal gives the kids the the vocabulary, the information, and then we can use it all the way into special Ed. So it’s an intensive program as well. It’s very. That was huge for me that my students are going to have the same vocabulary from 6:00 to 12:00. In. Ed and special Ed.

    Kevin Hogan
    And it says to me that it’s pretty much teacher driven or educated driven. That fair to say.

    Jessie Bushman
    Yeah, it’s very engaging. All the material is very. And it’s very relevant to the kids. The kids can relate to it. Stuff that’s happening in their lives. The discussions. It’s not just role. It’s great discussions on actual problems in the world and tools that they can actually use right there in the classroom as well, so. They’re discussing things that are happening right around us.

    Kevin Hogan
    Excellent. Now I think we’ve gotten a really good sense of the state of play of where we are with social emotional learning. Now, if you are up in progressive schools or districts like Jesse’s, let’s talk about. Next steps, Devi, where do you see? This is just the edges that’s been launched here in January. What are your hopes to see your services as they continue to evolve over the next several months and and years?

    Devi Sahny
    Yeah. What we’re doing in parallel supporting districts now, 200 schools and total. So we just enter the US, but we already work with seven districts here as well as Georgetown University Summer School and two other summer schools in the process. But my hope really is that as we have all these amazing districts using us to take as much feedback and see how we can make this product as easy to use and helpful for teachers. One of the feedbacks we’ve gotten is we love this so much. You include a teacher mental health track. And mental health videos for teachers to help us do what we’re doing every single day. We have tracks that include entrepreneurship and internships. A lot of employability skills in college and career readiness, but we have two more tracks. Is called AI interpretation and another is graphic design in the making. So what happens in these tracks is the students can reapply the skills they were learning. But through an experience through something a different context where they can basically trans context, apply that skill again. So that’s really cool because at the end of the entrepreneurship track, there’s a Shark Tank for kids where they can compete, and the best business gets funding. Actually, that funding is funded by Ascend. Now, over the past seven years, actually we’ve. We funded student businesses as prize money essentially, and the internship track they can, you know, apply to different companies to apply for internships. So there’s a bit of that, but overall my hope is. Is that we have this next generation of future ready, SCL, smart skill, savvy students across the world that know themselves that find their own edge through essay. Because essay everywhere and to have 30 minutes a week in SEL. I don’t think that’s enough. You know, I really Don. So it’s a. It’s a good start, but we need to do better, so I think valuing the Selma as a society would be something that I would be very interested to see what happens in the next few years.

    Kevin Hogan
    Yeah. And Jesse will leave the last word with you about where your hopes to see this sort of work and how we can kind of continue to evolve and benefit your students.

    Jessie Bushman
    I’m just excited to see what they can do with their futures as we’re learning these skills and you see the light in their eyes and they’re able to you do the challenges and apply the skills that they’re learning in real life. Talking about networking, the challenges to go. And network and come back with three business cards. So we’re putting it right in their. And so when they’re learning, it guided with us, I mean, just excited to see what they’re going to be able to do in the future.

    Kevin Hogan
    Yeah. Well, once again, it’s a difficult topic and you add in COVID. It’s just always a tough conversation, but at the end of it I come out feeling better. Congratulations on your launch. Congratulations on on the work that you’re doing. Jesse at your district glass always seems half full. When I when I sit. With a few educators for 15 or 20 minutes this way, and here the the real work and the real successes you’re having. Thanks again for your time and for your insights.

    Devi Sahny
    Thanks so much Kevin for having us. We really appreciate it and love talking to you.

    Jessie Bushman
    Thank you.

    Kevin Hogan
    And that wraps up the special edition of Innovations in Education, which was brought to you by ascend. Now a US based education startup committed to increasing both college and career readiness for all students. For more information, you can find them on the web at buildmyedge.com.

    Kevin Hogan
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  • Bite of the Big Four: India’s deadly snakebite crisis

    Bite of the Big Four: India’s deadly snakebite crisis

    Every year, an estimated 5.4 million people worldwide are bitten by snakes, resulting in as many as 138,000 deaths and three times as many cases of permanent disability.

    The World Health Organization classified snakebite as a neglected tropical disease in 2017 and set a target to halve related deaths by 2030.

    India, home to over 300 snake species, is at the heart of this global health issue, accounting for half of all snakebite-related deaths.

    While 95% of Indian snakes are non-venomous, it’s “The Big Four” species — the Indian cobra, common krait, Russell’s viper and saw-scaled viper — that cause the most harm said Dr. Sushil John, a public health doctor and amateur herpetologist from Vellore.

    “These snakes cohabit in the same spaces as humans, thriving in India’s agricultural fields, forests and urban outskirts,” said John. “So, they often come into close contact with people and might bite them.”

    A study conducted between 1998 and 2014, called the Million Death Study, found that almost 58,000 people in India died from snakebite each year. Second to India in recorded snakebite deaths is Nigeria, with a reported 1,460 deaths per year. 

    The missing data

    “Though India had a severe snakebite problem, accurate data on snakebite deaths in India was elusive for a long time,” said Dr. Ravikar Ralph, a physician at the Poison Control Centre at CMC Vellore.

    In 2011, the official reported number of snakebite deaths was only 11,000. The deaths reported in the Million Death Study highlighted the severe underreporting of snakebite mortality in the country.

    “This is because most studies available at the time were hospital-based, which led to the gross under-reporting of this issue,” said Ralph. “We knew from grassroots work that most patients were not reaching hospitals on time.”

    “Either people didn’t realize that being bitten by a snake required medical management, or they went to traditional healers, causing fatal delays in hospital-based care,” said Ralph. “The Million Death Study used community-based data collection to circumvent that barrier and document accurate numbers.”

    Harvesting the cure

    Snakebites are unique compared to other health issues. Snake venom, a potent mix of proteins, can destroy tissue, paralyze muscles and impair blood clotting, often leading to severe disability which is most likely loss of limbs which were bitten or death if untreated.

    “Unlike diseases caused by other agents such as viruses or bacteria where one can eliminate the causing agent, a similar approach cannot be taken for snakebites,” Ralph said.

    Antivenom is the only specific treatment that can prevent or reverse many of the effects of snakebite, when given early and in the right dosage.

    To produce antivenom, snake venom must be first collected, or “milked,” from live snakes kept in a specialized facility. Only one facility in India, located in Tamilnadu, harvests venom for anti-venom production in India.

    The venom is then diluted and injected in small doses into animals like horses, prompting their immune systems to produce antibodies. These antibodies are then harvested, purified and processed into antivenom.

    But India’s only anti-snake venom treatment targets only The Big Four snakes.

    “There are over 50 venomous snake species in India,” said Gnaneshwar Ch, project lead of the Snake Conservation and Snakebite Mitigation project at the Madras Crocodile Bank Trust.

    “The anti-snake venom’s limited scope means bites from less common species remain inadequately treated,” he said

    Despite its importance, antivenom is also not widely available, and its cost can be prohibitive for many rural families. The gaps in stocking and distribution further worsen the issue.

    While many countries produce antivenom, they tend to cater to the locally available species of snakes making it impractical to import it from other countries to India in order to solve the availability crisis.

    A national action plan

    The WHO has called for concerted global action to reduce deaths and disability in priority nations. In 2019, the WHO launched an international strategy for preventing and controlling snakebite, which was then regionally adapted for Southeast Asia and published in 2022.

    The Indian Union Health Ministry then launched the National Action Plan for the Prevention and Control of Snakebite Envenoming (NAPSE) in March 2024. The NAPSE aligns strategically with the WHO’s global roadmap and its regional adaptation for Southeast Asia.

    Many stakeholders need to join forces in order to balance snakebite mitigation with snake conservation, experts say.

    “Snakes tend to be very important to every ecosystem they are found in,” said Dr. Sushil John. “If snake numbers fall, we would see an increase in rodents which the snakes keep in check by eating. They would then destroy crops and spread diseases to animals and people.”

    While this strategy appears to be heading in the right direction, some experts caution that there might be barriers to implementation.

    “While public hospitals may adopt the reporting system, many Indians seek private health care,” said Professor Sakthivel Vaiyapuri, a venom pharmacologist at the University of Reading in England. “Mechanisms to ensure private hospitals comply with reporting requirements are essential.”

    Vaiyapuri helped work on the National Action Plan. He said health workers who are to report snakebite must understand the significance of their role which will motivate them to record the data accurately. He also said someone must verify the entered data independently to ensure accuracy. He suggests developing a mobile app to streamline data collection.

    While Vaiyapuri worries about the logistics of implementing such a plan for massive surveillance, there are also other worries about unintended consequences for snakebite victims, according to Dr. Anand Zachariah, a toxicologist at CMC Vellore.

    “When India made maternal deaths notifiable, many private clinics in India stopped treating high-risk pregnancies because they worried about the reporting process getting them in trouble if something went south,” said Zachariah. “I fear snakebite becoming a notifiable disease might trigger such defensive practices among physicians.”

    But he admits that at this point, the fear is only theoretical; what will eventually happen remains to be seen.

    “Despite the challenges, I think [the National Action Plan] is a pivotal initiative in tackling snakebite envenomation in India,” Vaiyapuri said.

    “By fostering accurate data collection, promoting intersectoral collaboration and engaging communities, the plan holds significant potential to drive meaningful change — ensuring effective prevention, timely treatment and a significant reduction in snakebite-related deaths and disabilities,” Vaiyapuri said.

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