Month: September 2018

Atlanta principals focus on school culture to improve student learning

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Principals in Atlanta, Georgia’s low-performing schools are leading a change in school culture they’re hoping to leverage into better academic outcomes for students.

Principals at Perkerson Elementary and Carver High school recently offered a look inside major changes underway as part of a broader effort to transform the district that also includes staffing changes and nonprofit contractors, The Atlanta Journal-Constitution reports.

Carver High School principal Yusuf Muhammad explained how Purpose Built Schools Atlanta is helping school officials implement a project-based learning approach that centers on students “at the core of the learning.”

“Instead of just, ‘Here’s a textbook, and you read the textbook’ or ‘ …I’m going to lecture and tell you what to do and you have to memorize what you have to learn,’ the students will be designing projects that are aligned to, of course, the state standards but also to their lives, so it’s culturally based,” Muhammad said.

The new approach takes lessons about math, science, history and other subjects and applies it to issues in students’ high-poverty neighborhood, while also expanding class offerings and clubs students can participate in during the school day, according to the news site.

Administrators also implemented changes to make the school “feel” more inviting, such as replacing the traditional bell signaling class periods to a pleasant message: “Good afternoon kings and queens. At this time, we will start our transition to our third block.”

“I just really worked on culture, creating a culture of love … and that we have high expectations,” Muhammad told the Journal-Constitution. “I know that we couldn’t make huge academic gains right away without improving the culture.”

Tony Ford, principal at Perkerson, is also focused on transforming school culture, though with an entirely different approach. He set up a system of rewards and competitions based on the “house” system popularized by Harry Potter. Students who behave earn tokens and compete for parties with the principal. Students also receive a “paycheck” for good behavior they can use at a school store called The Perkerson Pit Stop.

“Imagine: Hanging out with the principal as an honor and not a punishment,” the AJC reports. “That’s the school he’s trying to create.”

Researchers with the Institute for Advanced Studies in Culture have highlighted the important role culture – which extends to students’ mental state, home life, and after school community – plays in shaping character.

“The form of character is one thing, but the substance of character always takes shape relative to the culture in which it is found,” Institute founder James Davison Hunter wrote in “The Tragedy of Moral Education.”

Character.org provides resources for educators and principals working to transform school culture and instill positive character virtues in students, from conversations on key topics and training sessions to “11 Principles of Effective Character Education,” which offers tips on implementing positive change.

 

Oregon reaches out to students for better solutions to bullying

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The Oregon Department of Education launched a task force to delve deeper into bullying, and find creative ways to reduce incidents in the state’s schools.

The Advisory Committee on Safe and Effective Schools for All Students involves students, parents, teachers, lawmakers and advocates working together to review and draft policy recommendations schools can use to improve school culture, KEZI reports.

A major component of that effort is to solicit feedback from students across the state about ideas and issues in their schools, and to present the findings to the State Board of Education, lawmakers and the governor.

Oregon Department of Education director Colt Gill told the news site students are the ones who will ultimately change the dynamic in schools to prevent bullying, and it’s important to listen to their perspective.

“The way we formalize it at the educator level when we’re always stepping in and solving these problems for them doesn’t prepare them to be able to solve these problems on their own, both in school and once they’re in the workplace, as well,” Gill said.

The Advisory Committee on Safe and Effective Schools for All Students also wants to collect data from schools to track how early identification and intervention practices can address bullying before it escalates.

Much of the work, Gill said, centers on acceptance, and teaching students to embrace diversity.

“School is the one place when we’re all together, and we need to learn to respect one another and value what each person brings to the school,” Gill said.

Grandmother Jan Savelich told KEZI she’s encouraged by the focus on acceptance.

Savelich said she believes in “teaching our kids to love one another and to be kind in spite of our differences and maybe learn to love people because of our differences too.”

Researchers with the Institute for Advanced Studies in Culture at the University of Virginia examined some of the root causes of bullying as part of a broader look into character education in a variety of different schools.

In “The Content of Their Character,” a summary of the findings, researchers noted that parents are skeptical about the ability of schools to address moral dilemmas, in part because educators would rather avoid hot topics.

“This failure to provide a fully developed and broadly coherent moral message was partly due to public school teachers’ reluctance to opine on controversial issues,” editors James Davison Hunter and Ryan S. Olson wrote, adding many refrain from “providing serious direction on what was right and what was wrong.”

The work in Oregon and elsewhere to better understand the perspective of parents, teachers, students and others on issues like bullying and online harassment will undoubtedly help to shape a more coherent and uniform response to the problems plaguing schools.

Another step in that direction is the state’s Safe Oregon campaign, a free tip line service for public and private K-12 schools designed to give students an anonymous way to report safety threats or possible acts of violence.

The SafeOregon.com website also offers resources for schools, students and parents working to make their communities safer.

Lakeway Police Chief Todd Radford wants parents, school officials and others in his Texas community on the same page to fight against bullying.

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“As we have seen across the country, bullying is no longer just a matter for the school to address, but an issue that requires collaboration to overcome,” Radford wrote in an editorial for the Austin American-Statesman. “Society is ever changing and the way we deal with the issue of bullying must be ever changing.”

The biggest change, as Radford pointed out, is traditional bullying has evolved with smartphones and social media to become a problem that can plague students 24-hours a day, on or off school grounds.

He cited research that shows one in seven students in K-12 schools are involved in bullying, either as a victim or perpetrator, and an estimated 160,000 students skip school each day to avoid harassment. More than half of students witness bullying at least once a day, and about 35 percent face threats online, Radford wrote.

The impact on the victims, schools and families can be devastating. Suicides, extreme stress, diminished learning ability, physical illness, and mental scars lasting into adulthood are not uncommon.

Texas and other states have passed legislation to make it easier for students to report bullies and launched campaigns to encourage victims to speak out. In Texas, for example, laws mandate that schools must create policies to prohibit bullying and harassment, allow parents to transfer their kids when they’re bullied, and outlines discipline and interventions appropriate for various grade levels.

Parents play a key role, as well, Radford wrote.

“Parents need to continue to be active in monitoring the social media sites that their children are visiting, and what content is being posted on their social media sites,” he wrote. “Parents can have conversations with their children about these issues related to bullying and ensure they are not having any problems.”

If they are, students and parents can contact school or police officials to intervene, according to the police chief.

“Simply put, it is never acceptable to ignore bullying,” Radford wrote. “We must stop it or continue to deal with its aftermath.”

Radford’s call on adults throughout the community – from parents and guardians to police, school staff and lawmakers – to work together in the fight against bullying is a critical component of effective character education.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, pointed out the link between schools and the community in “The Content of Their Character,” which dissected how a variety of different high schools approach character education.

“How a school is organized, the course structure and classroom practices, the relationship between school and outside civic institutions – all of these matter in the moral and civic formation of the child,” Hunter wrote.

It’s a theme that’s also echoed by StopBullying.gov, a federal website devoted to bullying prevention.

“When adults respond quickly and consistently to bullying behavior they send a message that it is not acceptable. Research shows this can stop bullying behavior over time,” according to the site.

“Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.”

Kind is the new cool in U.S. schools

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In schools across America, it’s becoming cool to be kind.

The encouraging trend is playing out in a lot of ways, according to The 74 Million, and it’s inspiring everyone from a band of bikers to famous rappers and creative teachers to get involved.

In late August, dozens of Chicago-area bikers set the tone when they learned of middle school student Megan Kuntz, who was terrified to face bullies who tormented her at school last year. The massive biker entourage escorted the girl to her first day of class to send a message that they have her back.

“The next thing you know, I’ve got a whole family back here that’s supporting my daughter,” Jill Kuntz, Megan’s mom, told WLS. “She’s on cloud nine today going to school for the first time.”

Atlanta rapper T.I. also intervened in the case of a University High School sophomore who was denied school lunch over a 15-cent lunch debt. T.I. lashed out at the school and cafeteria worker who confiscated the girl’s lunch, then put $1,000 in her food account to ensure she’d never have to hungry again, WKYC reports.

T.I.’s generosity inspired others to launch a GoFundMe campaign to settle other students’ delinquent lunch accounts, as well.

Meanwhile, in Memphis, Tennessee, four students at Hernando Middle School created their own campaign of kindness by coming to school each day at 6:30 a.m. to personally greet each of their classmates as they came into the building.

“Kindness is like butter. The earth is toast,” seventh-grader Cody Eaton told Local Memphis. “You have to spread it around.”

“One time every morning someone has said, ‘Hey, why are you doing this?’” eighth-grader Bethany Wilder said. “And I think it’s nice for other people to know that you don’t have to have a reason to be kind. You just have to do it and make someone’s day.”

In Charlotte, North Carolina, teacher Justin Parmenter worked to lift his students’ spirits in a different way, through a heartfelt message from their parents. Suring the Waddell Language Academy’s open house, he asked parents to pen inspiring notes to their children he can hand out when they’re having a rough day.

Parmenter posted some of the loving notes to social media, where many parents and educators commended his efforts to start the school year off on the right foot.

“Writing an encouraging note is not only about letting someone understand they’re appreciated, but making yourself think about what it is that you appreciate,” the Charlotte Observer noted. “That’s a good assignment for the first day of school, and for lots of others.”

The emerging culture of kindness in many schools is a product of school and community leaders, teachers, parents and others who have worked diligently to raise awareness about bullying and other issues and to change the dynamic by setting a positive example, and creating habits and traditions rooted in kindness.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, highlighted exactly why that’s important in “The Content of Their Character,” a summary of character education in a variety of American high schools.

“What empathy we feel may help us understand someone else’s needs, and even feel the desire to help that person,” Hunter wrote. “But without embedded habits and moral traditions, empathy does not tell us what to do, nor when, nor how.”

The National Education Association, the country’s largest teachers union, publishes free resources for educators to “supplement, complement and support positive behavior goals.”

The association also provides K-12 lesson plans to promote kindness in the classroom.

Students take on kindness project to send a message on first day of school

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South Shore Elementary School Principal Nicole Young wanted to set the tone for the new school year, so she crafted a schoolwide project to spread love and hope throughout the community.

The Regina Beach, Saskatchewan students were asked to bring a rock to school for the first day of class, then encouraged to decorate them with kind words, and encouragement. Afterwards, students stashed their creations under trees and along benches, on guardrails and in playgrounds throughout the community in hopes of inspiring others with kindness, Global News reports.

“We just thought we would start off the year with a kindness initiative,” Young said. “It’s nice to make it something simple that the kids can do – kindergarten to grade eight, they can be kind and it’s easy.”

The idea came from a local mother of two, Geneva Haukeness, who combined her love of art with her growing rock collection to start Regina Beach Rocks, a project on Facebook designed to offer something for those who both create and find the special stones.

“I would just draw on rocks and it helps to (relieve) stress from this chaotic life (and) it just helps me to relax and get away,” Haukeness said. “If you find a rock you can keep it, you can post to on the Facebook page, (or) you can re-hide it for someone else to find.

“If it makes you smile, that’s all I want,” she said.

South Shore students were beaming as they discussed their artwork with Global News.

“I chose golfing because I love golfing, and it just makes me happy,” one student said of his rock’s theme. “I also feel kind, and feel like spreading that kindness.”

“It makes up happy,” his classmate added.

The intentional focus on instilling kindness in students comports with research from the Institute for Advanced Studies in Culture that shows parents want their children to be good people.

“The overwhelming majority of American parents (96 percent) say ‘strong moral character’ is very important, if not essential to their child’s future,” according to the Institute’s “Culture of American Families” report.

The kindness rocks in Regina Beach are part of a broader movement to inspire and encourage through painted rocks and stones that was started by Cape Cod, Massachusetts empowerment coach Megan Murphy.

Murphy’s The Kindness Rocks Project offers an educational curriculum that includes a Skype session with the founder, as well as a video explaining how it all got started.

“We believe that the earlier that you begin building understanding, empathy and kindness in children the sooner the world will have understanding, empathetic, and kinder human beings that care for one another. This educational module can help build the foundation of early social-emotional learning for children,” according to the website.

“You will find the curriculum module, additional resources and family sheets to assist you in implementing the activities. Included in the curriculum packet are a list of vocabulary words, suggested books, photos to use as prompts, links to videos to reinforce the curriculum, additional resource links, and family engagement activity sheets.”

Students draw on their own experiences to create new ways to fight bullying

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While many victims of bullies feel helpless to change their situation, others are using their experiences to find creative ways to crack down on the problem.

Mashable recently highlighted four teens who experienced or witnessed bullying and decided to do something about it: Natalie Hampton, Sanah Jivani, Peyton Klein, and Tori Taylor.

The site reports:

After taking time to recover from the severe bullying she experienced, Hampton built an app called Sit With Us that helps students find new friends with whom they can share lunch. Jivani, now 21, had been bullied for having a hair loss condition known as alopecia and founded International Natural Day while in high school. Klein noticed how students who spoke English as a second language were excluded and discriminated against, so she launched an after-school program to promote tolerance and friendship called Global Minds Initiative. Taylor, who’d experienced bullying, fought to bring a peer counseling program to her high school. 

Susan M. Swearer, a professor of educational psychology at the University of Nebraska-Lincoln, explained that the inspiring stories are important because it shows other victims of bullies “there’s a lot students can do on the individual level.”

Mashable interviewed each of the four students to talk in-depth about what inspired them to speak out and connect with their classmates about bullying, as well as the process they used to bring their projects to life.

The site also offered valuable advice to students who want to make a difference in their schools, such as how to craft an effective message, recruit influential people, and work with school officials to integrate student-led campaigns.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote about the importance of addressing the specifics of each school’s moral ecology to create personalized solutions to bullying and other issues.

In “The Content of Their Character,” a summary of character education in a wide variety of American high schools, Hunter wrote:

We can only care for the young in their particularity. If we are not attentive to and understanding of these contexts, we are not caring for real, live human beings, but rather abstractions that actually don’t exist at all.

Swearer points students who want to develop an anti-bullying campaign to inspirED, a website by the Yale Center for Emotional Intelligence that offers resources, process, events, projects and activities to help students make their schools a better place.

“At inspired, we believe that young people’s voices matter,” according to the website. “Our free resources, designed by teens, educators, and SEL experts, empower students to work together to create more positive school climates and foster greater wellbeing in their schools and communities.”

The initiative – a partnership between the university, the Random Acts of Kindness Foundation, and Channel Kindness, a project by the Born This Way Foundation – contends 75 percent of students in high school are tired, bored, or stressed out, while 88 percent claim they want to feel happy, excited and energized.

InspirED “was created to bridge the gap between how high school students feel and how they want to feel,” according to the website.

ACE Flight Program promotes character, diversity in next generation of aviators

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The U.S. Air Force teamed with Delaware State University (DSU) this summer to launch a new, three-week pilot training program that’s offering students much more than a chance to fly an airplane.

The ACE Flight Program – an acronym for Aviation, Character and Education – hosted two dozens students from across the country in July and August to learn about aviation and military careers as part of an effort to address a severe pilot shortage.

The camp offered students up to 10 hours of simulation instruction and 15 hours of actual flight time in a PA-28 Piper with certified flight instructors from DSU’s aviation program. During the last week of camp, students complete a solo flight, operating the aircraft from takeoff to landing on their own, an experience ACE Flight Program deputy director Maj. Kenneth Thomas said is a tremendous confidence booster and motivator.

“This was probably the greatest experience I’ve ever had in my life,” said Amon Jackson, an 18-year-old from Chicago. “It’s not just the fact that all 24 of us got to fly every single day, but also friends we made, the laughs we shared, the places we visited. Because of this program, I’ve solidified my passion for flying, and flying for the Air Force. To say I’ve been blessed is truly an understatement.”

In addition to flight lessons, students discussed the importance of character with Air National Guard and Air Force reserves officers during field trips to military bases in Virginia, Delaware and Maryland, where they also toured several military programs.

The character lessons “gave students the opportunity to visualize their goals and plan for the future,” according to Air Force Public Affairs. “Students learned how their personality traits contribute to their decision making capability, prepared for college applications, set personal and professional goals and created life maps.”

“The character lessons helped establish a baseline for the students,” ACE Flight Program DSU liaison William Charlton said. “It was meant to help them better understand themselves in an effort for better interactions between other students, their leadership and later, when they are in leadership positions themselves.”

The program aims to diversify the overwhelmingly white, male pilot pool, as well, with two women, 11 African-American, four Hispanic or Latino and eight women taking part in the class of 2018.

“Participating in the Air Force’s inaugural ACE Flight Program in Dover, Delaware, has been life changing,” Notre Dame University AFROTC cadet Jill Ruane said. “It was truly a blessing to have been given this opportunity. I am eternally grateful to DSU and all of the Air Force cadre for their tireless work to make this program a reality.”

A major component of the successful program revolves around the daily interactions and conversations between students from a variety of backgrounds, as well as the flight instructors and military officers who guided them along the way.

Joseph E. Davis, scholar at the Institute for Advanced Studies in Culture quotes Massachusetts Institute of Technology’s Sherry Turkle about the impact those conversations have on character:

… It is in this type of conversation – where we learn to make eye contact, to become aware of another person’s posture and tone, to comfort one another and respectfully challenge one another – that empathy and intimacy flourish.

In these conversations, we learn who we are.

The U.S. Department of Education offers a look at how racial and socioeconomic diversity can strengthen communities, schools, and students themselves on its “Diversity & Opportunity” webpage. The page provides links to grants and programs aimed at fostering diversity in several different kinds of schools, along with an outline of other initiatives the federal government is pursuing through the U.S. Departments of Housing and Urban Development and Transportation to narrow opportunity gaps for poor and minority students.

 

Botetourt County, Virginia students are literally reaping the fruits of their labor, and word is it’s delicious.

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Last year, the area behind Central Academy Middle School in Fincastle, Virginia was a barren strip of grass, but this year students are picking tomatoes, cucumbers and other veggies on that land to supply the school salad bar. The project, which also includes a small fish pond, is a collaboration between students in Central Academy’s art and agriscience classes, who designed the layout, selected and planted the crops, and decorated the garden with painted rocks and other artwork.

“I’m learning plant science, taking care of animals, taking care of crops,” seventh-grader Dylan Matheny told WSLS. “It’s fun. I like working outside. It’s nice doing all this. It looks like it’s really gone together well. Plants are doing good.”

“It’s amazing,” classmate Kaela Riddle added. “Everybody’s working together also.”

Agriscience teacher Jennifer Hannah told the news site she partnered with the Mountain Castle Soil and Water Conservation District to secure a school improvement grant through the Chesapeake Bay Foundation to attract pollinators to the area with native plant species.

The goal, she said, is to help students learn the value of accomplishing a large multi-faceted project, while also providing sustainable gardening skills they can use at home.

“This has been a student-driven project from day one,” she said. “I hope they walk away with some skills where they can do some sustainable gardening for themselves but also with some great pride in the work that they’ve done. This is a huge project for them.”

The group, which shared its latest crop with WSLS, now wants to add a greenhouse at the school to continue the work year-round.

“Everyone said the veggies were delicious,” said WSLS anchor Jenna Zibton.

The sense of accomplishment students gain from the experience is an undoubtedly positive contribution to the “moral ecology” that profoundly shapes their character.

In “The Content of Their Character,” a summary of character education in a variety of schools published by the Institute of Advanced Studies in Culture, researchers note:

When social institutions – whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture – cluster together, they form a larger ecosystem of powerful cultural influence.

The University of California Berkeley’s Greater Good Magazine explores in more depth how all different kinds of cultural influences impact character, and how students, educators and others can make a difference.

Greater Good’s “science based insights for a meaningful life” includes articles on everything from “How Seeing Good in People Can Help Bridge Our Differences” to “How to Raise a Kid with a Conscience in the Digital Age.”

Other features on the site include a Happiness Calendar, Greater Good quiz, and articles about specific virtues like compassion, gratitude, mindfulness and others.

SafeVoice smartphone app lets NV students report safety issues anonymously

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School officials across Nevada are launching a new smartphone app that allows students to anonymously report a variety of safety concerns to the proper authorities.

Students in Carson City and elsewhere were greeted with posters for “SafeVoice,” an app designed by the Nevada Department of Education that’s designed to give students an anonymous way to report threats of violence, self-harm, drug use, bullying or other problems, KRNV reports.

The notifications are then forwarded to the Department of Public Safety, which evaluates whether police involvement is necessary and alerts school officials.

SafeVoice debuted in January and is currently in about half of the state’s schools. Over the summer state officials received about 2,700 tips, with use expected to increase as students head back to class.

“Every tip is important. Every tip is evaluated by the Department of Public Safety and pushed through to the school,” Nevada DOE Safevoice coordinator Sarah Adler told the news site. “While it may seem frivolous to us, it may add a piece of information at the school level that connects with other pieces of information, and now we start to put a picture together about vulnerable kids.”

SafeVoice is accessible 24 hours a day, seven days a week, every day of the year, and students can report issues they’re struggling with both on and off school grounds.

Richard Stokes, superintendent of Carson City schools, told KRNV he hopes the app empowers students to take action to improve their school communities.

“We want students to speak up for their friends and themselves to stop bullying, support students in crisis, and above all, prevent school violence,” he said. “When it’s not possible to come to school leaders directly, we want students and parents to use SafeVoice.”

KRNV notes that Nevada law requires all school to eventually implement the program, which affirms officials are focusing on what most parents consider a top priority: safety.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, explained why a unified message centered on issues of character are typically the most effective when he wrote about such matters in “The Tragedy of Moral Education in America”:

Moral education can work where the community, and schools and other institutions within it, share a moral culture that is integrated and mutually reinforcing; where the social networks of adult authority are strong, unified, and consistent in articulating moral ideas and their attending virtues; and where adults maintain a ‘caring watchfulness’ over all aspects of a young person’s maturation.

The Nevada DOE website SaveVoiceNV.org offers more information for parents, students, schools, law enforcement, community members and others working to improve student wellness and prevent violence and other negative influences on learning.

The site also provides links to helpful resources including internet safety pledges, the “Bully Free Zone,” and other information on physical needs, safety, belonging and self-esteem from the state’s Office of Safe and Respectful Learning.

Study shows Catholic students have an advantage over their peers in other schools

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A new study shows students in Catholic schools are excelling at one particular skill that’s crucially important in higher education, and in life: self-discipline.

The Thomas B. Fordham Institute report “Self-Discipline and Catholic Schools: Evidence from Two National Cohorts” shows students in Catholic schools are less likely to act up and exhibit more self-control and self-discipline than their peers in private or public schools, Aleteia reports.

Researchers at the University of California at Santa Barbara analyzed teacher responses to national surveys between 1999 and 2011 to discover the trends, which lead to fewer student discipline problems in Catholic schools.

“Over the years Catholic schools – the largest provider of private education in the United States – have been particularly committed to the development of sound character, including the acquisition of self-discipline,” according to the report.

“Since Catholic school doctrine emphasizes the development of self-discipline, it seems likely that Catholic schools devote more time and attention to fostering it,” the report continues. “And their apparent success in doing so suggests that schools that focus on self-discipline are capable of inoculating, developing, and strengthening it over time – in the same way that other schools might focus on athletic skills to win track meets or football games.

“If other schools took self-discipline as seriously as Catholic schools do, they would likely have to spend less time, energy, political capital on penalizing students for negative behaviors.”

Researchers suggest school curriculum, discipline policies, and educators’ daily interactions with students all likely help build self-discipline in Catholic schools, but they highlighted another notable factor that’s difficult to measure.

“The most obvious feature that Catholic schools and similar faith-based schools have in common is their focus on religion—including such specifically Judeo-Christian values as humility, obedience, kindness, tolerance, self-sacrifice, and perseverance,” the study said. “It is difficult to pin down whether and how these values, taught in relation to the life of Christ, may influence a child’s behavior. Perhaps students are more likely to internalize such values when they know they are loved not only by their teachers but by their Creator, or when they perceive that misbehavior may have eternal consequences.”

“Religion can mold hearts and minds,” the study concluded, “in ways that suspensions, restorative justice, and Positive Behavioral Intervention and Supports (PBIS) can’t begin to match.”

The Fordham Institute isn’t the only think tank to notice the positive influence Catholic and other religious schools have on student character.

The Institute for Advanced Studies in Culture featured Catholic schools as one of several education sectors in “The Content of Their Character,” a summary of character education in American high schools.

Carol Ann MacGregor, lead researcher for Catholic schools, outlined the “ethos … and the philosophical hallmarks that made a particular education sector (like Catholic schools) unique – e.g., how it conceived the nature of the child, the task of teaching and formation, the purpose of education, and the role of adult authority.”

Educators who want to employ strategies to help students build self-discipline can find resources on sites like TeachHUB, which offers tips and teaching strategies for practicing self-control, memory development and other skills.

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