Tag: Newsletter

5 cheat sheets for parents of preschoolers

by Jackie Mader, The Hechinger Report
November 27, 2025

When my oldest child was a 2-year-old, we relocated to a new state and I found myself back at square one with my search for child care. In my new city, I now had a very good problem: There was an abundance of programs with availability, and I had a choice of where to enroll my son. As I toured a half-dozen of them, however, I worried that even as an early childhood reporter, I wasn’t asking the right questions or paying attention to the right thing.

A few months later, our early childhood team at Hechinger launched a project digging into the elements of a high-quality preschool. That article and the corresponding video became a quick and easy guide as I looked at options for my second child. It’s what I sent to friends who asked me for advice while navigating their own searches.

While I love telling stories from the field, my colleagues and I are also passionate about providing helpful tools and guides for teachers and caregivers. Here are a few of my favorite early ed “cheat sheets” from our decade of reporting on early childhood.

1. The five elements of a good preschool: What should you look for when you step inside a preschool classroom? What clues can you find on the walls or bookshelves? What questions should you ask teachers and school administrators? This video and article break it down. While classrooms and programs will vary by setting, many of these elements, like the way teachers talk to children and an emphasis on play, apply everywhere.

2. Cracking down on unsafe sleep products: As an anxious new parent, nothing scared me more than hearing about infant deaths due to unsafe sleep products. Still, when desperate and exhausted, I tried several items that I heard would help my babies sleep, including some that the American Academy of Pediatrics later discouraged in updated safe sleep guidelines in 2022. While reporting this article, I was stunned by the lack of evidence and oversight of products that many parents like myself believe are tested before they are available to buy.

3. How to boost math skills by talking about math with your kids: Most parents know how important it is to read to children. But did you know that there are easy ways caregivers can develop math skills? Earlier this year, my colleague Jill Barshay looked at a wave of research from the past dozen years on simple things adults can do to lay an early foundation in math.

4. How to answer tough questions about race and racism with your children: Research shows racial stereotypes start early, and that’s why it’s important to talk to young children about different races and read books and offer toys that have diverse characters. Many parents feel ill equipped for these conversations, however. In 2020, I asked three experts how they would respond to real questions from young kids about race and racism so adults feel better prepared for the questions that children inevitably ask.

5. How parents can support their kids with play: With all the challenges of being a parent, it can be hard to hear there’s yet another thing we should be doing. But this 2023 conversation with researcher Charlotte Anne Wright helped me reframe the way I think about play and my role in it with my own children. While it’s important to give children opportunities for free play, Wright’s research shows “guided play,” or play with a learning goal in mind and light support from a parent, can have benefits for children, too. It’s not as heavy of a lift as it sounds, and Wright provides simple ways parents can engage in playful learning with their children on bus rides and trips to the laundromat.

This story about preschoolers was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

This <a target=”_blank” href=”https://hechingerreport.org/5-cheat-sheets-for-parents-of-preschoolers/”>article</a> first appeared on <a target=”_blank” href=”https://hechingerreport.org”>The Hechinger Report</a> and is republished here under a <a target=”_blank” href=”https://creativecommons.org/licenses/by-nc-nd/4.0/”>Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.<img src=”https://i0.wp.com/hechingerreport.org/wp-content/uploads/2018/06/cropped-favicon.jpg?fit=150%2C150&ssl=1″ style=”width:1em;height:1em;margin-left:10px;”>

<img id=”republication-tracker-tool-source” src=”https://hechingerreport.org/?republication-pixel=true&post=113560&ga4=G-03KPHXDF3H” style=”width:1px;height:1px;”><script> PARSELY = { autotrack: false, onload: function() { PARSELY.beacon.trackPageView({ url: “https://hechingerreport.org/5-cheat-sheets-for-parents-of-preschoolers/”, urlref: window.location.href }); } } </script> <script id=”parsely-cfg” src=”//cdn.parsely.com/keys/hechingerreport.org/p.js”></script>

Source link

November 27, 2025
Can gifted testing spot potential in young children?

by Sarah Carr, The Hechinger Report
November 13, 2025

In New Orleans, a few hundred dollars could once help a family buy a “gifted” designation for their preschooler.

As an education reporter for the city’s Times-Picayune newspaper several years ago, I discovered that there was a two-tiered system for determining whether 3-year-olds met that mark, which, in New Orleans, entitled them to gifted-only prekindergarten programs at a few of the city’s most highly sought-after public schools.

Families could sit on a lengthy waitlist and have their children tested at the district central office for free. Or they could pay the money for the private test. In 2008, the year that I wrote about the issue, only a few of the more than 100 children tested at the central office were deemed gifted; but dozens of privately tested kiddos — nearly all of them tested by the same psychologist for $300 — met the benchmark.

Since working on that story, I’ve been interested in the use of intelligence testing for high-stakes decisions about educational access and opportunity — and the ways that money, insider knowledge and privilege can manipulate that process.

But I knew less about what the research shows about a broader question: Should gifted-only programming for the youngest students exist at all and, if so, what form should it take? When New York City Mayor-elect Zohran Mamdani announced in October that he would end long-standing gifted programming for kindergartners (while preserving it for the older grades), I reached out to some leading researchers in search of answers to those questions. Read the story.

More on gifted education

Hechinger reporter Jill Barshay, who covers education research, has written several stories about different facets of gifted education, which she captured in a column earlier this month.

In 2020, The Hechinger Report and NBC News produced a three-part series on the ways that gifted education has maintained segregation in American schools and efforts to diversify gifted classes.

More early childhood news

Federal immigration agents pulled an infant teacher out of her classroom at a Chicago child care, pinning her arms behind her — and traumatizing the families who witnessed the incident, report Molly DeVore and Mack Liederman for Block Club Chicago.

Growing numbers of child care workers are running for elected office, hoping to work directly on behalf of change and more support for a sector that desperately needs it, writes Rebecca Gale for The 74.

Colorado voters approved two sales tax levies to support child care providers and families with young children, reports Ann Schimke with Chalkbeat Colorado.

Research quick take

Contrary to perception, there’s little evidence that an increased academic focus in the early elementary years disadvantages boys, write researchers in a new working paper published by Brown University’s Annenberg Institute. The researchers, Megan Kuhfeld and Margaret Burchinal, examined growth in reading and math test scores for a sample of 12 million students at 22,000 schools between 2016 and 2025. They found that boys are surpassing girls in math by the end of elementary school, and that girls maintain an advantage in reading through fifth grade.

This story about gifted testing was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

This <a target=”_blank” href=”https://hechingerreport.org/how-young-is-too-young-for-gifted-testing/”>article</a> first appeared on <a target=”_blank” href=”https://hechingerreport.org”>The Hechinger Report</a> and is republished here under a <a target=”_blank” href=”https://creativecommons.org/licenses/by-nc-nd/4.0/”>Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.<img src=”https://i0.wp.com/hechingerreport.org/wp-content/uploads/2018/06/cropped-favicon.jpg?fit=150%2C150&ssl=1″ style=”width:1em;height:1em;margin-left:10px;”>

<img id=”republication-tracker-tool-source” src=”https://hechingerreport.org/?republication-pixel=true&post=113347&ga4=G-03KPHXDF3H” style=”width:1px;height:1px;”><script> PARSELY = { autotrack: false, onload: function() { PARSELY.beacon.trackPageView({ url: “https://hechingerreport.org/how-young-is-too-young-for-gifted-testing/”, urlref: window.location.href }); } } </script> <script id=”parsely-cfg” src=”//cdn.parsely.com/keys/hechingerreport.org/p.js”></script>

Source link

November 13, 2025
‘The clock is ticking’: Shutdown imperils food, child care for many

For families in more than a hundred Head Start programs across the country, November could mark the beginning of some hard decisions.

On Saturday, 134 Head Start centers serving 58,400 children would normally receive their annual federal funding, but the ongoing government shutdown has put that money in jeopardy. The federally funded Head Start provides free preschool and child care for low-income families, and is particularly important to rural communities with few other child care options.

At the same time, the federal government has said that because of the shutdown, it cannot distribute Supplemental Nutrition Assistance Program (SNAP) benefits that families also expect on the first of the month. Plus, a program that provides extra money for families to buy milk, baby formula, and fruit and vegetables is also running out of $300 million in emergency funding provided to it earlier this month.

Related: Young children have unique needs and providing the right care can be a challenge. Our free early childhood education newsletter tracks the issues.

All this means low-income families are facing upheaval on multiple fronts, said Christy Gleason, the vice president of policy, advocacy and campaigns for the nonprofit group Save the Children. Families in Head Start often receive other federal benefits, so they could simultaneously be facing a disruption in child care — and the meals provided there — and public food assistance.

“You’re going to end up with parents and caregivers who are skipping meals themselves, because that’s the way they put food on the table for their kids,” Gleason said. Save the Children manages Head Start programs in rural Arkansas, Indiana, Louisiana, North Carolina, Oklahoma and Tennessee, but its programs are not among those affected by the Nov. 1 annual funding deadline. Head Start has 1,600 programs that receive their yearly funding throughout the calendar year.

There are still a few days left to avert the crisis, Gleason said. More than two dozen states are suing the government to force it to use a pot of money that had been set aside for paying SNAP benefits in an emergency. President Donald Trump also said this week that the food aid situation would be fixed, but didn’t offer details. Federal lawmakers have also introduced different proposals to keep food assistance money flowing. A handful of states said they will continue to pay for the supplemental milk and formula program, known as WIC. Head Start programs may be able to tap local money, but that isn’t expected to last long.

“The clock is ticking,” Gleason said. “Every hour that goes by is an hour where the stress for these families grows, but it’s not too late for government action to change course and make sure children are not the ones to suffer the consequences of political decisions.”

New data quantifies child care gaps

Nearly 15 million ages 5 and under in the United States have “all available parents” — both adults in a two-parent household, or one if the child has one adult caregiver — in the workforce. The country has about 11 million licensed or registered child care slots.

That leaves about 4 million children whose families may need child care — a hard-to-grasp number that obscures the fact that some parts of the country may have greater needs than other regions because child care providers are concentrated in some areas and sparse in others.

The Buffett Early Childhood Institute, based at the University of Nebraska, is trying to address that problem. It has created a map that it says will give a more accurate view of where child care is needed the most, down to the congressional district.

The map captures the number of children with working parents and the number of available spots in licensed child care. What it cannot capture is demand — not every family needs child care, even families with parents in the workforce — but the map does allow policymakers a starting place for a more nuanced evaluation of their community’s needs.

“We know the limitations of the data, but we also know in order to address the gap, this needs to be broken down into bite-sized pieces,” said Linda Smith, director of policy at the Buffett Institute.

This story about the government shutdown was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

October 30, 2025
Preemies often miss out on the help they need

Every year, tens of thousands of infants are born prematurely, at a low birthweight, or with other conditions that would make them automatically eligible for therapeutic services that could help them thrive.

When everything goes smoothly, early intervention provides those services, required by federal law for children ages birth to 3. Funding sources for the program can vary, but it’s often paid for by a mix of federal, state, local, and private insurance dollars.

But far too few of the youngest children actually receive that help. (It’s an issue I wrote about earlier this year.) One particular gap is in services provided to infants from birth to 1. Only about 1.3 percent of babies that age receive early intervention services, compared to 7.5 percent of 2- to 3-year-olds, according to a new report from the think tank New America.

Kayla Khan, a long-time speech therapist, has experienced that gap herself.

When her infant daughter was released after a month and a half in neonatal intensive care, she asked the discharge team about early intervention services. Because of her background, she knew about the therapies.

At the time, the family lived in the Washington D.C. area, and no one at the hospital was helpful. “They said, ‘You don’t want that,’ or, ‘It’s not going to help you,’” Khan recalled.

After moving to Seattle a few months later, Khan finally connected with early intervention services that provided physical and feeding therapy to her daughter. She now helps lead a decade-old effort in Seattle to provide care and support specifically to families of “tiny babies” who are transitioning from the hospital to home.

The program relies on building trust and communication with hospital staff to ensure eligible babies get referred to early intervention and speeding up the evaluation timeline so babies get seen within three days of a referral — “really, really, really fast” for a system where the requirement for referral is 45 days, Khan said. Her program also connects families with therapists who are skilled and trained in the specific needs of newborns.

“We’re making this process that was designed for all children, birth to 3, work for the tiniest babies,” Khan said.

This kind of targeted attention for the youngest is desperately needed, according to the New America report and another that focused on Illinois, from early nonprofit advocacy group Start Early. (I recently completed a reporting fellowship with New America which supported some of my writing on early intervention, among other topics.)

Among the two reports’ recommendations:

Make the list of conditions that automatically qualify a baby for early intervention easy to understand and find. States have identified scores of different qualifying conditions that make a child more likely to develop a delay, including extreme prematurity, low birthweight, a parent with a substance use disorder, and child welfare involvement. But, as the New America report points out, finding a user-friendly list of the conditions can be a challenge. “The eligibility criteria and the way things work varies so much from one state to the next,” said report co-author Carrie Gillispie, the Early Development & Disability project director at New America.

The Start Early report noted that in a related study, two families were judged ineligible for early intervention despite their children having medical conditions that should have made them automatically eligible.

Consider co-locating early intervention staff in the NICU to make the transition as smooth as possible. Coordinators would be physically present in NICUs to build relationships, participate in medical rounds, and lead the process to enroll children in early intervention programs, the Start Early authors wrote. Both reports stress the importance of providing the family with a personal connection to early intervention before a baby gets discharged from the hospital.

Improve coordination and communication with the early intervention system, hospitals and pediatricians. Pediatricians are not always notified when doctors in the hospital refer a child to early intervention services. And well-child visits are often so short that physicians miss the full developmental picture. Too often, referrals come after a child is already starting to struggle, said Sarah Gilliland, a senior policy analyst in the New Practice Lab at New America, who co-wrote the report.

Bridge cultural and language barriers with families by hiring more multilingual hospital and early intervention staff. Cultural divides are pervasive throughout the early intervention system, where the overwhelming majority of the therapists and other providers in many communities are white, English-speaking women. But even simple forms often go untranslated: One survey found that nearly three-quarters of state early intervention referral forms are only available in English, the New America report noted. The report also stressed that families should be reassured that early intervention services are meant to be support, not surveillance. “Hesitant families might benefit from a connection with families within their own communities who can explain what to expect from early intervention,” the authors wrote.

Strengthen electronic referral systems and centralize enrollment in early intervention programs. When I reported on the too-often broken path from the NICU to early intervention in Chicago, I heard stories of a system that relied heavily on faxing paper forms. NICU physicians often had no idea what happened with referrals they made. Indeed, surveys have found that only a fraction of early intervention coordinators have access to technology that links children’s electronic health records to the referral system.

Some states and communities are introducing technological advances which could be implemented more widely, the New America report noted. For instance, one state is trying to address the problem using “e-referrals,” which share an infant’s medical records directly with the early intervention system.

We want to hear from you

We want to help you make sense of the first year of the Trump administration and the effects on education. What have you experienced? What do you want to know more about? Tell us, and you will help inspire reporting by our journalists. Email [email protected].

This story about preemies was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

October 16, 2025
Many children with ADHD miss a crucial step in treatment

When pediatricians diagnose preschoolers with attention deficit hyperactivity disorder, there are clear steps they are supposed to take.

Families should first be referred to behavior therapy, which teaches caregivers how to better support their children and manage challenging behaviors that may be related to ADHD. If therapy isn’t making a significant difference, the American Academy of Pediatrics advises, pediatricians can then consider medication.

Nationwide, this process — behavior therapy, then medication if needed — isn’t being followed as often as it should, according to a study recently released by Stanford Medicine and published in JAMA Network Open. Instead, more than 42 percent of 3- to 5-year-olds with ADHD were prescribed medication within a month of their diagnosis.

Missing out on behavior therapy has worrisome implications for children and families, said Dr. Yair Bannett, assistant professor of pediatrics at Stanford Medicine and lead author of the study. Behavioral management training for parents over the course of several months has been found to reduce children’s ADHD symptoms and behavioral problems, and improve parent skills and their relationships with their children.

Without that support, families may be left facing additional challenges. Behavioral training “reduces the chaos in the house and can improve the quality of life for the parents and the child,” Bannett said.

There are several reasons families may be missing this intervention. Some pediatricians aren’t familiar with the purpose of behavior therapy, Bannett added, which is specifically aimed at the adults who support children with ADHD, not the children. “It’s really more of an advanced type of parenting course,” he said. Families also may have trouble finding affordable local therapists.

Bannett said parents should use three key practices to support young children with ADHD. (These strategies also work well for teachers, he added.)

Focus on building a strong, positive relationship: Having a strong attachment between the child and parent or teacher is an important first step to managing behavior, Bannett said. That means spending quality one-on-one time with the child. “That’s the child’s motivation, they want to please you,” he added. “Without that first piece, none of this will work.”

Use positive reinforcement: Rather than punishing a child’s negative behavior, Bannett said, parents and teachers will see more success if they praise good behaviors and develop reward systems to encourage them.

Adjust the child’s environment: Children with ADHD may thrive with simple environmental changes, such as “visual schedules” — charts that use pictures to show a child daily activities or tasks — and a consistent, structured routine.

Parents who can’t find in-person therapists can substitute online therapy, Bannett said. The training is also useful for families even after their children are prescribed medication.

To make sure more families have access to helpful strategies, Bannett would like to see more education for doctors and clinicians on these best practices.

“The pediatricians could also counsel families in the office about these techniques,” Bannett said. “Some written materials and resources could be enough” to at least introduce these practices, he added. “That’s what I’m hoping could make a change.”

Reading list

This story about children with ADHD was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

October 8, 2025
Rural Americans support more government spending on child care

Hello! This is Christina Samuels, the early education editor here at Hechinger.

By now, I hope you’ve had a chance to read my colleague Jackie Mader’s story about the important role that Head Start plays in rural communities. While Jackie set her story in western Ohio, she also interviewed Head Start parents and leaders in other parts of the country and collected their views for a follow-up article.

In a fortunate bit of timing, the advocacy group First Five Years Fund published the results of a survey it commissioned on rural Americans and their feelings on child care access and affordability. Like the people Jackie interviewed, the survey respondents, more than half of whom identified as supporters of President Donald Trump, said they had very positive views of Head Start. The federally funded free child care program received positive marks from 71 percent of rural Republicans, 73 percent of rural independents and 92 percent of rural Democrats.

The survey also found that 4 out of 5 respondents felt that finding quality child care is a major or critical problem in their part of the country. Two-thirds of those surveyed felt that spending on child care and early education programs is a good use of taxpayer dollars, and a little more than half said they’d like to see more federal dollars going to such programs.

First Five Years Fund was particularly interested in getting respondents to share their thoughts on Head Start, said Sarah Rubinfield, the managing director of government affairs for First Five Years Fund. The program has been buffeted by regional office closures and cuts driven by the administration’s Department of Government Efficiency.

“We recognize that these are communities that often have few options for early learning and care,” Rubinfield said.

In the survey, rural residents said they strongly supported not just the child care offered by Head Start, but the wraparound services such as healthy meals and snacks and the program’s support for children with developmental disabilities. Though Head Start programs are federally funded, community organizations are the ones in charge of spending priorities.

“Rural voters want action. They support funding for Head Start and for child care. They want Congress to do more,” Rubinfield said. Though the “big beautiful bill” signed into law in July expands the child care tax credit for low-income families, survey respondents “recognized that things were not solved,” she added.

The First Five Years Fund survey was released just a few days before a congressional standoff led to a government shutdown. The shutdown is not expected to touch Head Start immediately, said Tommy Sheridan, the deputy director of the National Head Start Association, in an interview with The New York Times. The 1,600 Head Start programs across the country receive money at different points throughout the calendar year; eight programs serving about 7,500 children were slated to receive their federal funding on Oct. 1, Sheridan told the Times. All should be able to continue operating, as long as the shutdown doesn’t last more than a few weeks, he said.

“We’re watching with careful concern but trying not to panic,” Rubinfield said. “We know the impacts may not be immediate, but the longer this goes on, the harder the impacts may be for families and programs.”

This story about rural Americans was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

October 2, 2025
What I learned about Head Start in rural America

When Starr Dixon heard the Trump administration was floating a proposal last spring to eliminate Head Start, the 27-year-old parent in rural Michigan cried for a week.

The free, federally funded early learning program has been life-changing for her and her young daughter, she said. It provided stability after Dixon, who lives about 100 miles north of Lansing, left a yearslong abusive relationship.

While her 3-year-old daughter has blossomed socially, emotionally and verbally in the program during the last year and a half, Dixon has taken on numerous volunteer positions with Head Start, gaining experience that she can put on her resume after a 7-year gap in employment. She hopes to ultimately apply for a job at Head Start.

“It has just completely transformed my life,” she said.

This year, I talked to people in communities across rural America and learned how Head Start is essential in places where there are few other child care options. Head Start also provides an economic boost for these areas and serves as direct support for parents, many of whom go on to volunteer for or get jobs at their local programs.

Related: Young children have unique needs and providing the right care can be a challenge. Our free early childhood education newsletter tracks the issues.

Though my reporting focused on western Ohio, parents in other parts of the country, like Dixon, shared similar stories with me about how critical Head Start is to their lives. But since January, the Trump administration has taken what some call a “death by a thousand cuts” approach to the program, firing federal staff, closing regional offices and offering no increase in spending on Head Start in budget proposals.

All those moves have caused chaos and upheaval. In Alabama, Jennifer Carroll, who oversees 39 Head Start sites run by the Community Action Partnership of North Alabama, told me she is reassuring the families she works with that her program’s funding is stable for at least the rest of the year. Carroll fears that if parents think Head Start funding is in jeopardy, they’ll pull their children out of the program, disrupting their learning.

Another example: Keri Newman Allred is the executive director of Rural Utah Child Development Head Start, which operates Head Start programs spread across 17,000 square miles in central and east Utah. Newman Allred estimates her programs, which employ 91 residents and serve 317 children, can survive for one more year. After that, without more money, they will have to make cuts to the program if they want to give teachers a raise to meet inflation.

Related: Rural Americans rely on Head Start. Federal turmoil has them worried

While other Head Start programs can supplement operations with private donations, Newman Allred’s programs serve some of the most sparsely populated parts of America, known as “frontier counties,” where there are no deep-pocketed philanthropies. Her programs rely solely on federal funding.

In April, the Department of Government Efficiency, or DOGE, abruptly shuttered five of Head Start’s 10 regional offices. Programs in Maine that were without directors or that needed assistance with regulations, finances or federal requirements have been left to go it alone without consistent, daily support.

“The closure of regional offices has all but crippled programs,” said Sue Powers, senior director of strategic initiatives at the Aroostook County Action Program in the rural, northernmost tip of Maine. “No one’s checking in. When you’re operating in a program that is literally in crisis, and you need [regional staff] and do not have them, it’s more than alarming.”

Contact staff writer Jackie Mader at 212-678-3562 or [email protected].

This story about Head Start was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

September 24, 2025
Helping kids learn how their brains work

What if improving children’s mental health — and life outcomes — could be done by teaching kids how their brains work?

That’s a key idea behind the approach of teachers at Momentous School in Dallas, a private elementary school that serves 225 students, most of whom come from low-income families. Each day, educators present lessons on neuroscience and mindfulness, from the youngest learners all the way up to fifth graders.

Preschoolers in the school’s 3-year-old classroom learn about the brain by singing “The Brain Song” to the tune of “Bingo” (“I have a brain in my head/And it’s for thinking”). They practice mindfulness by lying down with stuffed animals on their stomachs and watching them move up and down as they breathe.

Older students learn calming strategies like slowly counting each finger on their hands while breathing in and out. Classrooms offer tactile models of the brain to help students learn about different parts such as the prefrontal cortex, which controls such processes as executive function and problem solving, and the brain stem, which regulates breathing and blood pressure.

This focus on mindfulness is happening in schools across the country, according to the Child Mind Institute, a nonprofit focused on children’s mental health. Experts say the goal is teaching self-awareness and regulation.

“Once the kids feel they can calm themselves, even just through breathing it’s like the ‘wow’ moment,” said Rick Kinder, creator of a mindfulness program called “Wellness Works in Schools,” in an article by the Child Mind Institute.

At Momentous School, conversations about the brain continue throughout the day, as teachers can be heard encouraging students to identify their emotions or asking, “What’s your amygdala saying to you in this moment?” according to Jessica Gomez, a psychologist and executive director of Momentous Institute, the Dallas-based mental health nonprofit that operates the school. (The amygdala processes emotions in the brain.)

Through these frequent discussions and additional lessons on mental health and healthy relationships, teachers are “trying to normalize these things as part of the human condition versus something that is stigmatizing,” Gomez said. The school also holds regular parent nights to educate families on how the brain works and teach emotional regulation strategies that families can practice together at home.

Momentous School, which launched in 1997 and is funded by philanthropic donations, was developed to put into practice mental health and brain science research from Momentous Institute*. A recent study by Momentous Institute and the Center for BrainHealth at the University of Texas at Dallas found this approach may be contributing to positive outcomes for graduates of the school. Of the 73 Momentous School students who went on to graduate from high school in 2016 through 2018, 97 percent earned a high school diploma and 48 percent earned a college degree.

These findings come at a time when lessons on emotions, relationships and social awareness, often referred to as social and emotional learning, have become a flashpoint in education and culture wars. Studies show such lessons can improve academic performance: Other researchers unaffiliated with Momentous School have also found that teaching about the brain can provide motivation for students and improve academic and social development.

As teachers and students head back to school and face new routines and social situations, now is a good time to build relationships and introduce even young students to ideas about how their brain works, Gomez said. Although many students at Momentous deal with challenges such as poverty, she believes that the school’s emphasis on mental health and brain science has helped families to better cope with those pressures.

“The point isn’t to never have stress in your life, it’s to know what to do with it,” Gomez said. “Children and parents having agency and tools helps them know how to navigate life stressors, which has a buffering effect on their brain.”

*Clarification: This story has been updated to clarify that Momentous School was developed based on research by Momentous Institute.

Contact staff writer Jackie Mader at 212-678-3562 or [email protected].

This story about neuroscience in education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

September 18, 2025
Landmark free preschool program reaches too few kids

In the 1980s, a public interest law group sued the state of New Jersey, saying that the way it funded education left its low-income, urban school districts at a disadvantage compared to wealthier, suburban districts.

The lawsuit, Abbott v. Burke, yielded a number of different decisions, including a requirement that the state offer free, full-day, high-quality preschool for children ages 3 and 4 in 31 school districts.

This new school year marks the 26th since the program was created. Researchers have found that children who attend the preschool program are better prepared for school later on, but enrollment has been dwindling. And with New Jersey leaders now focused on bringing preschool to all districts, supporters worry that the early learning program focused on children in low-income areas may not get the attention it needs.

Park perk for kids

Did you know every fourth grader and their family can get free admission to national parks, monuments and forests? The Sierra Club’s Outdoors for All program launched in 2015 and offers free passes each school year. Vouchers for students can be downloaded through the program’s official website.

This story about free preschool was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the early childhood newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

September 4, 2025
$Racial bias affects early math education. Researchers are trying to stop that$

Racial bias affects early math education. Researchers are trying to stop that

The early years are a critical time to teach the foundations of math. That’s when children learn to count, start identifying shapes and gain an early understanding of concepts like size and measurement. These years can also be a time when children are confronted with preconceived notions of their abilities in math, often based on their race, which can negatively affect their math success and contribute to long-standing racial gaps in scores.

These are some of the motivating factors behind the Racial Justice in Early Math project, a collaboration between the Erikson Institute, a private graduate school focused on child development, and the University of Illinois Chicago. The project aims to educate teachers and provide resources including books, teacher tips and classroom activities that help educators combat racial bias in math instruction.

I sat down with Danny Bernard Martin, professor of education and mathematics at the University of Illinois Chicago, project director Priscila Pereira and Jennifer McCray, a research professor at the Erikson Institute, to learn more about their work. This conversation has been edited for length and clarity.

What are some of the key examples of racial injustice that you see in early math education?

Martin: If I say to you, ‘Asians are good at math,’ that’s something that you’ve heard, we know that’s out there. When does that kind of belief start? Well, there’s something called ‘racial-mathematical socialization’ that we take seriously in this project, that we know happens in the home before children come to school. Parents and caregivers are generating messages around math that they transmit to children, and then those messages may get reinforced in schools.

Even at the early math level, there are research projects beginning to construct Black children in particular ways, comparing Black children to white children as the norm. That is a racial justice issue, because that narrative about white children, Black children, Asian American children, Latinx children, then filters out. It becomes part of the accepted truth, and then it impacts what teachers do and what principals and school leaders believe about children.

What does this look like in schools?

McCray: Perhaps the math curriculum doesn’t represent them or their experience. We all know that often schools for children of color are under-resourced. What often happens in under-resourced schools is that the curriculum and the teaching tends to focus on the basics. There might be an overemphasis on drilling or doing timed tests. We also have those situations where people are doing ability grouping in math. And we know what the research says about that, it’s basically ‘good education for you, and poor education for you.’ It’s almost impossible to do any of that without doing harm.

One line of research has been to watch teachers interact with children and videotape or study them. And in diverse classrooms with white teachers … often it is observed that children who are Black or Latina aren’t called on as often, or aren’t listened to as much, or don’t have the same kind of opportunity to be a leader in the classroom.

What should teacher prep programs, administrators and families do to address racial justice issues in early math?

McCray: Maybe the white teacher is reflecting on themselves, on their own biases … trying to connect with families or communities in some way that’s meaningful. We want teachers to have that balance of knowing that sometimes you do want to teach a procedure, but you never want to be shutting down ideas for creative ways to solve a math problem, or culturally distinct ways to solve a math problem that might come from your students.

It might be something like, you’re working on sorting in an early childhood classroom. And what if a child is thinking about a special craft that their parent does that’s like the [papel picado], or papers that get cut in very elaborate designs in Mexico. … If the teacher doesn’t have space to listen, it could be a shutdown moment, instead of a moment of connection, where the child is actually bringing something … that is associated with their own identity.

Pereira: I do feel that sometimes the conversations of racial justice really put the weight on teachers and teachers alone. Teaching is part of a larger structure. Maybe your school will not allow you to do the work that is needed. I’m thinking about [a teacher] who was required to follow a scripted curriculum that did not promote the positive math identity for Black children. It needs to be a whole community effort.

How is your initiative changing this?

Pereira: There are resources in terms of opportunities that we offer to teachers to engage with our content and ideas: webinars, a fellowship and an immersive learning experience in the summer of 2026. These spaces are moments in which educators, researchers and people that are engaged in the education of young learners, can come together … and disrupt mainstream notions of understanding what is racial justice and how one gets that in the classroom.

Right now, research and initiatives zeroing in on race are under scrutiny, especially at the college level. Do you foresee any additional challenges to this work?

Pereira: There was a National Science Foundation grant program focused on racial equity in STEM and we had been planning to apply for funds to do something there. … It’s gone. … The only place we’re welcome is where there’s a governor who is willing to take on Trump. We just have to keep doing the work, because we know what’s right. But it is challenging, for sure.

Contact staff writer Jackie Mader at 212-678-3562 or [email protected].

This story about racial justice in math was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Early Childhood newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Source link

August 20, 2025