Tag: Prioritizing

  • Prioritizing behavior as essential learning

    Prioritizing behavior as essential learning

    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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  • Voters strongly support prioritizing freedom of speech in potential AI regulation of political messaging, poll finds

    Voters strongly support prioritizing freedom of speech in potential AI regulation of political messaging, poll finds

    • 47% say protecting free speech in politics is the most important priority, even if that lets some deceptive content slip through
    • 28% say government regulation of AI-generated or AI-altered content would make them less likely to share content on social media
    • 81% showed concern about government regulation of election-related AI content being abused to suppress criticism of elected officials

    PHILADELPHIA, June 5, 2025 — Americans strongly believe that lawmakers should prioritize protecting freedom of speech online rather than stopping deceptive content when it comes to potential regulation of artificial intelligence in political messaging, a new national poll of voters finds.

    The survey, conducted by Morning Consult for the Foundation for Individual Rights and Expression, reflects a complicated, or even conflicted, public view of AI: People are wary about artificial intelligence but are uncomfortable with the prospect of allowing government regulators to chill speech, censor criticism and prohibit controversial ideas.

    “This poll reveals that free speech advocates have their work cut out for them when it comes to making our case about the important principles underpinning our First Amendment, and how they apply to AI,” said FIRE Director of Research Ryne Weiss. “Technologies may change, but strong protections for free expression are as critical as ever.” 

    Sixty percent of those surveyed believe sharing AI-generated content is more harmful to the electoral process than government regulation of it. But when asked to choose, more voters (47%) prioritize protecting free speech in politics over stopping deceptive content (37%), regardless of political ideology. Sixty-three percent agree that the right to freedom of speech should be the government’s main priority when making laws that govern the use of AI.

    And 81% are concerned about official rules around election-related AI content being abused to suppress criticism of elected officials. A little more than half are concerned that strict laws making it a crime to publish an AI-generated/AI-altered political video, image, or audio recording would chill or limit criticism about political candidates.

    Voters are evenly split over whether AI is fundamentally different from other forms of speech and thus should be regulated differently. Photoshop and video editing, for example, have been used by political campaigns for many years, and 43% believe the use of AI by political campaigns should be treated the same as the use of older video, audio, and image editing technologies.

    “Handing more authority to government officials will be ripe for abuse and immediately step on critical First Amendment protections,” FIRE Legislative Counsel John Coleman said. “If anything, free expression is the proper antidote to concerns like misinformation, because truth dependably rises above.”

    The poll also found:

    • Two-thirds of those surveyed said it would be unacceptable for someone to use AI to create a realistic political ad that shows a candidate at an event they never actually attended by digitally adding the candidate’s likeness to another person.
    • It would be unacceptable for a political campaign to use any digital software, including AI, to reduce the visibility of wrinkles or blemishes on a candidate’s face in a political ad in order to improve the appearance of the candidate, 39% say, compared to 29% who say that it would be acceptable.
    • 42% agree that AI is a tool that facilitates an individual’s ability to practice their right to freedom of speech.

    The poll was conducted May 13-15, 2025, among a sample of registered voters in the US. A total of 2,005 interviews were conducted online across the US for a margin of error of plus or minus 2 percentage points. Frequency counts may not sum to 2,005 due to weighting and rounding.

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.

    CONTACT
    Karl de Vries, Director of Media Relations, FIRE: 215-717-3473; [email protected] 

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  • Prioritizing Happiness and Self-Care for College Student Success

    Prioritizing Happiness and Self-Care for College Student Success

    Cognitive scientist and Yale psychology professor Dr. Laurie Santos shares her recommendations for creating a positive and productive mindset in college.

    Laurie Santos, Ph.D.

    Cognitive Scientist, Professor of Psychology, Yale University

    How does a student’s mental state influence their ability to learn and retain information?

    There are many studies showing that our mood affects our performance. Positive moods tend to broaden our perspectives — when we feel good, we’re able to process more possibilities, which can boost our innovation and creativity.

    How can students redefine their idea of success to prioritize both achievement and happiness?

    There’s a lot of evidence that shows that focusing on your happiness in your college years is correlated with the metrics of achievement and success students are usually striving for. One study by Diener and colleagues found that a student’s cheerfulness at age 18 even predicts their salary and job satisfaction more than 15 years later. I think students need to recognize that our happiness matters for future success more than we expect.

    If a student feels stuck in a negative mindset about school, what’s one small change they can make today to start shifting that?

    I think the most important change is for students to recognize that they have some agency over their mindset. There are things they can do to think differently about school and any other situation.

    If you could design a mental health toolkit for students heading to college, what would be in it?

    I’d give students a toolkit with strategies they can use to develop healthier behaviors and mindsets. Behaviors students can use to boost happiness include:

    • Prioritize Social Connection: One of the biggest mistakes students make is prioritizing grades and productivity over friendships. However, the research is clear: Meaningful relationships are the No. 1 predictor of happiness. So, say yes to that coffee invite, join a club, or just make small talk with a classmate — it all adds up. Even tiny interactions, like chatting with a barista, can boost your mood.
    • Embrace Time Affluence: Time affluence is the subjective sense that we have some free time. Most students today are time-famished, rushing from one task to the next. However, studies show that people who feel like they have more time are actually happier. Students need to protect their time affluence. Some strategies: Be intentional about how you spend your free moments. Instead of mindlessly scrolling on your phone, do something that genuinely recharges you — go for a walk, call a friend, or just breathe.
    • Get Moving: Studies show that exercise isn’t just good for your body — it’s huge for mental health. Research shows that cardio exercise can reduce rates of depression and anxiety. You don’t need to be a gym rat to see benefits — dancing in your dorm room, stretching, or biking to class all count.
    • Prioritize Sleep: Many parts of student life make it easy to skimp on sleep. However, sleep is one of the most important tools in our mental health kit. Aim for 7-9 hours a night, and make sure you’re practicing good sleep hygiene by keeping your phone as far away from your bed as possible (otherwise, the temptation to grab it in the middle of the night is far too high).

    There are also mindset shifts students can use to feel happier. A few important ones to keep in mind are:

    • Self-Compassion: One of the biggest traps students fall into is being their own worst critic. You bomb a test, miss a deadline, or say something awkward in class, and suddenly, your brain is in full-on self-attack mode. However, research shows that this kind of self-criticism doesn’t make us perform better — it just makes us feel worse. Research has found that people who practice self-compassion (treating themselves with kindness rather than judgment) are more resilient, more motivated, and less anxious than those who constantly beat themselves up.
    • A Mindset of Gratitude: Our brains are wired to focus on what’s wrong. However, studies show that you can train your brain to notice more of what’s good. Studies also show that people who regularly practice gratitude have higher levels of happiness, lower stress, and even better sleep. So, scribble a few things in your gratitude journal, or commit to expressing your thanks to the people around you.
    • Become More Present: College life can feel overwhelming. There’s always another assignment, another social event, or another thing to do. Your brain is constantly jumping between the past (“I should have studied more”) and the future (“What if I fail?”). However, research shows we feel best when we’re fully present in the moment. Research by Matt Killingsworth and Dan Gilbert found that people’s happiness levels drop when their minds wander — even if they’re thinking about something pleasant. Get out of your head and find ways to find the joy of the present moment.

    What’s one piece of advice you wish every college student knew about happiness and well-being before stepping on campus?

    Our happiness is much more under our control than we think. With simple changes to our behaviors and mindsets, we can all feel better.

    How can students balance academic pressures with self-care without feeling guilty about taking breaks?

    My biggest piece of advice would be that students need to remember that self-care isn’t a distraction from success — it’s actually a tool for success. A lot of students feel guilty about taking breaks because they think rest is “unproductive.” However, research tells us the opposite: When you prioritize well-being and get the rest/sleep/care you need, you actually perform better academically.

    One strategy I share with my students is to reframe breaks as a performance strategy. Instead of thinking, “I don’t deserve a break until I’ve done enough work,” flip the script and think, “Taking a break will help my mind recharge so I can do better work.” When you take a break, remind yourself: “This is not wasted time — this is me investing in my brain’s ability to learn.”

    I think this is also another spot for Kristin Neff’s strategy of self-compassion. If you’re feeling guilty about taking a break, remember that you’re only human, and all humans need breaks and rest. The next time you feel guilty for resting, literally repeat these phrases in your head: “Taking care of myself is part of being a great student,” or “I will be kinder to myself so I can show up as my best self.”

    Many students feel overwhelmed when choosing a college or major. What advice would you give them about making big life decisions?

    A lot of students stress about picking the single right college or major that will lead to a meaningful and happy career. However, the science of happiness tells us that this kind of fulfillment isn’t just about what you do or what college you end up in — it’s about how you shape your work to align with your strengths and values. This is where job crafting comes in.

    Job crafting is the idea that you can reshape how you spend your time (including at work or in your major) to make it more fulfilling. Research on job crafting by Amy Wrzesniewski shows that fulfillment isn’t just about what you do, but how you approach it. You can craft your major by focusing on courses and projects that align with your strengths, connecting with mentors and peers who inspire you, and reframing tasks to see their deeper purpose.

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  • Prioritizing Mental Health Support in Community Colleges: Key Data from 2023

    Prioritizing Mental Health Support in Community Colleges: Key Data from 2023

    Title: Supporting Minds, Supporting Learners: Addressing Student Mental Health to Advance Academic Success

    Source: Center for Community College Student Engagement

    The 2023 Community College Survey of Student Engagement (CCSSE) and Survey of Entering Student Engagement (SENSE) gathered essential data to guide community colleges in supporting student mental health and well-being. The surveys collected responses from 61,085 students at 149 community colleges in spring 2023 and 13,950 students at 61 community colleges in fall 2023, respectively.

    Key findings include:

    • Mental health concerns are prevalent among CCSSE and SENSE respondents. In the two weeks before taking the survey, half of CCSSE students and 47 percent of SENSE students reported feeling down, depressed, or hopeless for at least several days. Additionally, 66 percent of students in both groups felt nervous, anxious, or on edge for at least several days.
    • Approximately 26 percent of CCSSE respondents and 23 percent of SENSE respondents likely have a depressive disorder. Over half (53 percent) of students who identify with a gender identity other than man or woman have a probable depressive disorder, compared with 28 percent of women and 25 percent of men. Traditional college-age students (31 percent) and those with a GPA of C or lower (39 percent) are more likely to have a depressive disorder, compared with 19 percent of nontraditional-age students and 23 percent of students with a GPA of B or higher.
    • Overall, 32 percent of CCSSE respondents and 29 percent of SENSE respondents likely have generalized anxiety disorder. Among CCSSE students, 62 percent of those identifying with another gender likely have an anxiety disorder, in contrast to 36 percent of female and 25 percent of male students. Students identifying with two or more races saw the highest levels of generalized anxiety disorder, at 36 percent. Among SENSE respondents, traditional-age students were more likely to have generalized anxiety disorder, at 30 percent, compared to 23 percent of nontraditional-age students.
    • Over half of CCSSE respondents (56 percent) reported that emotional or mental health challenges affected their academic performance in the previous four weeks. 30 percent noted these issues impacted their performance for three or more days. Nearly two-thirds of women (63 percent) and almost half of men (47 percent) reported performance declines due to mental health issues, while 85 percent of students identifying with another gender faced academic impacts. Lower GPA students were more likely to report that mental health issues affected their academic performance.
    • Students with likely generalized anxiety disorder are twice as likely, and those with a depressive disorder are almost twice as likely, to report academic performance declines due to emotional or mental difficulties compared to students likely without these disorders.
    • 63 percent of students identifying with another gender reported that mental health challenges could lead them to withdraw from classes, compared to 39 percent of women and 29 percent of men. More than half of students with a GPA of C or lower (53 percent) stated they were at least somewhat likely to consider withdrawal due to mental health concerns, in contrast to 33 percent of students with a GPA of B or higher.
    • High percentages of students felt their college prioritizes mental health, yet about three in 10 CCSSE respondents and slightly more SENSE respondents said they wouldn’t know where to seek help if needed. Hispanic or Latino students were most likely among racial/ethnic groups to report not knowing where to turn for mental health support.
    • Over one-third of students with likely depressive or generalized anxiety disorders reported not knowing where to find professional mental health assistance if needed. Among CCSSE respondents who needed mental health support in the past year, 42 percent never sought help, with Hispanic or Latino students and men more likely than other groups to indicate they hadn’t pursued support. Approximately one-third of students with probable depressive or generalized anxiety disorders reported never seeking help.Many students cited limited resources as the main barrier to seeking mental health support. Students, especially traditional-age students and men, also frequently mentioned concerns about others’ perceptions and uncertainty about what kind of help they need.
    • Across all groups, students expressed a strong preference for in-person individual counseling or therapy over teletherapy and other support options.
    • Only 16 percent of CCSSE respondents considered it essential that their mental health provider understands their cultural background. However, students with another gender identity and Black or African American students were more likely to value culturally informed mental health support.

    Check out the full report on the CCSSE website.

    —Nguyen DH Nguyen

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