Tag: Empowering

  • Why empowering students sets the best course for future success

    Why empowering students sets the best course for future success

    Key points:

    When middle school students make the leap to high school, they are expected to have a career path in mind so their classes and goals align with their future plans. That’s a tremendous ask of a teenager who is unaware of the opportunities that await them–and emerging careers that have yet to exist.

    Mentors, parents, and educators spend so much time urging students to focus on their future that we do them a disservice by distracting them from their present–their passions, their interests, their hobbies. This self-discovery, combined with exposure to various career fields, fuels students’ motivation and serves as a guidebook for their professional journey.

    To meet their mission of directing every student toward an individualized post-secondary plan, schools need to prioritize recognizing each student’s lifestyle goals. That way, our kids can find their best-fit career and develop greater self-awareness of their own identity.

    Give students greater autonomy over their career exploration

    The most problematic aspect of traditional career-readiness programs is that they’re bound so tightly to the classes in which a student excels.

    For example, a high schooler on a technology track might be assigned an engineer as a mentor. However, that same student may also possess a love for writing, but because their core classes are science-based, they may never learn how to turn that passion into a career in the engineering field, whether as a UX writer, technical editor, or tech journalist. 

    Schools have the opportunity to help students identify their desired lifestyle, existing strengths, and possible career paths. In Aurora Public Schools in Nebraska, the district partnered with our company, Find Your Grind, an ESSA Tier 2 validated career exploration program, to guide students through a Lifestyle Assessment, enabling them to discover who they are now and who they want to become. Through this approach, teachers helped surface personalized careers, mentors, and pathway courses that aligned with students’ lifestyle goals.

    Meanwhile, in Ohio, school districts launched Lifestyle Fairs, immersive, future-ready events designed to introduce students to real-world career experiences, industry mentors, and interactive learning grounded in self-discovery. Hilliard City Schools, for example, welcomed more than seventh-grade students to a Lifestyle Fair this past May. 

    Rather than rely on a conventional booth-style setup, Hilliard offered interactive activations that centered on 16 lifestyle archetypes, including Competitor, Explorer, Connector, and Entrepreneur. The stations allowed students to engage with various industry leaders and participate in hands-on activities, including rocket launch simulations and creative design challenges, to ignite their curiosity. Following the Fair, educators reported increased student engagement and a renewed enthusiasm for learning about potential career paths.

    Create a fluidity path for future success

    According to the World Economic Forum, by 2030, 97 million jobs will be displaced by AI, significantly impacting lower-wage earners and workers of color. At the same time, 170 million new jobs are expected to be created, especially in emerging fields. By providing students more freedom in their career exploration, educators can help them adapt to this ever-changing 21st-century job market.

    Now is the time for school districts to ensure all students have access to equitable career planning programs and work to close societal disparities that hinder professional opportunities. Instead of setting students on a predetermined pathway toward a particular field–which may or may not exist a decade from now–educators must equip them with future-proof and transferable core skills, including flexibility, initiative, and productivity, in addition to job-specific skills. As the job market shifts, students will be prepared to change direction, switch jobs, and pivot between careers. 

    In Hawaii, students are taking advantage of career exploration curriculum that aligns with 21st-century career and technical education (CTE) frameworks. They are better prepared to complete their Personal Transition Plans, which are required for graduation by the state, and have access to micro-credentials that give them real-world experience in different industries rather than one particular field.

    For decades, career planning has placed students in boxes, based on what the adults in their lives expect of them. Ensuring every child reaches their full professional potential means breaking down the barriers that have been set up around them and allowing them to be at the center of their own career journey. When students are empowered to discover who they are and where they want to be, they are excited to explore all the incredible opportunities available to them. 

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  • Empowering youth through environmental storytelling

    Empowering youth through environmental storytelling

    Through storytelling, we can bring climate-related data to life. Through storytelling, young people can use their voice and the voices of those around them to turn something complex, global and overwhelming, into something local, tangible and meaningful. Through storytelling, young people can help shift narratives and bring to the forefront stories of action and of hope.

    This is the idea behind the EYES climate storytelling curriculum.

    Now available on the eyesonclimate.org website, the curriculum is the culmination of the Empowering Youth through Environmental Storytelling project (EYES), an Erasmus+ co-funded project by News Decoder, The Environment and Human Rights Academy (TEHRA) and Young Educators European Association.

    The Climate Change 101 unit begins with the basics: human activities driving climate change and what temperature increase means for our planet. Students are tasked with producing an article that explains the topic to a younger audience.

    A unit on Climate Injustice walks students through the uncomfortable reality that those causing climate change are suffering the least from its impacts. Those who have contributed the least? They tend to be in the grip of climate change.

    Human stories from a man-made disaster

    We know that learning about the devastations of the climate crisis can leave young people feeling anxious and angry. We also know from the teachers who piloted the EYES curriculum that it’s important to localise these topics.

    So in the Climate Injustice unit, students are tasked with finding a human story: someone to illustrate climate injustice at play in their local area or region.

    Hearing stories about people lets us understand the reality of an issue. Telling these stories gives young people a device for meaning-making and a platform for agency.

    In our Systemic Change unit, students learn about the interconnected mechanisms that keep our economy rooted in endless economic growth and fossil fuel use. They learn about the ‘deep’ leverage points for making change — the rules, the goals and the mindset of a system. They research case studies on commodity supply chains and form their questions into a story pitch.

    Our curriculum runs across school subjects for students between 15 and 18 years of age. Other units include: Tipping Points, Planetary Boundaries, Human–Nature Connection, The Carbon Budget, Doughnut Economics and a Climate Justice Case Study.

    Solutions are out there.

    In Systemic Solutions to the Climate Crisis, we showcase seven inspiring examples of climate solutions from around the world, from local projects such as community-owned solar panels in Mexico to the transition to renewables in Uruguay, to global movements such as recognising the rights of nature or degrowth in the Global North.

    Meaningful action can happen at any scale. By engaging with these case studies, students can see that stories of just and transformative systems change happen all around them.

    There are so many stories yet to be told, and that in itself is empowering.

    To bolster student projects, the curriculum includes units on journalism and storytelling: The Principles of Journalism, Fact Checking and Misinformation, Interviewing and How to Write a Pitch, Write an Article and Produce a Podcast.

    “Storytelling can turn young people into active users of climate knowledge, and even change makers,” said Andreea Pletea, The Environment and Human Rights Academy programme manager. “Students can even help shift dominant narratives by bringing to the surface systemic solutions to the environmental crises that also address inequalities.”

    Causes and systems

    Aside from storytelling, the main focus of the EYES curriculum is on systems thinking and climate injustice.

    “We invite learners to go upstream to the root causes of the crises we face, and question why, despite increasing awareness, meaningful action often lags behind,” Pletea said. “Seeing the big picture particularly through systems thinking and global justice can also help young people make sense of what’s going on in their own local context.”

    Pletea said that ultimately, the goal is to plant a seed. “That all of us, including young people, are more than consumers,” she said. “We are citizens with a voice and power to act and demand change, and especially when we come together.”

    The EYES project itself began as a seed. TEHRA and News Decoder came together to improve climate change education through storytelling, and created a set of materials that were piloted in multiple education contexts across Europe, Africa and Latin America.

    The seeds to stories

    In Slovenia, Kenya and Colombia, pilot students exchanged letters on their local experiences of climate change. In Kosovo, a Roma community of young people visualised their personal experience of climate change through art.

    At a summer camp in Belgium, students played climate change games, pulled apart the individual carbon footprint and were guided through a nature meditation. In Kenya, students visited the precious Karura national park and wrote stories about tipping points and the value of forests.

    The feedback from students and educators, including at a three-day educators workshop in Brussels in October, helped shape and restructure the curriculum. It evolved into a set of off-the-shelf resources that can be used by multiple teachers in one school or independently by learners.

    If you are an educator, we invite you to dive into climate change with your students and use the EYES curriculum. Students need to learn about the root causes of the climate crisis so that they know in which direction to head — in their future careers as much as in their personal set of values.

    Through storytelling, young people can engage with the reality that is climate change, both as authors and as listeners. Storytelling is the way we understand ourselves: why we act the way we do and how together we can solve the problems that humankind has caused.

    Questions to consider:

    1. How can storytelling can turn someone into an active user of climate knowledge?

    2. What types of climate activities did students in different countries do through the EYES lessons?

    3. What stories about climate change have you found interesting to read or hear about?

     

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  • Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Responsible AI Adoption: Empowering Educators While Safeguarding Equity

    Artificial intelligence is reshaping classrooms nationwide. Experts share how schools can adopt AI responsibly, ensuring equity, ethics, and human-centered teaching remain at the forefront.

    A partner in learning

    Artificial intelligence is no longer a distant promise — it’s here, and schools are grappling with how best to use it. For educational leaders, the question is not whether to use AI, but how to adopt it responsibly.

    Dr. Joseph Rene Corbeil, Professor of Educational Technology at The University of Texas Rio Grande Valley, reminds us of Arthur C. Clarke’s famous line: “Any teacher that can be replaced by a machine should be.” To him, AI can ease repetitive tasks like practice feedback, freeing teachers to do what machines cannot — mentor, inspire, and connect.

    His colleague, Dr. Maria Elena Corbeil, emphasizes that responsible adoption must be “curious and intentional.” She encourages faculty to experiment openly with AI alongside students, showing that technology is a partner in learning, not a shortcut.

    But both caution against widening divides. “If left unchecked, AI could create a two-tiered system where those who can afford premium tools gain an advantage,” Rene warns. Maria Elena points to unequal access to devices, internet, and faculty support as critical barriers.

    AI use shaped by classroom realities

    For Yanbei Chen, a Ph.D. student at Syracuse University, responsible adoption must also account for culture, language, and diverse learning needs. In her courses, students use AI image generators to visualize inclusive classrooms — an exercise that enhanced creativity while sparking dialogue about equity and accessibility.

    Equity also drives the work of Dr. Veronika Abramenka-Lachheb, Assistant Professor at Boise State University and Director of the LENS Lab. She argues that responsible adoption begins with respect for learner privacy, autonomy, and agency. Her call to action for schools is to create values-based guidelines rooted in classroom realities, not one-size-fits-all policies.

    Qiu (Stephen) Wang, Professor of Measurement and Research Methodology at the University of South Florida, likens AI to “handing scissors to a kindergartner.” Useful, yes — but only with oversight. In his graduate classes, students use AI for brainstorming, then critique its outputs against pedagogy, learning both creativity and skepticism.

    Across perspectives, one theme stands out: AI should amplify human teaching, not replace it. Responsible adoption means prioritizing equity, ethics, and transparency, ensuring technology empowers every learner while keeping human judgment at the heart of education.

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  • 4 ways AI is empowering the next generation of great teachers

    4 ways AI is empowering the next generation of great teachers

    Key points:

    In education, we often talk about “meeting the moment.” Our current moment presents us with both a challenge and an opportunity: How can we best prepare and support our teachers as they navigate increasingly complex classrooms while also dealing with unprecedented burnout and shortages within the profession?

    One answer could lie in the thoughtful integration of artificial intelligence to help share feedback with educators during training. Timely, actionable feedback can support teacher development and self-efficacy, which is an educator’s belief that they will make a positive impact on student learning. Research shows that self-efficacy, in turn, reduces burnout, increases job satisfaction, and supports student achievement. 

    As someone who has spent nearly two decades supporting new teachers, I’ve witnessed firsthand how practical feedback delivered quickly and efficiently can transform teaching practice, improve self-efficacy, and support teacher retention and student learning.

    AI gives us the chance to deliver this feedback faster and at scale.

    A crisis demanding new solutions

    Teacher shortages continue to reach critical levels across the country, with burnout cited as a primary factor. A recent University of Missouri study found that 78 percent of public school teachers have considered quitting their profession since the pandemic. 

    Many educators feel overwhelmed and under-supported, particularly in their formative years. This crisis demands innovative solutions that address both the quality and sustainability of teaching careers.

    What’s often missing in teacher development and training programs is the same element that drives improvement in other high-performance fields: immediate, data-driven feedback. While surgeons review recordings of procedures and athletes get to analyze game footage, teachers often receive subjective observations weeks after teaching a lesson, if they receive feedback at all. Giving teachers the ability to efficiently reflect on AI-generated feedback–instead of examining hours of footage–will save time and potentially help reduce burnout.

    The transformative potential of AI-enhanced feedback

    Recently, Relay Graduate School of Education completed a pilot program with TeachFX using AI-powered feedback tools that showed remarkable promise for our teacher prep work. Our cohort of first- and second-year teachers more than doubled student response opportunities, improved their use of wait time, and asked more open-ended questions. Relay also gained access to objective data on student and teacher talk time, which enhanced our faculty’s coaching sessions.

    Program participants described the experience as “transformative,” and most importantly, they found the tools both accessible and effective.

    Here are four ways AI can support teacher preparation through effective feedback:

    1. Improving student engagement through real-time feedback

    Research reveals that teachers typically dominate classroom discourse, speaking for 70-80 percent of class time. This imbalance leaves little room for student voices and engagement. AI tools can track metrics such as student-versus-teacher talk time in real time, helping educators identify patterns and adjust their instruction to create more interactive, student-centered classrooms.

    One participant in the TeachFX pilot said, “I was surprised to learn that I engage my students more than I thought. The data helped me build on what was working and identify opportunities for deeper student discourse.”

    2. Freeing up faculty to focus on high-impact coaching

    AI can generate detailed transcripts and visualize classroom interactions, allowing teachers to reflect independently on their practice. This continuous feedback loop accelerates growth without adding to workloads.

    For faculty, the impact is equally powerful. In our recent pilot with TeachFX, grading time on formative observation assignments dropped by 60 percent, saving up to 30 hours per term. This reclaimed time was redirected to what matters most: meaningful mentoring and modeling of best practices with aspiring teachers.

    With AI handling routine analysis, faculty could consider full class sessions rather than brief segments, identifying strategic moments throughout lessons for targeted coaching. 

    The human touch remains essential, but AI amplifies its reach and impact.

    3. Scaling high-quality feedback across programs

    What began as a small experiment has grown to include nearly 800 aspiring teachers. This scalability can more quickly reduce equity issues in teacher preparation.

    Whether a teaching candidate is placed in a rural school or urban district, AI can ensure consistent access to meaningful, personalized feedback. This scalable approach helps reduce the geographic disparities that often plague teacher development programs.

    Although AI output must be checked so that any potential biases that come through from the underlying datasets can be removed, AI tools also show promise for reducing bias when used thoughtfully. For example, AI can provide concrete analysis of classroom dynamics based on observable actions such as talk time, wait time, and types of questions asked. While human review and interpretation remains essential–to spot check for AI hallucinations or other inaccuracies and interpret patterns in context–purpose-built tools with appropriate guardrails can help deliver more equitable support.

    4. Helping teachers recognize and build on their strengths

    Harvard researchers found that while AI tools excel at using supportive language to appreciate classroom projects–and recognize the work that goes into each project–students who self-reported high levels of stress or low levels of enjoyment said the feedback was often unhelpful or insensitive. We must be thoughtful and intentional about the AI-powered feedback we share with students.

    AI can also help teachers see what they themselves are doing well, which is something many educators struggle with. This strength-based approach builds confidence and resilience. As one TeachFX pilot participant noted, “I was surprised at the focus on my strengths as well and how to improve on them. I think it did a good job of getting good details on my conversation and the intent behind it. ”

    I often tell new teachers: “You’ll never see me teach a perfect lesson because perfect lessons don’t exist. I strive to improve each time I teach, and those incremental gains add up for students.” AI helps teachers embrace this growth mindset by making improvement tangible and achievable.

    The moment is now

    The current teacher shortage is a crisis, but it’s also an opportunity to reimagine how we support teachers.

    Every student deserves a teacher who knows how to meaningfully engage them. And every teacher deserves timely, actionable feedback.  The moment to shape AI’s role in teacher preparation is now. Let’s leverage these tools to help develop confident, effective teachers who will inspire the next generation of learners.

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  • Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    • By Assoc. Prof. Dr. Eleni Meletiadou, Guildhall School of Business and Law, London Metropolitan University, PFHEA, NTF, UTF, MCIPD, MIIE.

    As higher education embraces artificial intelligence (AI) to drive digital transformation, there is a growing risk that older, non-traditional, or mature students will be left behind. This blog post draws on insights from the QAA-funded “Using AI to promote education for sustainable development and widen access to digital skills” project I have been leading alongside findings from the EU COST Action DigiNet (WG5), where I co-lead research into media portrayals and digital inequalities impacting mature learning workers.

    Through this work, and in collaboration with international partners, we have identified what genuinely supports inclusion and what simply pays lip service to it. While AI is often heralded as a tool for levelling the educational playing field, our research shows that without intentional support structures and inclusive design, it can reinforce and even widen existing disparities.

    Supporting mature students’ AI literacy is, therefore, not just a pedagogical responsibility; it is an ethical imperative. It intersects with wider goals of equity, social justice, and sustainable digital inclusion. If higher education is to fulfil its mission in an age of intelligent technologies, it must ensure that no learner is left behind, especially those whose voices have long been marginalised.

    Why Mature Students Matter in the AI Conversation

    Mature students are one of the fastest-growing and most diverse populations in higher education. They bring a wealth of life and work experience, resilience, and motivation. Yet, they are often excluded from AI-related initiatives that presume a level of digital fluency not all possess. However, they are often left out of AI-related initiatives, which too frequently assume a baseline level of digital fluency that many do not possess. Media portrayals tend to depict older learners as technologically resistant or digitally inept, reinforcing deficit narratives that erode confidence, undermine self-efficacy, and reduce participation.

    As a result, mature students face a dual barrier: the second-order digital divide—inequity in digital skills rather than access—and the social stigma of digital incompetence. Both obstruct their academic progress and diminish their employability in a rapidly evolving, AI-driven labour market.

    Principles that Support Mature Learners

    The QAA-funded project, developed in partnership with five universities across the UK and Europe, embedded AI literacy through three key principles—each critical for mature learners:

    1. Accessibility

    Learning activities were designed for varying levels of digital experience. Resources were provided in multiple formats (text, video, audio), and sessions used plain language and culturally inclusive examples. Mature students often benefited from slower-paced, repeatable guidance and multilingual scaffolding.

    1. Collaboration

    Peer mentoring was a powerful tool for mature students, who often expressed apprehension toward younger, digitally native peers. By fostering intergenerational support networks and collaborative projects, we helped reduce isolation and build mutual respect.

    1. Personalised Learning

    Mature students frequently cited the need for AI integration that respected their goals, schedules, and learning styles. Our approach allowed learners to set their own pace, choose relevant tools, and receive tailored feedback, building ownership and confidence in their digital journeys.

    Inclusive AI Strategies That Work – Based on What Mature Learners Told Us

    Here are four practical strategies that emerged from our multi-site studies and international collaborations:

    1. Start with Purpose: Show AI’s Relevance to Career and Life

    Mature learners engage best when AI tools solve problems that matter to them. In our QAA project, students used ChatGPT to refine job applications, generate reflective statements, and translate workplace policies into plain English. These tools became career companions—not just academic add-ons.

    ‘When I saw what it could do for my CV, I felt I could finally compete again,’ shared a 58-year-old participant.

    2. Design Age-Safe Learning Spaces

    Many mature students fear embarrassment in digital settings. We created small, trust-based peer groups, offered print-friendly guides, and used asynchronous recordings to accommodate different learning paces. These scaffolds helped dismantle the shame often attached to asking for help.

    3. Make Reflection Central to AI Literacy

    AI use can be empowering or alienating. We asked students to record short video reflections on how AI shaped their thinking. This helped them develop critical awareness of what the tool does, how it aligns with academic integrity, and what learning still needs to happen beyond automation.

    4. Use Media Critique to Break Stereotypes

    Drawing on my research into late-life workers and digital media, we used ageist headlines, adverts, and memes as classroom material. Mature learners engaged critically with how society depicts them, transforming deficit narratives into dialogue, and boosting confidence through awareness.

    How We Measured Impact (and Why It Mattered)

    We evaluated these strategies using mixed methods informed by both academic and lived-experience perspectives:

    • Self-reflective journals and confidence scales tracked growth in AI confidence and self-efficacy
    • Survey data from mature students (aged 55+) in the UK and Albania (from my older learners study) revealed the key role of peer support, professional experience, and family encouragement in shaping digital resilience
    • Narrative mapping, developed with COST DigiNet partners, was used to document shifts in learners’ digital identity—from anxious adopter to confident contributor
    • Follow-up interviews three months post-intervention showed sustained engagement with AI tools in personal and professional contexts (e.g., CPD portfolios, policy briefs)

    Policy and Practice: Repositioning Mature Learners in AI Strategy

    As highlighted in our Tirana Policy Workshop (2024), national and institutional policy often fails to differentiate between age-based needs when deploying AI in education. Mature students frequently face a “second-order digital divide,” not just in access, but in relevance, scaffolding, and self-belief.

    If UK higher education is serious about digital equity, it must:

    • Recognise mature learners as a distinct group in AI strategy and training
    • Fund co-designed AI literacy programmes that reflect lived experience
    • Embed inclusive, intergenerational pedagogy in curriculum development
    • Disrupt media and policy narratives that equate older age with technological incompetence

    Conclusion: Inclusion in AI Isn’t Optional – It’s Foundational

    Mature learners are not a marginal group to be retrofitted into digital learning. They are core to what a sustainable, equitable, and ethical higher education system should look like in an AI-driven future. Designing for them is not just good inclusion practice—it’s sound educational leadership. If we want AI to serve all learners, we must design with all learners in mind, from the very start.

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  • Empowering neurodiverse learners with AI-driven solutions

    Empowering neurodiverse learners with AI-driven solutions

    Key points:

    A traditional classroom is like a symphony, where every student is handed the same sheet music and expected to play in perfect unison. But neurodiverse learners are not able to hear the same rhythm–or even the same notes. For them, learning can feel like trying to play an instrument that was never built for them. This is where AI-powered educational tools step in, not as a replacement for the teacher, but as a skilled accompanist, tuning into each learner’s individual tempo and helping them find their own melody.

    At its best, education should recognize and support the unique ways students absorb, process, and respond to information. For neurodiverse students–those with ADHD, dyslexia, autism spectrum disorder (ASD), and other learning differences–this need is especially acute. Traditional approaches often fail to take care of their varied needs, leading to frustration, disengagement, and lost potential. But with advances in AI, we have the opportunity to reshape learning environments into inclusive spaces where all students can thrive.

    Crafting personalized learning paths

    AI’s strength lies in pattern recognition and personalization at scale. In education, this means AI can adapt content and delivery in real time based on how a student is interacting with a lesson. For neurodiverse learners who may need more repetition, multi-sensory engagement, or pacing adjustments, this adaptability is a game changer.

    For example, a child with ADHD may benefit from shorter, interactive modules that reward progress quickly, while a learner with dyslexia might receive visual and audio cues alongside text to reinforce comprehension. AI can dynamically adjust these elements based on observed learning patterns, making the experience feel intuitive rather than corrective.

    This level of personalization is difficult to achieve in traditional classrooms, where one teacher may be responsible for 20 or more students with diverse needs. AI doesn’t replace that teacher; it augments their ability to reach each student more effectively.

    Recent research supports this approach–a 2025 systematic review published in the EPRA International Journal of Multidisciplinary Research found that AI-powered adaptive learning systems significantly enhance accessibility and social-emotional development for students with conditions like autism, ADHD, and dyslexia.

    Equipping educators with real-time insights

    One of the most significant benefits of AI tools for neurodiverse learners is the data they generate–not just for students, but for educators. These systems can provide real-time dashboards indicating which students are struggling, where they’re excelling, and how their engagement levels fluctuate over time. For a teacher managing multiple neurodiverse learners, these insights are crucial. Rather than relying on periodic assessments or observations, educators can intervene early, adjusting lesson plans, offering additional resources, or simply recognizing when a student needs a break.

    Imagine a teacher noticing that a student with ASD consistently disengages during word problems but thrives in visual storytelling tasks. AI can surface these patterns quickly and suggest alternatives that align with the student’s strengths, enabling faster, more informed decisions that support learning continuity.

    Success stories from the classroom

    Across the U.S., school districts are beginning to see the tangible benefits of AI-powered tools for neurodiverse learners. For instance, Humble Independent School District in Texas adopted an AI-driven tool called Ucnlearn to manage its expanding dyslexia intervention programs. The platform streamlines progress monitoring and generates detailed reports using AI, helping interventionists provide timely, personalized support to students. Since its rollout, educators have been able to handle growing caseloads more efficiently, with improved tracking of student outcomes.

    Meanwhile, Houston Independent School District partnered with an AI company to develop reading passages tailored to individual student levels and classroom goals. These passages are algorithmically aligned to Texas curriculum standards, offering engaging and relevant reading material to students, including those with dyslexia and other learning differences, at just the right level of challenge.

    The future of neurodiverse education

    The promise of AI in education goes beyond improved test scores or sleek digital interfaces, it’s about advancing equity. True inclusion means providing every student with tools that align with how they best learn. This could be gamified lessons that minimize cognitive overload, voice-assisted content to reduce reading anxiety, or real-time emotional feedback to help manage frustration. Looking ahead, AI-driven platforms could even support early identification of undiagnosed learning differences by detecting subtle patterns in student interactions, offering a new frontier for timely and personalized intervention.

    Still, AI is not a silver bullet. Its impact depends on thoughtful integration into curricula, alignment with proven pedagogical goals, and ongoing evaluation of its effectiveness. To be truly inclusive, these tools must be co-designed with input from both neurodiverse learners and the educators who work with them. The score is not yet finished; we are still composing. Technology’s real legacy in education will not be in algorithms or interfaces, but in the meaningful opportunities it creates for every student to thrive.

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  • How Alex Boylan Is Empowering Student Success

    How Alex Boylan Is Empowering Student Success

    Alex Boylan | Photo courtesy of The College Tour

    Alex Boylan, the host and co-creator of “The College Tour” TV series, discusses the power of a support system and the exciting launch of The Student Registry.

    Alex Boylan has had quite a year, both professionally and personally. Alex and the award-winning series “The College Tour” have released two more successful seasons on Amazon Prime Video, bringing the total to over 180 colleges featured. More passionate than ever about helping students navigate one of life’s most transformative journeys, Alex continues to make “The College Tour” a vital resource for students and families looking to make informed decisions about higher education without the cost of travel. 

    However, Alex’s commitment to supporting students doesn’t stop there. After meeting with thousands of students over the years, one recurring theme stood out: financial anxiety. For many students, the rising costs of college — from tuition and books to living expenses — can feel overwhelming. That’s why Alex and his “The College Tour” partner, Lisa Hennessy, created The Student Registry, a new platform designed to help students not only financially plan for college but also raise the money they need to succeed.

    This has been an eventful year for you and for “The College Tour.” Can you share some of the highlights?

    Well, first and foremost, my wife and I welcomed a son in November, and that alone is such a monumental turning point. It enables you to think, feel, and even dream in ways you never saw possible. In many ways, it has helped fuel my desire to create support systems for students. This next generation deserves to be set up for success, and I want to do my part to help make that possible. I think that’s really what “The College Tour” is about.

    Was that the impetus behind creating The Student Registry?

    It’s something Lisa and I have been talking about for a while. We have registries for weddings and babies — so why not for college? Starting college is one of the biggest and most expensive milestones in life. Students deserve the same kind of support and celebration.

    How does The Student Registry work?

    The Student Registry, powered by “The College Tour,” is a game-changer. It allows students to create a personalized registry where friends, family, and even their community can contribute toward essential college expenses — whether that’s tuition, dorm supplies, books, or travel costs. It’s designed to give students the head start they need to focus on their education without the looming stress of financial uncertainty. It’s about showing students that they have a network of people rooting for them and invested in their success.

    Why do you think support systems are so vital to college students?

    Having a supportive network or community can make all the difference. I’m always blown away by how many of today’s campuses have these built-in networks that help students find internships and jobs. Some will even go so far as to give students free, unworn dress clothes for job interviews, so they can not only look professional but — more importantly — also feel confident. Whether it’s a school counselor, friend, parent, or even a TV show, every bit of caring matters. I was so fortunate to have amazing mentors along the way, and I’m trying to pass that forward. Growing up can be daunting, and it’s important for students to realize they aren’t alone in the process.

    You started your career by winning the CBS TV series “The Amazing Race.” Would you have ever guessed this is where life would take you?

    Great question! It may sound crazy, but it doesn’t surprise me at all. I have an adventurous spirit; that’s what helped me win the show. It’s also what fueled my career as a travel host. I’ve filmed in over 60 countries, but honestly, college is one huge adventure, so it totally makes sense. I have the best job. I get to travel all around the country and meet with incredible students from all different kinds of institutions, and as I get older and settle into family life, it’s so exciting to hear about their journeys and watch as they set out on their own adventures. It’s a very full-circle feeling.

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  • Empowering school staff with emergency response protocols

    Empowering school staff with emergency response protocols

    Key points:

    Safety response protocols are foundational to creating a culture of safety in schools. District leaders should adopt and implement response protocols that cover all types of emergencies. Schools should have building-level response protocols and protocols for incidents when first responders are needed. These practices are critical to keeping the community safe during emergencies.

    When staff members are empowered to participate in emergency planning and response, their sense of safety is improved. Unfortunately, many staff members do not feel safe at school.

    Thirty percent of K-12 staff think about their physical safety when at work every day, and 74 percent of K-12 staff said they do not feel supported by their employer to handle emergency situations at work.

    Staff disempowerment is a “central problem” when it comes to district emergency planning, said Dr. Gabriella Durán Blakey, superintendent of Albuquerque Public Schools: “What does safety mean for educators to really be able to feel safe in their classroom, to impact student achievement, the well-being of students? And how does that anxiety play with how the students feel in the classroom?”

    School leaders should implement response protocols that empower staff to understand and participate in emergency response using a two-tiered system of emergency response:

    • A building-level emergency planning and response team should develop an Emergency Operations Plan, which includes an emergency response protocol
    • Administrators should adopt protocols to follow when they need first responders to intervene

    For guidance on crafting emergency response protocols and plans, click here.

    Laura Ascione
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  • Impacts of empowering middle school students through career exploration and experiences

    Impacts of empowering middle school students through career exploration and experiences

    For middle school students in Broken Arrow Public Schools (BAPS) in Oklahoma, career readiness has become more than an abstract idea. A district-wide effort to integrate career exploration into education has yielded promising results, as evidenced by student surveys conducted at the end of the 2022–23 school year. The findings highlight how structured career readiness programs can shape confidence, broaden horizons, and equip students with practical skills for the future.

    Cultivating Career Curiosity and Decision-Making Confidence

    A survey of 1,250 middle school students—spanning grades six through eight—revealed an inspiring trend: career exploration initiatives sparked curiosity about various professions and bolstered confidence in decision-making about future pathways. When asked if the programs inspired them to explore career paths, 73% of sixth graders and 69% of seventh and eighth graders responded affirmatively. This curiosity extended to understanding the skills and abilities needed for different careers, with 84% of sixth graders and over 70% of seventh and eighth students acknowledging a greater awareness.

    Confidence-building was another hallmark of the program. More than two-thirds of sixth graders and over 60% of seventh and eighth graders reported feeling more assured about making career decisions. The data underscores that structured exposure to diverse career options fosters a stronger sense of direction and self-assurance among students navigating their aspirations.

    A Journey of Self-Discovery and Skill Development

    Beyond inspiring career exploration, the program helped students uncover their strengths and interests. Nearly three-quarters of students across all grades credited the initiative with enhancing their understanding of personal aptitudes and interests. This self-discovery process empowered students to align their career goals with their unique talents.

    Students also highlighted the practical skills gained through the program, particularly in areas like financial management and productivity. Activities such as budgeting exercises not only provided hands-on learning but also reinforced essential life skills. For instance, students gained insights into financial planning, patience, and task management—competencies that extend far beyond academic settings.

    Broadening Career Horizons

    One of the program’s most significant impacts was increasing awareness of diverse career options. Approximately 80% of students across all grades reported learning about new professions, sparking interest in fields they had not previously considered. From nursing and coaching to creative industries and technical roles, students expressed excitement about the vast possibilities their futures could hold.

    At Oliver Middle School, localized feedback from students offered further insights. Many praised the program for its user-friendly design and step-by-step guidance, which made career exploration accessible and engaging. Students also appreciated the real-world relevance of projects that connected classroom learning with professional scenarios.

    Looking Ahead

    These findings affirm the critical role of career readiness initiatives in middle school education. By fostering curiosity, confidence, and self-awareness, these programs lay the foundation for informed decision-making and lifelong learning. As the district continues to refine its approach, incorporating student feedback will be key to ensuring all learners feel represented, supported, and engaged.

    For Broken Arrow Public Schools, the success of this initiative underscores the importance of proactive career exploration. Empowering students with the tools and knowledge to navigate their futures not only enriches their educational experience but also prepares them to contribute meaningfully to the world beyond the classroom. By continuing to invest in career readiness, BAPS is setting a standard for how schools can cultivate future-ready graduates.

    This is a summary of a Case Study by Defined, “The Impact of Defined Careers on Engaging Middle School Students in Career Readiness”. To read the full Case Study, please click here.

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