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  • Food Insecurity Is Surging Among Child Care Providers – The 74

    Food Insecurity Is Surging Among Child Care Providers – The 74


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    Hunger is on the rise for the early care and education workforce, according to recent research from the Stanford Center on Early Childhood, and signs suggest the challenge is unlikely to improve in the short term. 

    In June, 58% of early care and education providers surveyed by the RAPID Survey Project at Stanford said they were experiencing hunger, which researchers measured using six questions about food insecurity developed by the U.S. Department of Agriculture. These providers, who span a variety of roles and settings, are not just dealing with sticker shock at the grocery store; they are skipping meals, eating smaller portions to stretch food supplies further, and going hungry because they’ve run out of money to purchase food.

    The RAPID Survey Project measured hunger using six food security criteria developed by the U.S. Department of Agriculture:

    1. The food that we bought just didn’t last, and we didn’t have money to get more.
    2. We couldn’t afford to eat balanced meals.
    3. Did you or other adults in your household ever cut the size of your meal or skip meals because there wasn’t enough money for food?
    4. If yes, how often did this happen?
    5. Did you ever eat less than you felt you should because there wasn’t enough money for food?
    6. Were you ever hungry but didn’t eat because there wasn’t enough money for food?

    RAPID has charted provider food insecurity for the past four years. Rates of hunger held steady between 20% and 30% from summer 2021 until early 2024, then began rising precipitously. 

    Phil Fisher, director of the Stanford Center on Early Childhood, said the status quo rates of provider hunger were “unacceptable to begin with,” but that this recent spike is both “alarming” and “concerning.” 

    “The early care and education workforce is incredibly vulnerable to economic trends,” Fisher said, explaining the rise. “Part of it is just how close to abject poverty many [educators] are.”

    Indeed, early educators earn a median wage of $13.07 per hour, making it one of the lowest-paid professions in the United States. An estimated 43% of the workforce relies on public benefits, such as Medicaid and food stamps, to get by. 

    So when prices go up, early educators are among the first to feel the effects, and lately, food prices have done nothing but climb. The cost of groceries has increased almost 30% since February 2020. 

    “Food is very expensive,” said Isabel Blair, a home-based child care provider of almost 20 years who recently decided to close her program in Michigan. “It’s hard for families earning minimum wage to cover their basic needs — housing, child care and food.”

    Blair has noticed price inflation among eggs and produce, in particular. Both are staples in an early education program. 

    “You go to the grocery store, and the fresh vegetables are very expensive. For a tomato, you pay like three bucks. Or a dozen eggs, you play close to $4 now,” she said. “Feeding the children, you have to provide breakfast, a snack and lunch. Some programs offer dinner. Add those up, and it’s very costly.”

    In the RAPID survey, providers shared written responses to open-ended questions, and some highlighted how high grocery prices are affecting their own families. 

    “We’re skipping meals so the kids can eat,” a teacher in Colorado said. “Grocery prices are through the roof.” 

    “Grocery bills continue to rise and we are having to cut back on what we buy and redo our menu at home to be able to afford the same amount of food we were buying just months ago…” wrote a center director in Washington.

    “[My biggest concern right now is that] we don’t go hungry in the street someday,” a teacher at a center-based program in Georgia wrote. 

    A center director in Indiana said the “cost of groceries is going up and I can’t afford enough food … to last the entire month. We have to skimp on meals or bring leftovers from work home for the kids to eat.” 

    “Keeping food in the house and meeting our nutritional needs as a family [are my biggest concerns],” wrote a home-based provider in Ohio.

    Cristi Carman, director of the RAPID Survey Project, said the difficult choices providers must make, between buying more groceries or paying off a bill, is “really, really devastating.” Carman and Fisher separately noted that it becomes harder for caregivers to provide a nurturing, high-quality environment for kids when their stomachs are growling and they’re worried about how to put food on the tables for their own families before their next paycheck hits.

    “That’s not humane circumstances for individuals in any role, especially when they’re caring for the youngest children,” Carman said. “They’re not operating under the best set of circumstances. They’re operating at reduced need.”

    What’s more, Fisher said, is that early care and education providers often aren’t just buying groceries for themselves, but for the kids in their programs as well. (Rising costs have hit unlicensed family, friend and neighbor providers who care for millions of children from birth to age 5 in the U.S. especially hard, because while they are technically eligible, many remain excluded from the federal food program for child care providers.) So when providers are going hungry, it usually means the kids they’re serving are affected too. Maybe fresh fruits and vegetables are replaced with canned items, or proteins are replaced with carbs. Corner-cutting becomes unavoidable. 

    Despite the severity of food insecurity among providers, grocery prices are not expected to stabilize anytime soon, with the Trump administration’s tariffs forcing up the cost of imported foods. Meanwhile, the Supplemental Nutrition Assistance Program, which helps low-income households offset the cost of food, was disrupted during the government shutdown this fall, leaving many recipients without benefits for weeks. RAPID researchers have not yet finished analyzing survey data from that period, but Fisher acknowledged it may only show a worsening situation.

    “We’re not expecting these things to get better in the short term,” Fisher said. “If anything it will either reach a ceiling or continue to spiral.”


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  • Teacher Burnout Is Surging—And It All Boils Down to One Issue

    Teacher Burnout Is Surging—And It All Boils Down to One Issue

    Teacher burnout isn’t just common—it’s nearly universal. In a 2025 We Are Teachers survey of more than 2,400 teachers, 91.95% said they’ve experienced burnout, and nearly 75% rated their burnout as significant, serious, or severe.

    Clearly, burnout is a widespread problem in teaching, but what’s driving it? The reasons can range from low pay that barely keeps a family afloat to the unhealthy working conditions in schools. For me, it was three reasons that emerged in a single school year: becoming a first-time mom (that is, realizing how incompatible teaching is with motherhood), dealing with challenging parents, and teaching during the pandemic.

    But when we asked teachers to tell us why they’re burning out, it wasn’t just from pay or parents or even the pandemic. In fact, the overarching problem wasn’t even one of the multiple-choice options on our survey. I noticed that all the top responses from teachers boiled down to one single issue:

    Teachers don’t have what they need to do their jobs.

    The reasons are complex, but the message is simple: Teachers want to be able to do their jobs, and the system isn’t letting them.

    The workload is crushing.

    Nearly half of teachers (46%) said their workload is frequently overwhelming, and another 46% said it’s occasionally overwhelming. Only 9.5% described their workload as manageable.

    This constant pressure is pushing teachers to the brink. A majority of 66% said they’ve considered leaving the profession in the past year. And when asked what advice they’d give to new teachers, about a third said simply: “Don’t do it.”

    Others offered more nuanced guidance:

    “All teachers feel behind. Choose an acceptable level of behindness and move on.” —N.P., Middle School Teacher, NY

    Teachers have some support but not enough to do their job well.

    While some teachers report reasonable access to professional development (47%), classroom supplies (45%), and class sizes (44%), these numbers reflect a system that’s inconsistent and often inadequate.

    When asked what support teachers wish they had, the top responses were telling:

    • Clear communication from leadership (50.64%)
    • Recognition and appreciation (46.26%)
    • Time to collaborate with colleagues (45.45%)
    • Reduced administrative tasks (45.23%)
    • Protected planning time (44.11%)

    Time. Clear communication. Some tasks taken off their plates. They’re not asking for the world here.

    We Are Teachers

    What specifically is driving teacher burnout?

    The top contributors were student behavior (77%), lack of administrative support (53%), and lack of planning time (48%). Again, teachers just want to do their jobs … because they love their jobs.

    You can’t do your job when your dysregulated 3rd grade student is throwing furniture and school supplies in your classroom while you and your 29 students wait and watch from a window in the hallway.

    You can’t do your job when your administrator says, “I don’t know, do the best you can” when you explain that you have an 8th grader in your classroom who has attended in-district schools from kindergarten yet is still illiterate.

    You can’t do your job when your job doesn’t give you the time to do it.

    “We are teachers, not therapists or psychologists. Violent behaviors—especially repeatedly from the same student—need to be addressed and not swept under the rug.” —N.A., Elementary Teacher, VA

    “I don’t mind working 60-hour weeks. I mind when administration is preventing me from being efficient.” —Wendy R., High School Teacher, MA

    “My yearly budget is $600 as a science teacher. Most of what I need I pay for out of pocket.” —B. Roderick, Middle School Teacher, CO

    How are they coping? 

    Teachers who haven’t burned out credit work-life balance, mindset, and setting boundaries—all strategies that reflect adapting to a system that doesn’t meet their needs.

    Those who have burned out but stayed in the profession anyway say they rely heavily on setting limits around work, leaning on their support networks, and practicing time management. In other words, instead of thriving in a system designed to support them, they’ve learned how to keep the parts of teaching that are trying to break them at arm’s length.

    And nearly every teacher mentioned one thing that still brings them joy: the students.

    It’s no surprise—to me or to any teacher—that students are both the reason teachers stay and the reason they leave. Burnout often stems not from the students themselves, but from the system’s failure to support teachers in helping those students, whether it’s with behavior or academics.

    What’s been lost?

    Teachers spoke passionately in our survey about how the profession has changed, especially in the last 10 years.

    “Creative expression and the time to deeply explore topics of student interest have mostly disappeared. The joy of learning has been sucked out of classrooms.” —H. Karram, Elementary Teacher, MI

    “The lack of respect and support for the educator’s career is the most egregious problem of all.” —L.N., Elementary Teacher, OK

    Here’s the bottom line: When teachers are supported, they thrive. They love their jobs. They stay. The solutions to solving teacher burnout is clear—and it’s not complicated. We’re just choosing not to listen.

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  • Getting Consistent Results from AI: Understanding the AI Context Window

    Getting Consistent Results from AI: Understanding the AI Context Window

    From the Cool Cat Teacher Blog by Vicki Davis

    Subscribe to the 10 Minute Teacher Podcast anywhere you listen to podcasts.

    Too many teachers are struggling with getting good results from AI. Sometimes it just goes “off the rails,” or they might get good results one day and not the next. The same thing happens with students as they use AI. Problems caused by not understanding how AI works leads to lost time, confusion, and sometimes even student misuse. Much of this problem is related to the context window of AI. How do we understand AI and the context window? How do we teach about this?

    Today’s guest is Rob the AI Guy. He started his work leading a major social media agency but now runs a thriving community focused on AI agents and automation. He is my favorite AI YouTuber, and I joined his Skool this year, which I’ve found to be my most helpful resource for keeping up with everything AI. Rob clearly explains how AI works, but perhaps the most useful concept he shares is how the context window works. If you’re struggling to use AI well, trying to understand it, or grappling with how to explain it to your students, this is the show for you.


    Key Takeaways for Teachers

    • AI tools behave inconsistently because they rely on a limited context window that fills up and resets.
    • Starting a new chat can dramatically improve AI responses when results drift or become unreliable.
    • Different AI models have different strengths, and using more than one can lead to better outcomes.
    • Students need explicit instruction on how AI works so they don’t overtrust or misuse it.
    • Critical thinking is more important than memorization in a world where AI can retrieve information instantly.

    Visual Summary

    I created this infographic from this show’s transcript to give a visual overview of some of the topics discusse din the show. I used Google’s Notebook LM.

    Watch the Show

    YouTube Video
    Watch this video on YouTube.Subscribe to the Cool Cat Teacher Channel on YouTube

    Listen to the Podcast

    Robert Benjamin – Author Bio as Submitted

    Robert Benjamin also known as “Rob the AI Guy”

    Robert Benjamin breaks down the latest in AI automation as a serial entrepreneur and YouTuber known for making complex technology accessible. Having consulted with over 350,000 clients through his social media agency, he now runs a thriving community focused on AI agents and automation, bridging the gap between cutting-edge technology and real-world business applications.

    Blog: https://www.skool.com/ai-automation-school

    The post Getting Consistent Results from AI: Understanding the AI Context Window appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

    If you’re seeing this on another site, they are “scraping” my feed and taking my content to present it to you so be aware of this.

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  • Outbound Indian university enrolments fall after three-year rise

    Outbound Indian university enrolments fall after three-year rise

    Of the 1.882 million Indian students studying abroad, over 1.254 million are pursuing higher education at international universities and tertiary institutions, while 628,305 are enrolled at the school level.

    While overall 2025 numbers hit an all-time high due to the inclusion of school-level students, higher education enrolments fell by 76,000 this year, ending a three-year surge. Over 750,000 Indian students studied at international universities in 2022, rising to 930,000 in 2023 and peaking at 1.33 million in 2024.

    Despite Canada’s clampdown on international students, with 74% of Indian study permit applications rejected in August 2025, up from 32% in the same month in 2023, the North American country still hosts the largest number of Indian students in universities and tertiary institutions globally, at 427,085 students.

    In the US, despite a 44% drop in study visas for Indian students in August 2025 compared to last year, India remains the largest source country, accounting for over 31% of all international students, with over 255,000 Indian students, according to MEA data.

    MEA data also showed that the number of Indian higher education students in key countries, as of 2025: the UK (173,190), Australia (138,579), Germany (59,000), Russia (27,000), Kyrgyzstan (16,500), and Georgia (16,000).

    Policy changes in major study destinations are impacting Indian students’ decisions. While Canada plans to cut international study permits by over 50% in 2026, the US continues a hostile stance against international students with nine in 10 students fearing for their visas, and postgraduate enrolments are falling across UK universities, with English institutions facing a potential losses under the new £925-per-international student levy.

    Other destinations show mixed trends: Australia has seen a rise in Indian students but remains cautious about fraud and agent misuse, with the recent education reforms bill aiming to address these concerns, while New Zealand has recorded increasing number of study visa applications from India as of October 2025.

    “The growth in mobility patterns in the years following the pandemic were driven by the pent-up demand and welcoming post-graduation work and immigration pathways and policies in destinations such as Canada,” Rahul Choudaha, professor and COO at the University of Aberdeen, Mumbai campus told The PIE News.

    “However, in 2025, the immigration policies became restrictive in all key destinations starting with the US.”

    The decline in Indian students pursuing higher education abroad also follows a sharp fall in study abroad remittances from India between April and August 2025, lowest in eight years, the peak period for such transfers.

    Moreover, according to a recent analysis highlighted by Choudaha, the annual cost of studying in the US has risen by Rs 10 lakh (GDP £8,200-£8,300) for Indian students over the past five years, with currency devaluation and tuition hikes pushing the overall cost of studying abroad up 10–12% in 2025.

    Higher investment outlay along with dimmer chances of recovering that investment has made Indian students nervous and cautious about studying abroad in 2025
    Rahul Choudaha, University of Aberdeen Mumbai campus

    “Higher investment outlay along with dimmer chances of recovering that investment has made Indian students nervous and cautious about studying abroad in 2025,” stated Choudaha.

    “Universities also need to do more in terms of providing career success and scholarships to students to make ease the barrier of upfront costs and its recovery through employability.”

    The rise of destinations such as Germany, Russia, Kyrgyzstan and Georgia signals a shift towards lower-cost, quality STEM and medical education beyond the “big four”, including Indian private and public universities which are serving over 46.5 million higher education students as of 2025.

    “Indian universities are more active than ever before in stepping up their recruitment efforts from the home market,” stated Jasminder Khanna, co-founder, Gresham Global.

    “Be it recruitments fairs, conferences or even retreats for local feeders, prominent Indian universities are quite at par with the foreign universities in upping their visibility.”

    With branch campuses of over 15 international universities, mainly from the US and UK, expected to open in India by the end of 2026, and the system projected to serve over 560,000 Indian students by 2040, Choudaha sees the next three years as crucial for these campuses in absorbing inbound demand amid increasingly restrictive policies.

    “The aspirations to gain global learning remain strong while affordability has become a big challenge,” stated Choudaha.

    “With over fifteen campuses offering degrees in fall 2026 intake means that a segment of Indian students will consider these options and over time not only the number of campuses will increase but also the program portfolios offered by these campuses.”

    Moreover, with 97% of Indian students seeking education that leads directly to jobs, according to research commissioned by City St George’s, University of London and conducted by Arlington Research, crackdowns on post-study work options across major destinations are raising concerns, as lobbying to end Optional Practical Training (OPT) in the US heats up and the UK is already set to cut its Graduate Route visa from two years to 18 months from January 2027.

    With “shrinking entry-level jobs and unstable economies marginally slowing the outflow” of students, stakeholders need to think of solutions that address both the study-abroad process and outcomes, Khanna said, to ensure Indian and international students continue to pursue education abroad in huge numbers.

    “Reassuring feeders and stakeholders on economic stabilities, local safety, access to meaningful jobs and multi-cultural environments on campuses will bring back some of the lost confidence since the pandemic,” stated Khanna.

    “Students and parents also need to understand that recent student visa policy changes worldwide are intended to make traditional study destinations more meaningful, with a stronger focus on quality — and these changes should be welcomed.”

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  • Our 13 Most Read, Most Talked-About and Most Powerful Education Essays of 2025 – The 74

    Our 13 Most Read, Most Talked-About and Most Powerful Education Essays of 2025 – The 74

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  • 2025 in review and the road to 2026

    2025 in review and the road to 2026

    As 2025 comes to a close, Canada’s international education sector looks fundamentally different than it did just two years ago. What began in 2024 as a corrective intervention hardened this year into a sustained period of contraction, with significant consequences for institutions, communities, students, and Canada’s global positioning. A review of 2025 shows a sector reshaped by policy restraint and a narrowing of how international education is understood within national policy.

    The defining story of 2025 was scale reduction. Although IRCC set a study permit target of 437,000, approvals fell well short. Federal messaging framed this as success, pointing to roughly 60% fewer new international student arrivals between January and September 2025 compared to 2024, or about 150,000 fewer students, as evidence of responsiveness and population control.

    Stronger controls and oversight were needed, but the narrative shift has been troubling. Recognition of international students’ economic, research, and diplomatic value has largely disappeared, replaced by a framing focused on reduction. This retreat from education diplomacy carries real risks. Reputational damage is slow to undo. As the Dutch saying goes, trust arrives on foot and leaves on horseback. For a fuller account of how Canada arrived at this point, see my earlier analysis in The PIE.

    Policy changes and differentiated institutional impacts in 2025

    The most consequential shifts of 2025 extended well beyond enrolment caps. Changes to the Post Graduation Work Permit (PGWP) program, introduced alongside broader study permit restrictions in 2024, reshaped the international education landscape unevenly across institution types. Field of study eligibility requirements were fully operational throughout 2025, with additional layers added, including new language testing expectations and higher financial thresholds.

    Together, these changes altered student decision making and forced institutions to reassess recruitment strategies, program viability, and long-term planning. While some exclusions were adjusted following sector feedback, the overall policy direction remained intact.

    Research intensive universities, particularly those with strong graduate and research portfolios, were better positioned to adapt. Colleges, institutes, and smaller regional institutions faced sharper impacts, especially where programs had long functioned as pathways into regional labour markets and community-based employment.

    A recent Maclean’s article profiling Selkirk College in rural British Columbia illustrated how these policy shifts translated into real world impacts in communities of all sizes, noting that the college and its students support about one in 12 jobs in their region.

    As president Maggie Matear outlined, the institution absorbed a significant budget shortfall, experienced a sharp decline in international enrolment, and was forced to close community education centres and its Nelson arts campus while reducing staff, with 40 layoffs last year and another round noted for the next fiscal year.

    Selkirk’s experience reflects a broader pattern we have seen and will likely continue to see across Canada. Similar dynamics were tracked across multiple regions, particularly in rural and smaller urban communities where international students had become embedded in local economies.

    More broadly, this points to a much larger and unresolved conversation at institutional, provincial, and federal levels about the sustainability of postsecondary funding models and how public systems will be financed and structured going forward.

    The question is whether the country can now shift from reactive management to deliberate, integrated strategy

    The latter part of 2025 has been marked by emerging signals of stabilisation, including recent confirmations from the IRCC that for 2026, the field of study requirements tied to the PGWP are to remain stable, with no additions or removals. For institutions and students alike, this pause on this aspect of policy change is both necessary and welcome.

    After several years of volatility, a more predictable framework offers space for recalibration, more deliberate planning, and a renewed focus on quality, student outcomes, and long-term sustainability across Canada’s diverse postsecondary system.

    Strategic silence on soft power

    One of the most striking features of 2025 was not only the scale of policy change, but the absence of a broader strategic narrative to accompany it. Throughout the year, international education was rarely discussed as an asset connected to Canada’s foreign policy, trade objectives, or global influence.

    Concepts such as soft power, education diplomacy, and the long-term value of alumni networks were largely missing from federal discourse. This absence stands in clear contrast to other jurisdictions that are looking to integrate international education into economic, diplomatic, and geopolitical strategy and the current approach is a missed opportunity. This narrowing of focus occurred at a time of increasing geopolitical complexity.

    In a multipolar world, international education networks play a critical role in sustaining trade ties, advancing research partnerships, and supporting long term policy alignment. In 2025, that strategic dimension was largely sidelined.

    The December 2025 announcement of the $1.7 billion Canada Global Impact+ Research Talent Initiative offered a partial counterbalance. The investment underscored the importance of attracting top international researchers in areas such as artificial intelligence, quantum technologies, and clean energy. However, this emphasis on elite research talent did not translate into a broader vision for international education as a system. Undergraduate and college students, who also contribute to long term global relationships and workforce capacity, remained largely outside strategic consideration.

    Setting the stage for 2026

    One of the most consequential developments of 2025 may not fully materialise until next year. In July, the Auditor General announced a performance audit of the International Student Program (ISP), expected to be tabled in parliament in 2026. The review is anticipated to examine study permit caps, pathways to permanent residence, educational quality, asylum claims, and program integrity. If the audit focuses only on failures and past excesses, it will miss a critical opportunity. A meaningful review must also examine the broader performance of Canada’s immigration system as a whole.

    Throughout 2025, concerns about service standards, processing timelines, communication gaps, and operational responsiveness were raised consistently across the sector. These issues featured prominently in parliamentary committee hearings, sector consultations, and public testimony throughout the fall. What emerged from those discussions was not a call to return to unchecked growth, but a clear demand for a more functional, predictable, and transparent system.

    Institutions, employers, and students emphasised the need for clearly articulated service standards, consistent and timely decision making, improved communication when policies shift, and stronger accountability for implementation. Repeated mid cycle adjustments, coupled with opaque operational guidance, created uncertainty that undermined confidence even where policy objectives were broadly understood.

    Importantly, the CIMM hearings also surfaced constructive proposals. These included better data sharing with provinces and institutions, greater regional differentiation rather than uniform national measures, increased investment in frontline processing capacity, and clearer feedback loops between policy design and operational realities. Together, these suggestions point to the need for modernisation not only in policy direction, but in execution.

    As Canada moves into 2026, the question is whether the country can now shift from reactive management to deliberate, integrated strategy. That shift must include a more functional and responsive immigration system, clearer alignment across education, labour market, and foreign policy goals, and renewed recognition of international education as a strategic asset.

    International education remains one of Canada’s most powerful tools for global engagement, economic resilience, and diplomatic influence. Whether that potential is rebuilt through thoughtful recalibration or allowed to erode through continued fragmentation will define the next chapter for the sector and for Canada’s place in the world.

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  • What happens when people lose access to birth control?

    What happens when people lose access to birth control?

    Abandonment of U.S. financial support for contraception around the world has disrupted the ecosystem that fostered birth control, family planning and sexual and reproductive health for decades.

    Back in February, the United Nations Population Fund announced that the United States had canceled some $377 million in funding for maternal health programs around the world, which includes contraception programs.

    Contraception reduces mortality and can improve the lives of women and families. The United Nations estimates that the number of women using a modern contraception method doubled from 1990 to 2021, which coincided with a 34% reduction in maternal mortality over the same period.

    Now, tens of millions of people could lose access to modern contraceptives in the next year, according to the Guttmacher Institute, a family planning research and lobby group. This, it reported, could result in more than 17 million unintended pregnancies and 34,000 preventable pregnancy-related deaths.

    Sexual and reproductive health and rights programs improve women’s choices and protection including violence and rape prevention and treatment.

    Who will fill the gap?

    European donor governments have pledged to increase contributions to UNFPA and other global health funds to partially fill the gap. The Netherlands, Sweden and Denmark, for example, have pledged emergency funds to UNFPA Supplies, the world’s largest provider of contraceptives to low-income countries.

    The EU has also redirected part of its humanitarian budget to cover contraceptive procurement in sub-Saharan Africa. Canada announced an additional CAD $100 million over three years for sexual and reproductive health programs, explicitly citing the U.S. withdrawal.

    Despite its own aid budget pressures, the UK has committed to maintaining its £200 million annual contribution to family planning programs, with a focus on East Africa.

    The Bill and Melinda Gates Foundation expanded its Family Planning 2030 commitments, pledging tens of millions in stopgap funding to keep supply chains moving. The World Bank Global Financing Facility offers bridge loans and grants to governments facing sudden gaps in reproductive health budgets and calls for governments to co-finance. However these initiatives will not immediately replace the scale of previous U.S. government investments.

    The loss of U.S. support has left many women with no access to family planning, especially in rural and conflict-affected areas. Clinics are reporting a surge in unintended pregnancies and unsafe abortions.

    Health clinics closing

    In Zambia, Cooper Rose Zambia, a local NGO reported laying off 60% of its staff after receiving a stop-work order from USAID. Clinics have been rationing contraceptives with some methods already out of stock.

    In Kenya, clinics in Nairobi and rural counties are turning women away, with some supplies stuck in warehouses and at risk of expiring. In Tanzania, medical stores confirmed they were completely out of stock of certain contraceptive implants by July 2025.

    Mali will be denied 1.2 million oral contraceptives and 95,800 implants, nearly a quarter of its annual need. In Burkina Faso, another country under terrorist insurgency internally, many displaced women have no access to modern contraceptives.

    The consequences of the stock depletions will be particularly catastrophic in fragile and conflict settings such as refugee camps.

    Struggling to adapt to the reality has led organizations to cut programs and redirect their remaining resources. Many are trying desperately to raise new funds. But there are some voices that cheer the cuts, describing them as a wake up call.

    A wake up call for Africa?

    Rama Yade, director of the Africa Center of the Atlantic Council, a non-partisan organization that studies and facilitates U.S. international relations, argues that the aid cuts could be a wake-up call for African nations to reduce dependency and pursue economic sovereignty.

    For pan-African voices who have long criticized foreign aid as a tool of neocolonialism, the U.S. government cuts are a chance to build local capacity, strengthen intra-African trade and reduce reliance on Western donors. Trump’s dismantling of USAID offers a new beginning for Africa.

    In an essay in the publication New Humanitarian, Themrit Khan, an independent researcher in the aid sectors wrote that recipient nations have been made to believe they are unable to function without external support.

    Khan proposes several actions to mitigate the foreign funding cuts: relying more on local donors; developing trade and bilateral relations instead of depending on international cooperation programs through the United Nations and other international organizations; re-evaluating military spending and reducing debt.

    Colette Hilaire Ouedraogo, a senior midwife and sexual and reproductive health practitioner, told me that up to 60% of activities were from external funding partners. She recalled the alerts sent by the health department to increase funding from national sources as early as 2022.

    She predicts that the cuts affecting the availability and access to contraceptives and the overall quality of services will slow down progress towards universal health coverage targets and the UN Sustainable Development Goals. There is a risk of reduced attendance at reproductive health and family planning centers. Consequently, unwanted pregnancies and unsafe abortions could increase leading an higher maternal mortality.


    Questions to consider:

    1. How can contraceptives result in lower deaths for women?

    2. Why do some people argue that the cut off of funds from the United States might ultimately benefit nations in Africa?

    3. Why are contraceptives controversial?

     

     

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  • Week In Review: K-12 Dive Awards and AI’s march in curriculum

    Week In Review: K-12 Dive Awards and AI’s march in curriculum

    Industry Dive is an Informa TechTarget business.

    This website is owned and operated by Informa TechTarget, part of a global network that informs, influences and connects the world’s technology buyers and sellers. All copyright resides with them. Informa PLC’s registered office is 5 Howick Place, London SW1P 1WG. Registered in England and Wales. TechTarget, Inc.’s registered office is 275 Grove St. Newton, MA 02466.

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  • What changed — or not — for K-12 staffing in 2025?

    What changed — or not — for K-12 staffing in 2025?

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    In 2025, school districts grappled with a wave of federal policy changes — on top of looming budget challenges — that impacted their approaches to staffing. 

    Sweeping student enrollment declines in public schools nationwide led some districts to initiate mass layoffs to help offset budget shortfalls. Those layoffs raised questions about whether widespread teacher shortages will continue to plague schools or if districts will have to reckon with the swath of uncertified teachers who were hired during the COVID-19 pandemic to address staffing needs. 

    The second Trump administration has also set federal policies that exacerbated staffing disruptions for some districts that rely on grow-your-own programs, hire international teachers through H-1B visa programs, or promote broader efforts to improve teacher diversity. 

    But while the way schools navigate staffing challenges at large may have shifted this year, some aspects of the issue remain the same — for instance, the hiring and retaining of enough special education teachers. 

    Here are three K-12 staffing trends that emerged or persisted for district leaders in 2025. 

    Declining student enrollment fuels staffing challenges

    Public school systems nationwide have seen decreases in enrollment in recent years due to declining birthrates and increased competition from school choice initiatives, among other factors. Some districts, however, were able to delay the associated financial hurdles in the short term as school leaders were buoyed by a historic, one-time influx of federal pandemic relief funding to hire more teachers even as their enrollment dipped. 

    But now that the Elementary and Secondary School Emergency Relief dollars have dried up, district leaders in the past year have had to take a hard look at their staffing through mass staff layoffs and reassignments or by eliminating a large number of open positions. 

    In October, for instance, Houston Independent School District laid off 160 uncertified teachers and 54 staff members “to align teachers with student enrollment.” The Texas district also reassigned 232 teachers to unfilled roles. 

    Florida’s Orange County Public Schools announced in September that the district was reassigning 116 teachers to new positions due to declining enrollment. 

    And ahead of the 2025-26 school year, the California Teachers Association reported that school districts across the state had laid off more than 1,200 staff members amid declining enrollment and the end of federal pandemic funds.

    K-12 researchers have suggested that enrollment trends have led to a reversal in widespread teacher shortages.

    But that “doesn’t mean that every spot has been filled. It’s still hard to recruit and fill positions in rural districts. High-poverty schools have always had a hard time. Math positions and special ed have always been more scarce,” Marguerite Roza, a research professor and director of Georgetown University’s Edunomics Lab, told K-12 Dive in August.

    Special education shortages have yet to dissipate

    Focus has remained steady on addressing educator shortages in consistently hard-to-staff areas like special education, science and math.

    According to a July analysis by the Learning Policy Institute, 45 states reported teacher shortages in special education during the 2024-25 school year. 

    In September, the U.S. Commission on Civil Rights released the findings of its yearlong investigation into the national special educator shortage. The federal civil rights panel found that the widespread shortage is leading to a lack of supports and services that are needed to help the growing population of students with disabilities thrive in schools. 

    The findings were released just a couple of months before the 50th anniversary of the landmark federal law, the Individuals with Disabilities Education Act. The historic legislation, signed into law on Nov. 29, 1975, guaranteed that students with disabilities have the right to a free and appropriate public education nationwide.

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  • Week in review: Trump expands travel ban

    Week in review: Trump expands travel ban

    Most clicked story of the week

    Beginning Jan. 1, individuals from 39 countries will face a partial or full travel ban to the U.S., following a proclamation from President Donald Trump. The expansion more than doubles the number of countries with restrictions and includes Nigeria, one of the U.S.’s top 10 sources for international students. 

    Number of the week: $2.5B

    The anticipated value of Coursera following the ed tech company’s planned acquisition of Udemy. Both MOOC providers cited demand for their artificial intelligence offerings as a motivating factor behind their merger.

    Cuts at religious colleges:

    • DePaul University, in Chicago, laid off 114 staff members as it seeks to shrink its fiscal 2026 budget gap of $12.6 million. Earlier this year, the Catholic nonprofit froze hiring, forewent merit pay increases for faculty and staff, lowered executive pay and reduced retirement contributions for senior administrators.
    • Christian Brothers University, in Tennessee, intends to eliminate 16 full-time faculty positions at the end of the spring semester. The long-struggling Catholic nonprofit notched a win earlier this month, when its accreditor removed it from probation after two years. 

    Pushback on conservative policies:

    • Attorneys general from 20 states are suing the Trump administration over its efforts to levy a $100,000 fee on new applications for H-1B visas. The lawsuit, the third of its kind, argued that the cost on skilled worker visas violates the Administrative Procedure Act because it didn’t go through a notice-and-comment period and because the fee itself is “arbitrary and capricious.”
    • A bipartisan group of federal lawmakers is urging the U.S. Department of Education to classify advanced nursing degrees as “professional” under a proposed framework for student loan lending caps. The designation would double the borrowing cap for graduate students in nursing programs to $200,000, and without it, the current “health care shortage, especially in primary care,” would worsen, they argued. 
    • Faculty and students at Alabama public colleges are continuing to fight the legality of a state law that prohibits public educational institutions from sponsoring diversity, equity and inclusion programs or having DEI offices. The group appealed an August decision that kept the law in place, arguing the federal judge had misconstrued the First Amendment and overlooked important facts.

    Quote of the Week


    It is our responsibility to teach students to use [artificial intelligence] ethically and effectively, and we have to do that with a lot of strategic intentionality.

    Shonda Gibson

    Chief transformation officer at the Texas A&M University System


    Texas A&M recently partnered with Google to offer its students free access to and training on the tech company’s suite of AI tools. Gibson told Higher Ed Dive that the partnership will prepare graduates to enter a workforce increasingly shaped by AI.

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