Tag: Find

  • Former Emporia State Pres. to “Find Waste” at Kansas Colleges

    Former Emporia State Pres. to “Find Waste” at Kansas Colleges

    Last week, Kansas legislative leaders met in a Statehouse committee room with a broad agenda item—to approve a higher ed budget consultant.

    Neither the name nor proposed pay for this consultant was listed. The person Republican leaders were planning to hire didn’t become clear until House Speaker Dan Hawkins began talking at the meeting.

    “We have an opportunity,” Hawkins told fellow members of the Legislative Coordinating Council, according to a video the Legislature posted. “One of the presidents of a university has retired. He has intimate insight into the higher ed budget arena. And, certainly, as everybody knows, we have to be very careful and prudent with the dollars in our budget.”

    “We really need to cut $200 million from our budget,” Hawkins said, adding that the consultant would help “find efficiencies—find any waste that we can find.”

    Within eight minutes—including brief objections from Democratic leaders in the room, one of whom said he was relying on “context clues” to guess whom the hiree would be—the lawmakers voted 5 to 2 to give Hawkins the power to hire this consultant. And, as The Kansas Reflector confirmed after the meeting, Hawkins is indeed planning to hire Ken Hush, who retired as president of Emporia State University last month, at a rate of $10,000 per month. Hush’s leadership of his own institution was controversial, including budget problems, tenured faculty layoffs and enrollment declines.

    Tom Day, Kansas’s director of legislative administrative services, told Inside Higher Ed in an email, “We are currently in communication with Mr. Hush putting a contract together,” and there are no documents showing what his “scope of work” will be. But Day said the payment will be “$50,000, over a 5-month period.” Hawkins gets to sign off on the final contract.

    Republicans’ hiring of Hush, who the Reflector noted is Hawkins’s former fraternity brother, to give advice on cutting other universities’ budgets has elicited criticism from those who say he wasn’t good at running one institution and suggest he’s benefiting from his political connection.

    “Ken Hush’s hiring was a sole-source backroom deal to give an old frat brother—who has a proven track record of being unable to run a university—a job,” Dinah Sykes, leader of the Senate Democrats, said in a statement.

    Under Hush’s leadership, Emporia State garnered national controversy after it laid off tenured faculty, saw a 12.5 percent enrollment plunge the next academic year and then defended its general counsel for writing a bill to eliminate tenure protections across public institutions statewide. The top administrator of the Kansas Board of Regents accused the university of breaking the board’s policy requiring preapproval of legislative proposals.

    (Emporia State spokesperson Gwen Larson said last year that its top lawyer’s “submission of this bill” was “a surprise to the university,” but defended his right to submit it to lawmakers. Hush had appeared to ask legislators to support such legislation a week before it appeared. The bill failed.)

    A lawsuit filed against Emporia State officials during Hush’s presidency also continues, despite his departure.

    In 2022, Emporia State abruptly told 33 employees—30 of whom were faculty members, 23 of them tenured professors—they were losing their jobs. The Board of Regents approved these layoffs under a policy that cited “extreme financial pressures” and declared, “Any state university employee, including a tenured faculty member, may be suspended, dismissed, or terminated.” Eleven tenured professors sued, saying they weren’t given due process.

    In addition, the American Association of University Professors placed Emporia State’s administration on its censure list and condemned it for “unilaterally terminating the appointments of 30 tenured and tenure-track faculty members.” Matthew Boedy, president of the Georgia Conference of the AAUP, was one of the three investigative committee members who wrote that report.

    “If the Kansas Republican lawmakers want to cut spending and gut higher education, they found their man in Ken Hush,” Boedy said. “He did exactly that at Emporia State by firing many a professor and upending the school in many ways.”

    Boedy added, “The ways in which Mr. Hush went about decimating Emporia State—if that’s to be replicated across the entire state, I would not want to be a student or professor in Kansas anymore.”

    But Larson, the university spokesperson, said this week that Emporia State “began to show material results of its turnaround” last fall. Among other things, she said, it eliminated a $19 million deficit, reduced deferred maintenance by 20 percent, saw enrollment rise 6 percent and went from a negative to a stable Moody’s rating.

    The Reflector reported that the Legislature gave the university $18 million in total “bailouts” in 2023 and 2024 as enrollment declined. Upon his retirement, Hush announced he was donating about $1.4 million, equivalent to the last four years of his salary, to the university.

    It’s unclear what kind of advice Emporia State’s former president will give lawmakers and what Republican lawmakers are looking to cut from universities. But their comments may give a clue.

    ‘Questionable Spending’

    During last week’s meeting, Senate president Ty Masterson expressed a general need to cut costs, partly because of the Legislature’s tax cuts.

    “All the stimulus money that happened through COVID … it’s now all dried up, it’s all gone,” Masterson said. “So we have to manage our budget back down to something that is normal. We’re also in a climate where some of the tax cuts that we were able to get through are being implemented, so I think it would be wise to bring on a consultant in that area.”

    But Blake Carpenter, the House speaker pro tem, said he’s targeting what he referred to as “questionable spending.” The Republican said he and his staff found around $100 million worth of this spending over the legislative interim period.

    Carpenter’s definition of questionable spending includes subjects conservatives have railed against. He listed just three examples: “$75,000 in travel reimbursements to a vanilla bean manufacturing tour guide in Africa,” “$96,000 to a nutritionist guru specializing in vegan cookbooks” and “$111,000 to a social justice headhunting firm specializing in placing executives into leadership positions in nonprofits.”

    “If we’re able to find about $100 million just on our own over the interim, with my staff and I looking through these line items, then I think it makes a lot of sense for us to hire an executive who has run one of these universities,” he said. “They know how they operate … I think the $100 million at this point is scratching the surface and we need to continue to dig.”

    (Carpenter, Masterson and Hawkins didn’t respond to requests for comment this week. Inside Higher Ed was unable to reach Hush.)

    Sykes, the Senate Democratic leader, objected during the meeting to hiring a consultant. “All the talk we have about finding efficiency in government … I think we keep growing government … and to pay $10,000 a month,” she said.

    “The first that I saw of this was when it was on the agenda item last night,” Sykes said.

    She continued her denunciation in a statement following the meeting. “Republicans’ hiring of Ken Hush is a part of a larger problem with the Legislative Coordinating Council of issuing no-bid contracts,” she said, adding that Republicans on that council “have been dealing out sole-source contracts left and right, acting like kids in a candy store.” She said Hush’s Emporia State presidency “was fraught with failures.”

    “If Hush can’t even create a proper plan for the ‘realignment’ of a single university, how could he ever properly identify areas of all of the state’s universities’ budgets to be cut?” Sykes asked.

    Mallory Bishop, past president of the Emporia State Faculty Senate, said Hush’s actions at the university shouldn’t be replicated across the state now because it’s too early to tell whether they turned the institution around.

    “He just ended his tenure a month ago,” said Bishop, a clinical instructor and program director at Emporia State.

    “Was it triage or was it just severing limbs?” she said. “I don’t know.”

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  • College Search Help: 5 Ways to Find Your Perfect College Fit without Stress

    College Search Help: 5 Ways to Find Your Perfect College Fit without Stress

    If you’ve been scrolling “best colleges” lists and feeling more stressed than inspired, you’re not doing it wrong—you’re just starting in a place that’s designed to overwhelm you. Rankings can be interesting later, but they’re not a significant first step because they’re not personal. Your best match is the school that fits your life, learning style, and goals.

    Begin with a short list of non-negotiables. Think of these as the filters that keep you from wasting time on campuses that look impressive but don’t actually work for you.

    Here are common non-negotiables to choose from:

    • Distance from home: Staying in San Diego, somewhere in California, or open to out of state

    • Setting: big city, beach town, suburb, college town, rural

    • Campus size: small and intimate vs large and energetic

    • Budget range: realistic yearly cost after aid, not sticker price

    • Academic direction: undecided, specific major, pre-health, engineering, arts

    • Support needs: tutoring, advising, mental health resources, disability services

    • Culture: social scene, Greek life presence, faith-based options, commuter-friendly

    San Diego students often have a unique set of priorities—maybe you want to stay close to family, keep a part-time job, or find a campus that feels similar to the Southern California vibe. That’s not “limiting yourself.” That’s being strategic.

    Once you have your non-negotiables, add 3–5 “nice to haves.” Examples: study abroad strength, ocean access, strong internships in LA, guaranteed housing, smaller class sizes, or a campus with a big sports atmosphere.

    Your goal in this step is clarity. When you know what you need, the search gets calmer because you’re not trying to make every college work.

    Build a balanced list with a simple three-bucket system

    A lot of stress comes from an unbalanced list—either everything feels like a reach, or everything feels too safe, or you have 25 schools and no idea how to narrow it. A better approach is a list that’s intentionally built to give you strong options no matter what.

    Use a three-bucket system:

    • Likely: you’re confidently in range for admission, and you’d genuinely attend

    • Target: you’re competitive, and it’s a realistic match

    • Reach: admission is more selective or unpredictable, but it’s still worth a shot

    Try this ratio for a first draft:

    • 3–4 likely

    • 4–6 target

    • 2–3 reach

    If you’re applying in California, remember that some schools can be unpredictable even for strong students. That’s normal. The point of a balanced list is that you’re not placing your entire future on a few outcomes.

    To keep this step grounded, base your buckets on real indicators:

    • Recent admitted student averages (GPA ranges, course rigor, test policy if relevant)

    • Major-specific selectivity (some programs are more challenging to get into than the school overall)

    • Your transcript strength over time (upward trends matter)

    Then add one more filter: Would I actually be excited to attend if it’s the only option I get? If the answer is no, it doesn’t belong on the list.

    Research like a detective: look for proof, not vibes

    College fit scorecard and campus research materials used to compare schools and reduce stress during the college decision process.College fit scorecard and campus research materials used to compare schools and reduce stress during the college decision process.

    College marketing is excellent at making every campus feel perfect. Your job is to look for evidence that a school will support the life you want.

    Think of research in three layers:

    1: the basics

    • Majors and concentrations

    • Typical class sizes in your intended department

    • First-year requirements and flexibility to change majors

    • Housing policies and meal plans

    • Cost and financial aid clarity

    2: the student experience

    • Clubs and communities related to your interests

    • Support programs (first gen, transfer support, cultural centers)

    • Career services and internship pipelines

    • Safety and transportation, especially if you won’t have a car

    3: outcomes

    • Internship participation and where students intern

    • Job placement support, career fairs, and alumni networks

    • Graduate school acceptance support if that’s your path

    If you’re in San Diego or elsewhere in Southern California, you can also research a school through a local lens:

    • Does it connect to opportunities in San Diego, Orange County, or LA?

    • Are there strong relationships with regional employers?

    • Is it easy to travel home without stress?

    A practical tip: for each college, create a simple note with three headings:

    • Why it fits me

    • What I’m unsure about

    • What I need to confirm

    That turns “research” into a decision tool instead of endless scrolling.

    Make your campus visits smarter, even if you can’t travel far

    Not everyone can fly across the country to tour schools. The good news is you can get a clear sense of fit without spending a fortune.

    If you can visit in person, go in with a short plan:

    • Take a student-led tour

    • Sit in one class if possible

    • Walk through the neighborhood just off campus

    • Eat where students eat

    • Visit the department you care about (or attend an info session)

    Pay attention to things students rarely say out loud:

    • Are students staying on campus between classes or escaping to their cars?

    • Do people look comfortable, rushed, social, or stressed?

    • Does the campus feel navigable and safe for you?

    If you can’t visit, use “virtual proof”:

    • Student vlogs that show ordinary days (not the perfect highlight reel)

    • Online campus maps and walking tours

    • Department events or webinars

    • Student panels where you can ask questions live

    Southern California students sometimes underestimate how different campus life can feel outside the region. If you’re considering out-of-state, ask about the weather, housing during breaks, and travel logistics. Those details matter more than people admit, especially your first year.

    Compare colleges with a scorecard so decisions feel obvious

    Students walking on a palm tree lined campus walkway in Southern California, representing the college environment and campus life.Students walking on a palm tree lined campus walkway in Southern California, representing the college environment and campus life.

    When everything starts blending, stress spikes. A scorecard brings things back to reality.

    Create a simple rating system from 1 to 5 for categories that actually matter to you. Here are good categories:

    • Academic strength for your interests

    • Flexibility if you change your mind

    • Cost after aid and scholarship opportunities

    • Campus culture and community

    • Support and advising quality

    • Housing and day-to-day comfort

    • Career support and internships

    • Location fit (distance, vibe, weather, transportation)

    Then add two written prompts for each school:

    This is where you’ll notice patterns. One school might score slightly lower academically but feel far more supportive. Another might be impressive on paper but doesn’t offer the environment you need to do your best work.

    If you’re feeling torn between two schools, do a “real life week” test:
    Picture a typical Tuesday. What time do you wake up? How far do you walk? Where do you study? Who helps when you’re stuck? What happens when you’re homesick? The right fit usually becomes clearer when you stop imagining the highlight moments and start imagining the routine.

    Reduce stress with a simple timeline and decision plan

    The final stress trigger is not the search itself—it’s the feeling that you’re behind, or that one wrong decision will ruin everything. You can calm that down with an easy-to-follow plan.

    Here’s a simple structure that works well:

    1: Two weeks to build your list

    • Set your non-negotiables

    • Draft your likely, target, and reach buckets

    • Remove any school you wouldn’t attend

    2: Two to four weeks to research deeply

    • Fill in your notes for each school

    • Attend a webinar or student panel for your top choices

    • Confirm costs using net price calculators when possible

    3: Finalize and prepare

    • Lock your final list

    • Track requirements in one place (deadlines, essays, letters, portfolios)

    • Start essays with stories, not speeches—small moments that show who you are

    For San Diego and Southern California students juggling sports, jobs, family responsibilities, or multiple activities, the key is consistency over intensity. A calm college search is usually built with small weekly steps, not last-minute marathons.

    One more mindset shift that helps: you’re not searching for one “perfect” school. You’re building a set of great options where you can succeed in different ways. That’s what takes the pressure off.

    At College Planning Source, we help students and families navigate every step of the college admissions process. Get direct one-on-one guidance with a complimentary virtual college planning assessment—call 858-676-0700 or schedule online at collegeplanningsource.com/assessments. 

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  • How to Find a Cosigner for a Student Loan

    How to Find a Cosigner for a Student Loan

     

    If you applied for a private student loan and were notified that you need to apply with a cosigner, you’re not alone. Over 90% of private student loans include a cosigner, which is an individual — usually a parent or guardian — who is willing to take equal responsibility for the loan alongside you, the primary borrower.

    Why do I need a cosigner?

    To assess your ability to repay your student loan, private lenders typically require a credit and income check. Given that most student loan borrowers are fresh out of high school or in their early twenties, many do not have sufficient credit history, or if they do, their credit score is low.

    Credit history is built over time through credit cards, mortgages, car loans, etc., and many students have not yet encountered these responsibilities. As a result, student borrowers are often prompted to apply with a cosigner, who has an established income and a history of repaying debts on time.

    Who can be a cosigner?

    When considering who can cosign your loan, the most important trait is reliability and good credit. This will not only help you secure your loan, but possibly lower your interest rate, as well.

    A lower interest rate can make a big difference in the amount of money you’ll owe, overall.

    How can I find a cosigner?

    When thinking about how to find a cosigner, consider this question: “Who do I know will be sitting at my graduation, cheering me on as I walk across the stage to receive my diploma?”

    By starting here, you will identify individuals who are invested in your success and achievement. Parents and guardians are a great place to start. Aunts, uncles, grandparents, or older siblings can also be good options.

    Once you identify the person who can be a cosigner, gather and organize all of the information about the loan in preparation for any questions your cosigner might have.

    Here are a few they might ask:

    • Why are you applying for this loan?
    • How much are you applying for?
    • Who is the lender?
    • Why do you need a cosigner?

    When approaching someone to cosign your loan, be sure to communicate that you intend to be trustworthy and repay your loan on time. Your cosigner is equally responsible for your loan, so any missed payments by you will also negatively affect their credit history.

    If they ask why you’re applying for this loan, it would be a good idea to show them your school of choice, the cost of attendance, and any other financial aid you’ve already received, and the remaining balance you need the loan to cover. This will keep your cosigner informed and will help them understand why the loan is necessary. Opening up about your finances to a person you trust could be helpful — they may be able to offer advice on how to best navigate repaying the loan and life beyond college.

    At College Ave, we can provide you with an email that you can send directly to your cosigner. This email contains useful information about applying for a student loan as a cosigner, but we recommend first having an in-person discussion with the individual you plan to ask.

    Why Undergraduates and Graduates May Need Cosigners

    Private lenders, like College Ave, rely on credit scores, proof of income, repayment history, and other factors to determine whether a borrower is eligible for a loan and will be able to repay it.

    Undergraduate students usually have little to no credit history and limited income. This makes it hard for a lender to assess if they’ll be able to repay their loan on their own. A cosigner can improve odds of getting an application approved, secure a lower interest rate, and more favorable terms. Cosigning a loan also enables the undergrad to establish and build their credit history.

    Graduate students may also need or want a cosigner to secure a private student loan for the same reasons listed above — improved approval odds, favorable rates and terms, etc. Though graduate students are older, they may still have limited credit and/or high existing debt from undergrad loans or other living expenses.

    Remember, you might need a cosigner for other things too—like renting an apartment. That same person could be a great option to help cosign your undergraduate or graduate private student loan.

    How do I know if my cosigner will qualify?

    At College Ave, we offer a credit pre-qualification tool that will tell you if your credit qualifies for a loan and what interest rates you can expect. This can be filled out prior to applying. After asking your cosigner, it is a good idea to have that individual use the pre-qualification tool, too, to see if their credit qualifies.

    For more information on cosigners, check out: What is a Private Student Loan Cosigner?

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  • Make Faculty Writing Support Easier to Find (opinion)

    Make Faculty Writing Support Easier to Find (opinion)

    Faculty writing has never been more crucial. In an era of heightened competition for grants, promotion pressures and demands for public engagement, writing is the vehicle through which faculty share their expertise, secure funding and advance their careers. Research shows that successful academic writers aren’t necessarily better writers—they’re better-supported writers. They have systems, communities and resources that support their productivity and help sustain engagement with writing as their needs change across their roles, responsibilities and careers.

    Faculty writers are seeking support for their writing. Where do they go when they need it? Many are unsure.

    Support for faculty writing on campus is often decentralized or may vary from year to year, making it difficult to find or accessible only to those with the advantage of an informed mentor. Support for faculty writing might be offered in any number of campus locations: centers for teaching and learning, provosts’ offices, offices for faculty advancement, writing centers or academic support centers, research centers for grant writing, graduate student support centers, or individual departments. Writing support may be outsourced through institutional memberships to organizations such as the NCFDD or the Textbook and Academic Authors Association, which offers webinars, writing programs and templates for downloading.

    Department chairs and campus administrators may want to support faculty writers but aren’t sure where to begin. Or if there is a problem, it’s considered an individual faculty problem and not one that calls for a campus response.

    Perhaps there’s an underlying assumption that faculty should already know how to write and shouldn’t need support to meet basic job expectations, like publishing a certain number of articles before tenure. Establishing a faculty writing space or central resource hub might be seen as suggesting they need remedial help—much like the stigma writing centers face as places where “bad” students are sent.

    Yet today’s faculty are expected to write across more genres than ever before: grant proposals, peer-reviewed articles, public-facing pieces, social media content and policy briefs. Each involves different skills and audiences. The faculty member who can craft a compelling journal article may struggle with a foundation proposal or an op-ed. Writing support isn’t remedial—it’s strategic professional development.

    The current moment also presents unique challenges. Post-pandemic isolation has disrupted the informal networks that previously supported faculty writing. Budget constraints mean fewer resources for individual faculty development, making shared writing support more essential. New faculty arrive on campus without the professional development resources or mentor networks that previous generations took for granted, while midcareer faculty face mounting pressure to produce more with less support.

    We can do better in our support of faculty writers. If you want to help, here are ways to do better, or to get started.

    • Gather resources. Even though writing support might be available, it may not be widely known, or up-to-date, and it may be dispersed across many different units or offices on campus. Create a centralized web page gathering information for all campus resources for faculty writing. The entity that hosts the site will be different for each campus. For some, it’s the provost’s office. For others, it’s a writing or teaching center. List the resources—where faculty can go for support—and help faculty navigate the resources by providing descriptions (not just links), categories (i.e., “find a writing group”) and contact information. Collaborate with faculty to curate a list of recommended books, podcasts and writing spaces they have found helpful.
    • Make faculty writing visible. What if faculty writing support were as central to campus as student writing support? A teaching center could include a workshop on writing about teaching; the provost’s office or campus research center could offer workshops on developing institutional review board protocols. Consider reserving dedicated spaces for faculty to gather and write (such as a faculty writing room) or schedule specific writing times/days in a university writing center or campus coffee shop. Give them a name (Writing Wednesdays, Motivating Mondays). Writers can plan for these meet-ups and write in the company of others, in public rather than isolated in individual offices.
    • Organize a virtual workshop watch session and follow-up discussions. Gather faculty for a workshop watch session. After the workshop, help participants continue to discuss what they learned and how they’ll apply it through group check-ins or follow-up meetings. Try NCFDD’s core curriculum webinar “Every Semester Needs a Plan,” The Professor Is In’s “Art of Productivity,” or join a London Writers’ Salon Writers’ Hour, and talk about everyone’s work after the writing session.
    • Identify a faculty cohort to support for a year. Supporting all faculty writers with diluted support is often ineffective. Instead, focus on associate professors one year, new faculty writers the next and clinical faculty writers the next. Help them connect and be resources for each other throughout the year through writing retreats and writing groups. Build a campus writing community one cohort at a time.
    • Collaborate with campus partners. Combine campus resources to support writers. Could the library offer a meeting space? Two departments co-convene a writing group? Campus units could take turns hosting a daylong writing space once a month, helping writers learn about different spaces and writers across campus.
    • Start a writing support library. This can be virtual or in a central location on campus. Partner with the library to keep track of which books are in circulation or in high demand. Consider developing a workshop or writing group around in-demand books.
    • Ask faculty what they need and listen and respond. If we don’t ask faculty what they need, we won’t know. What some faculty need now may be different than what they needed last fall.
    • Support connectors. Every campus has them—the person or department that is a go-to for troubleshooting faculty questions and connecting them to writing resources. Amplify their reach, and support the faculty relationships and networks they’ve already established. Support the person or people who will curate that library, update the resource list, collaborate with campus partners and serve as a faculty writer point of contact.

    What’s next? Start by mapping what already exists on your campus. Create one central hub where faculty can find all writing-related resources. Make faculty writing as visible and supported as student writing. It’s OK to start small: Try one of these strategies we’ve shared and notice what happens. And remember—supporting faculty writers isn’t about fixing deficiencies. It’s about recognizing that writing is central to faculty success and deserves the same institutional attention we give to other essential job functions. Faculty are an invaluable resource in our campus ecosystems. Let’s lower the barrier to them finding the support they need to write well. When they thrive, so do our institutions.

    Jennifer Ahern-Dodson is an associate professor of the practice in writing studies at Duke University, where she directs the Faculty Write Program.

    Christine Tulley is a professor of English at the University of Findlay and president of Defend, Publish & Lead, a faculty development organization.

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  • Law Internships For High School Students: Find, Apply, And Succeed

    Law Internships For High School Students: Find, Apply, And Succeed

    How to Get Started

    Getting an internship in law while you’re still in high school is a great way to learn about the field, get better at your job, and make your college applications stronger. The College Planning Center helps high school students find law internships for high school students at law firms, government offices, and other legal opportunities.
    This guide will show you how to find, apply for, and succeed in summer law internships for high school students, FBI internships for high school students, or even international programs such as United Nations high school internships.

    The Benefits of Law Internships

    High school legal internships give students hands-on experience working in law offices, courts, government agencies, or international organizations. Interns gain:

    • Exposure to legal jobs and responsibilities
    • Opportunities to network with professionals
    • Enhancement of college applications
    • Improvement of research, writing, and communication skills

    The College Planning Center has seen how law internships for high school students help students clarify career goals and build confidence in professional settings.

    Different Types of Law Internships for High School Students

    Law Office Internships for Teens

    Some law firms have shadowing or internship programs where students assist with research, attend court sessions, and learn about legal procedures. Paid and unpaid opportunities are often available in metropolitan areas.

    Government Internships for High Schoolers

    Sometimes, high school students can work as interns in government offices, district attorneys’ offices, and public defenders’ offices. These programs teach students about making laws, public policy, and how courtrooms work.

    Summer Law Internships

    High school students can engage in summer law internships for high school students lasting 6–10 weeks. Most programs have mentoring, workshops, and chances to do legal research and casework.

    Internships with the FBI for High School Students

    The FBI has programs that teach students about law enforcement, criminal investigations, cybersecurity, and how federal law enforcement works.

    White House Internships for High School Students

    Some White House programs take high school interns who are interested in law, government, and public policy. Interns do policy briefs, research projects, and administrative work.

    International Law Internships

    Students can learn about human rights and global law through programs like the United Nations High Commissioner for Refugees internship or United Nations high school internships.

    How to Help High School Students Get Law Internships

    Resources for Schools and Communities

    Students can get internships at local law firms, courts, and government offices through their high school counselors, law clubs, and community groups. The College Planning Center works with other organizations to connect students with real opportunities.

    Websites That Can Help You Find Internships

    Websites like Idealist, InternshipPrograms.com, and GoAbroad list internships in the US and internationally. Use these along with The College Planning Center’s internship finder to locate legal internships for high school students.

    Getting Help and Meeting New People

    Parents, mentors, and community members can help uncover opportunities. Attending workshops, law camps, and pre-college programs increases your chances of securing a law internship.

    Conclusion

    High school students who participate in law internships for high school students gain hands-on legal experience, develop transferable skills, and strengthen their academic and professional profiles. Programs offered through the College Planning Center make it easier to locate legitimate opportunities, refine applications, and connect with mentors.

    The first step toward a future career in law is securing your first internship. Start early, stay organized, and leverage resources like the College Planning Center to make it happen.

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  • Teachers Create Tool to Help NYC Families Find Childcare

    Teachers Create Tool to Help NYC Families Find Childcare

    Educators tap two tech firms to create NYC Childcare Navigator, a free platform that cuts through the chaos.

    A one-stop shop

    Frustrated by the maze of agencies, websites, and applications families face to find childcare and possible financial support, New York City teachers said, “Enough!”

    The United Federation of Teachers, the union that represents more than 200,000 educators and professionals in New York City, teamed up with two tech firms to build a better approach: NYC Childcare Navigator.

    Navigator is a platform that connects New York City families to upwards of 12,000 childcare options across the five boroughs. It offers instant eligibility checks for money-saving programs, step-by-step application support, and the most comprehensive directory of childcare providers in the city — all in one free, easy-to-use website.

    The union created the tool as a benefit for its own members, but it was so successful that the union opened it up to all New York City residents in October. 

    “We couldn’t gatekeep something that we knew so many New York City families needed,” said Michael Mulgrew, president of the United Federation of Teachers.

    Centralizing tailored childcare

    The union partnered with Mirza, a city-based tech firm that builds platforms to connect low-wage workers with local, state, and federal benefits, including for childcare.

    “We wanted to get meaningful benefits to parents, but there wasn’t a single place that would allow a parent to see all the options available. That felt like a big missing piece. But it also pointed toward a solution,” said Siran Cao, CEO and Co-Founder of Mirza, who said she was inspired by how her own mother navigated a new country and the impact that a few well-timed bits of financial support had on her own family.

    The union then introduced Upfront, a software company that consolidates multiple sources of childcare providers into a single, centralized database. The result: parents using the NYC Childcare Navigator can see every licensed program in NYC (center, home, and school-based), searchable by zip code, child’s age, availability, languages spoken, special needs, and many other filters. For the first time, childcare providers can claim a dedicated page to share current information about their specific childcare services.

    “It’s everything in a single location instead of having to make dozens of calls and scour multiple, incomplete websites,” said Levin-Robinson, who said she was motivated by how challenging it was to find care for her own children.

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  • More international students find home on US community college campuses

    More international students find home on US community college campuses

    As Thu Thu Htet, “T”, was nearing graduation at her high school in Burma, she knew she wanted to go abroad to study engineering. She wanted to study at the Rochester Institute of Technology in New York State, but didn’t want to spend tens of thousands of dollars a year in tuition, since international students don’t qualify for federal aid. 

    Instead, she decided to start her higher education journey at Monroe Community College, also in Rochester, where tuition is cheaper. T, now in her second semester, has made friends with dozens of other international students at MCC, who have helped her feel less lonely being so far away from family. 

    “There are times where I don’t feel like I fit in. Or I feel alone sometimes. The most important thing is the friends that you have,” she said.

    International student enrolments have surged at US community colleges ever since the pandemic, including this fall. As community colleges host more international students, administrators are looking for ways to make them feel welcome on campuses where most students are local commuters.

    One way international students at MCC can find support is through campus life. T serves as the president of the Global Union – a student-run club for international students, immigrant students, and anyone interested in learning about other cultures. Through her role, she greets new students, helps them to overcome challenges, and organises events to help them showcase their cultures. 

    “Sometimes, you need to be around people that have the same feeling as yours. When we are in the same club with immigrants, refugees, or other international students, we feel like we fit in with each other,” T said.

    An unexpected increase

    Because of President Trump’s policies, analysts predicted a 15% drop in total international students at American colleges and universities this fall. Experts warned that the Trump administration’s near month-long pause on visa interviews, travel bans, and war against many of the nation’s most prestigious universities would harm enrolment. 

    Instead, this fall’s international student enrolment across all degree programs, including OPT, grew by 0.8%, according to the Student and Exchange Visitor Information System (SEVIS) data that the Department of Homeland Security publishes.

    Community colleges have helped to move the needle. For associate degree programs, international student enrolment increased by 9.1%, with community colleges welcoming nearly 5,500 more students than last year. Meanwhile, enrolment shrunk slightly for master’s programs and hardly changed for bachelor’s programs.

    Rather than choosing not to study in the US this fall, it seems like students are choosing different kinds of degrees or schools. That’s according to Chris Glass, director of Boston College’s higher education program, who recently analysed the latest SEVIS data.

    “If we’re to take this data at face value, the system is far more resilient than the tumultuous headlines would suggest,” Glass previously told The PIE News .

    Based on his analysis, the over 9% growth of international students at community colleges may not be a fluke. Glass argues that international students gravitate toward schools with less political spotlight, more affordable tuition, and access to opportunities after graduation. Community colleges check all of those boxes.

    MCC is hosting more international students now than before the pandemic. This fall, the campus’ international student body grew by 35%, hosting 120 students from over 30 countries.

    MCC’s international recruiting efforts for soccer, baseball, and other sports has helped to draw students from across continents, said Carly O’Keefe, MCC’s assistant director of global education and international services. The current men’s and women’s soccer team roster has a combined 34 international students.

    In addition, unlike many other community colleges, MCC has dorms. For T, attending a college with on-campus dorms was critical, since she had no family or friends in Rochester to live with.

    O’Keefe said international students at MCC bring ideas and culture from across the globe, enriching a campus where most students are local. Some local students – limited by jobs, financial constraints, or family obligations – have never traveled overseas.

    “They’re able to make friendships with people from other countries that they maybe would have never connected with otherwise,” she said.

    Finding a community through campus life 

    The wall of the Global Union office is decorated with dozens of paintings of hot air balloons containing flags, created by students to represent their countries. Colourful cloth flags and souvenirs from across the world fill the room.

    “At the time when I saw the Korean flag, I was so proud,” said Onyu Cha, a first-semester international student from South Korea studying nursing.

    Hot air balloon paintings at Global Union office. Photo: MCC Global Union

    Onyu made friends with other Koreans through campus life and through her sister, who also lives in Rochester. Recently, she and other Korean students went to her sister’s house to cook food for the holiday of Chuseok, a mid-autumn harvest festival often referred to as Korean Thanksgiving. 

    Through her role as the vice-president of the Global Union, Onyu has got to learn about the cultures of other students. Currently, the club is planning for an event to celebrate holidays from across the world, all on one day. That’s similar to last year’s Global Fusion Festival – an event in the campus atrium to celebrate the cultures of all MCC students. It featured African drummers, Ukrainian dancers, and food from across the globe.

    Judichael Razafintsalama – a student from Madagascar who graduated from MCC last May – said serving as the Global Union president allowed him to support his fellow international students.

    Having international students on campus at a community college can be really enriching to a local community

    Dr. Melissa Whatley, William & Mary

    The summer before starting his first year at MCC, Razafintsalama landed in Rochester around 2am. When he got to his dorm, he realised he had no food. The vending machines were empty, the campus’ food services were closed, and he hadn’t set up rideshare on his phone. To get groceries, he walked two hours to a Walmart and back, carrying four bags while jet lagged. 

    Now, international students come together to help the Office of Global Education provide packages of canned food, granola bars and utensils for incoming international students. 

    “We even helped two of our students move into their apartment and make sure that everything is settled after going through what I went through,” Razafintsalama said.

    Razafintsalama said he’s had the chance to teach others at MCC about his country and his culture. Most students he encountered had never met anyone from Madagascar, the island nation off the southeastern coast of Africa.

    “They usually attach it to the cartoon movie,” he said. “It’s great because I can see that people are interested in my country and to see what it actually is like.”

    Supporting international students’ social and housing needs is critical to making them feel welcome, said Dr. Melissa Whatley, an assistant professor of higher education at William & Mary University. Her research group recently released a report on international education at community colleges, finding that 82% hosted international students. 

    Whatley hopes that these colleges are providing international students with campus life opportunities and, if they don’t have dorms, are helping students to find housing.

    “Having international students on campus at a community college can be really enriching to a local community, to the extent that the community is equipped to welcome them,” she said. 

    Concerns over travel ban

    Currently, the US hosts over 1.2 million international students or recent graduates, according to SEVIS data. The dataset doesn’t distinguish between students and graduates working temporarily through Optional Practical Training (OPT). More in-depth statistics will become available once the Institute of International Education publishes its annual report later in November

    However, because of President Trump’s travel ban, some prospective international students have been restricted from studying in the US. That includes Burmese students who didn’t secure a visa before June 9

    MCC has seen an uptick in Burmese students ever since a civil war broke out in the country, interrupting higher education for many students. The war began in 2021 when military forces toppled the country’s democratically elected government. Last spring, MCC still hosted more students from Burma than from any other country, O’Keefe said.

    Now, Burma is among the 12 countries included in Trump’s travel ban, impacting all immigrant and non-immigrant visas. Seven more countries are under a partial travel ban that impacts international student visas.

    As for international enrolments at MCC? “We’ll see how the trends change over the next few semesters. I would be surprised to see such a significant level of continued growth but we can hope things at least stay stable,” O’Keefe said in an email.

    The takeaway from this fall’s enrolment data is that students’ perceptions take a long time to change, said Gerardo Blanco, academic director of the Centre for International Higher Education at Boston College. He previously told The PIE that the 0.8% international student increase revealed in SEVIS records came as a surprise, but that doesn’t mean there won’t be a decline in coming years.

    “I hope the takeaway message is not that the US is invincible, in that even hostile policies towards international students cannot change perceptions,” he said.

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  • Smart strategies to help students find the perfect college

    Smart strategies to help students find the perfect college

    Key points:

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

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

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

    Match: Reach, target, and solid

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

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

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

    The importance of early planning

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

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

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

    Fit: A personal process

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

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

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

    Bringing it all together

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

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

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  • Is Your Idea Op-Ed Ready? Here’s a Test to Find Out

    Is Your Idea Op-Ed Ready? Here’s a Test to Find Out

    You have expert insights—plenty of them. You give impromptu lectures in office hours, debate podcast guests midrun and readily join boisterous debates over dinner. Maybe you’re even drafting a book that builds a careful case from your expert point of view. But when it comes time to write your own op-ed? That sharp idea can start to feel too complex, too niche or—let’s be honest—too wordy for 800 words aimed at a general audience.

    That’s not a failing; it’s a feature of your training. Academics are trained to distill ideas for their peers, not for nonspecialists. You argue carefully, if not compactly. You cite meticulously, not conversationally. But public writing demands something different—skills to illuminate complex concepts in a way that an intelligent lay reader can follow, feel and act on.

    Before you spend an afternoon translating your expert insight into an 800-word article you pitch to a newspaper or magazine, run your idea through this op-ed readiness test. It won’t replace compelling writing, but it may help determine whether your idea is ready to leave the seminar room and live, persuasively, on the opinion page.

    1. Who cares? It’s a tough question, but not a cynical one. Just because something fascinates you doesn’t mean that it matters to the broader public. That’s not a judgment of your topic. It’s a reminder to find the resonance. What’s at stake beyond your personal experience or corner of the discipline? You don’t have to write about what’s already dominating headlines. In fact, if your idea surfaces something overlooked or offers a fresh lens, it may be exactly what public discourse needs. Urgency is not always about volume; it’s often about insight.

    So ask yourself: Who, beyond academia, might find your idea clarifying, challenging or useful? Who might see their own experience differently—or see someone else’s for the first time? Who, if they read what you have to say, might think differently about something that affects their life, work, vote or values? If your answer is, “Well, maybe more people should care,” you might be onto something. But part of your task is to show them why.

    1. Why now—or why always? Editors love a good news hook. If your idea connects to a breaking story, an upcoming decision or a public debate gaining steam, then run with it. But run fast. In journalism, “timely” means submitting within hours or a day or two, not weeks. If something is happening right now and you have a fresh angle, start writing.

    Of course, not every op-ed needs a news peg. If your idea speaks to an enduring question or a slow-burning issue—and does so with clarity, urgency or surprising insight—it still has a shot. Just know that in an editor’s crowded inbox, a time peg can help your piece stand out. An “evergreen” op-ed may need to work harder and land stronger to compete.

    1. Can you make your case by paragraph two? You don’t have to dumb down your argument, but you do have to speed it up. Public readers and their editors have strong opinions about long, slow windups. Spoiler: They don’t like them.

    Try writing a working headline for your piece that’s under 60 characters. Then distill your argument in one or two crisp, compelling sentences—no acronyms, no jargon and no “hence” or “thus.” (Also, no “as Foucault reminds us.”) These sentences should appear early, ideally by the end of paragraph two. At first, this mandate can feel reductive. But being concise isn’t a betrayal of complexity. It’s a tool for focus. You’re not flattening your idea; you’re making it easy to find. If your piece needs detailed footnotes or a literature review, it’s probably not (yet) an op-ed.

    1. What’s the aha? Your op-ed should offer insight that readers haven’t already heard several times this week. If your takeaway is “what you’ve heard, but with citations,” then it may still need sharpening. Some of the best pieces offer a twist such as an unexpected data point, an odd-but-illuminating comparison or a perspective that flips conventional wisdom on its head. You’re trying to make an intelligent reader think, “I hadn’t thought of that.”
    2. Are you writing to connect—or to impress? You’re not writing to prove you’ve done the reading; you’re writing to help someone else think differently. Your op-ed should feel like an intelligent conversation over coffee, not a cautious explanation in a lecture hall. You don’t have to be breezy or punchy (unless that’s your style), but you should sound like a real person with a distinct voice. This isn’t about being casual for its own sake. It’s about being readable.

    If your draft feels like it could be suitable for peer review, try loosening the syntax. Ask yourself: How would I say this to a smart friend who doesn’t share my training? Readers want active verbs, not hedges. When you write like someone who wants to be understood—not just cited—you don’t dilute your thinking; you make it land.

    1. Will a reader remember it tomorrow? A good op-ed doesn’t just inform, it lingers. It leaves a mark, even a small one, on a reader’s thinking. That might come from a vivid image, a well-turned phrase or a question that unsettles something they thought they knew. If your argument is technically sound but leaves no lasting impression, it’s worth asking: What do I know that will stay with the reader? What might echo later, in a moment of uncertainty, over a dinner-table debate or in a voting booth?

    If your idea for an op-ed makes it through these six questions, chances are it’s ready to leave the seminar room. From there, it’s all about shaping the piece—tightening the structure, sharpening the language and leading with your point. An op-ed doesn’t need to say everything you know on your topic. It just needs to make one point well, in a way that readers will remember.

    Not every idea belongs on the op-ed page—but yours might. Ask the questions, trust your instincts and, when you’re ready, write it, shape it and send it.

    And if you’d like more help along the way, sign up for my monthly newsletter. You’ll get notice of each new article in “The Public Scholar,” plus practical writing tips, behind-the-scenes insights from my work and inspiration from other academics finding their voice in public spaces. Your expertise is hard-won. What might happen if you shared what you know more broadly?

    Susan D’Agostino is a mathematician whose stories have published in The Atlantic, BBC, Scientific American, The Washington Post, Wired, The Financial Times, Quanta and other leading publications. Her next book, How Math Will Save Your Life, will be published by W. W. Norton. Sign up for Susan’s free monthly newsletter here.

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  • LGBTQ+ Rural Teens Find More Support Online Than in Their Communities – The 74

    LGBTQ+ Rural Teens Find More Support Online Than in Their Communities – The 74


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    New research has found that rural LGBTQ+ teens experience significant challenges in their communities and turn to the internet for support.

    The research from Hopelab and the Born This Way Foundation looked at what more than 1,200 LGBTQ+ teens faced and compared the experiences of those in rural communities with those of teens in suburban and urban communities. The research found that rural teens are more likely to give and receive support through their online communities and friends than via their in-person relationships.

    “The rural young people we’re seeing were reporting having a lot less support in their homes, in their communities, and their schools,” Mike Parent, a principal researcher at Hopelab, said in an interview with the Daily Yonder. “They weren’t doing too well in terms of feeling supported in the places they were living, though they were feeling supported online.”

    However, the research found that rural LGBTQ+ teens had the same sense of pride in who they were as suburban and urban teens.

    “The parallel, interesting finding was that we didn’t see differences in their internal sense of pride, which you might kind of expect if they feel all less supported,” he said. “What was surprising, in a very good way, was that indication of resilience or being able to feel a strong sense of their internal selves despite this kind of harsh environment they might be in.”

    Researchers recruited young people between the ages of 15 and 24 who identified as LGBTQ+ through targeted ads on social media. After surveying the respondents during August and September of last year, the researchers also followed up some of the surveys with interviews, Parent said.

    According to the study, rural teens were more likely than their urban and suburban counterparts to find support online. Of the rural respondents, 56% of rural young people reported receiving support from others online several times a month compared to 51% of urban and suburban respondents, and 76% reported giving support online, compared to 70% of urban and suburban respondents.

    Conversely, only 28% of rural respondents reported feeling supported by their schools, compared to 49% of urban and suburban respondents, the study found, and 13% of rural respondents felt supported by their communities, compared to 35% of urban and suburban respondents.

    Rural LGBTQ+ young people are significantly more likely to suffer mental health issues because of the lack of support where they live, researchers said. Rural LGBTQ+ young people were more likely to meet the threshold for depression (57% compared to 45%), and more likely to report less flourishing than their suburban/urban counterparts (43% to 52%).

    The study found that those LGBTQ+ young people who received support from those they lived with, regardless of where they live, are more likely to report flourishing (50% compared to 35%) and less likely to meet the threshold for depression (52% compared to 63%).

    One respondent said the impact of lack of support impacted every aspect of their lives.

    “Not being able to be who you truly are around the people that you love most or the communities that you’re in is going to make somebody depressed or give them mental issues,” they said in survey interviews, according to Hopelab. “Because if you can’t be who you are around the people that you love most and people who surround you, you’re not gonna be able to feel the best about your well-being.”

    Respondents said connecting with those online communities saved their lives.

    “Throughout my entire life, I have been bullied relentlessly. However, when I’m online, I find that it is easier to make friends… I met my best friend through role play [games],” one teen told researchers. “Without it, I wouldn’t be here today. So, in the long run, it’s the friendships I’ve made online that have kept me alive all these years.”

    Having support in rural areas, especially, can provide rural LGBTQ+ teens with a feeling of belonging, researchers said.

    “Our findings highlight the urgent need for safe, affirming in-person spaces and the importance of including young people in shaping the solutions,” Claudia-Santi F. Fernandes, vice president of research and evaluation at Born This Way Foundation, said in a statement. “If we want to improve outcomes, especially for LGBTQ+ young people in rural communities, their voices–and scientific evidence–must guide the work.”

    Parent said the survey respondents stressed the importance of having safe spaces for LGBTQ+ young people to gather in their own communities.

    “I think most of the participants recognize that you can’t do a lot to change your family if they’re not supportive,” he said. “What they were saying was that finding ways for schools to be supportive and for communities to be supportive in terms of physical spaces (that allowed them) to express themselves safely (and) having places where they can gather and feel safe, uh, were really important to them.”

    Hopelab seeks to address mental health in young people through evidence-based innovation, according to its organizers. The Born This Way Foundation was co-founded by Lady Gaga and her mother, West Virginia native Cynthia Bisset Germanotta.

    The organization is focused on ending bullying and building up communities, while using research, programming, grants, and partnerships to engage young people and connect them to mental health resources, according to the foundation’s website.

    This article first appeared on The Daily Yonder and is republished here under a Creative Commons Attribution-NoDerivatives 4.0 International License.


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