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MindShift | KQED
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MindShift
MindShift
MindShift explores the future of learning and how we raise our kids. We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn.
MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. Stay informed by
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MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. If you have questions, story pitches or just want to say hi,
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Who Misses Out When Tutoring Starts Too Late?
Apr 22
Do Less, Ask For More: How to Make Life Easier as a Working Parent
Apr 17
Overwhelmed By Kid Clutter? Get Organized With These 7 Smart Tips
Apr 10
'How Are You Using AI?' Therapists Should Ask You That Question, Experts Argue
Apr 10
Sun Ra and Symphony in Middle School: OUSD Music Teacher Retires After Four Decades
Apr 7
The Quest to Build a Better AI Tutor
Apr 6
More Teens Are Getting Hooked on Gambling. Parents Say it Often Goes Undetected
Apr 5
How a SCOTUS Decision on Birthright Citizenship Could Impact Education Access
Mar 30
They're Urged to Speak Out, But Education Researchers Face a High-stakes Choice
Mar 30
The AI ‘Hivemind’: Why So Many Student Essays Sound Alike
Mar 23
MindShift explores the future of learning in all its dimensions. Subscribe to receive weekly updates.
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Welcome to Mind Shift, where we explore the future of learning and how we raise our kids. I’m Marlena Jackson Rotondo. It’s almost Winter break at Bellevue Elementary in Santa Rosa, California, and tutoring sessions for the school year have just begun. The schools to AmeriCorps tutors have gone through a crash course of training to prepare for the reading and writing support they’ll provide for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>AmeriCorps is an independent government agency whose volunteer members provide educational support and services to schools across the country.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>On this morning, a small group of fourth graders reluctantly file into the room.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>They’ve been pulled out of their classroom to spend 30 minutes with the tutors, Maya Nurse and Elena Zeoli.\u003c/p>\n\u003cp>Maya has the students get straight to work reading a story out loud from a workbook In unison.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> We’re gonna start with our choral style of reading today.\u003c/p>\n\u003cp>\u003cstrong>Mya Nurse:\u003c/strong> Ready? Go!\u003c/p>\n\u003cp>\u003cstrong>All reading:\u003c/strong> My mother says to me, I choose a pretty paper fan with a picture of leaves and fireflies. I will keep my fan forever. When I grow up I will look at it and remember this night.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The tutors stop the students every couple of sentences to ask about vocabulary in the text.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So what happened?\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> What unexpectedly happened? The wet… they were warned about the weather. They thought the waves were only gonna get to how tall? Do you remember from the first page?

Student: mmmm….\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The students seem timid, and when they do speak up, it’s very quiet. And sometimes the students don’t answer the questions at all, but Maya and Elena, unfazed by the silence, move on.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is normal student behavior for the first week of tutoring at Bellevue Elementary, but what isn’t normal is that the first week of tutoring has been delayed this year by more than two months. Tutoring was supposed to start in early fall. Last April, all AmeriCorps funding was terminated by the Trump administration.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> This ended an almost three decade long collaboration between Bellevue Elementary and AmeriCorps.\u003c/p>\n\u003cp>These cuts happened immediately and without explanation.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> It was shocking how quickly it happened. Um, uh, literally felt like overnight.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> so it kind of felt like the rug was pulled out from us.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> That’s Nina Craig Bellevue, elementary’s principal of 10 years. Before that, she was a fifth grade teacher and she recalls working with AmeriCorps members then.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> As a classroom teacher I remember them coming into my room and working with some of my students and having that partnership as a teacher\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And because the AmeriCorps members were such an integral part of the school community, the cuts were difficult for Bellevue students too.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> The relationship with the kids that was established and for the kids to all of a sudden have these people gone that are such a vital part of our school.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> was really sad and really hard to explain, because they really do become a part of our school culture.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong> Through lawsuits. AmeriCorps funding cuts were reversed in June of last year, but by that time, schools like Bellevue Elementary were already behind for the next school year’s cycle of tutoring. Some schools across the district opted not to continue with tutoring and mentoring support from AmeriCorps members for the next school year.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> This is because they had to make decisions about their funding and without the certainty of AmeriCorps services, they had to go without. And because programming was delayed, Bellevue students didn’t start tutoring until December instead of October.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> there hasn’t been any tutoring offered for our third through sixth grade students until now.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> So without AmeriCorps, those students aren’t receiving any type of tutoring or intervention. And unless the teacher’s able to carve out time within their day to provide that,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> AmeriCorps members provide one of Bellevue elementary’s only forms of tier two support. That’s targeted support in a small group setting. In this case, it helps students who are struggling with reading.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> In years past, we’ve had literacy paraprofessionals that could support our tier two. Um, however, with budget cuts, this is our first year without having them.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> And so, um, we have one instructional aide. For the entire school\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> But yeah, we’re very limited.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The two AmeriCorps tutors contribute greatly to Bellevue’s tier two manpower, but it’s still not enough. The school reduced the kindergarten day by one and a half hours so that kindergarten teachers could provide extra support for Bellevue’s first and second grade classrooms. On short notice, and with no wiggle room in their budget.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Bellevue Elementary had to make some hard choices. We’ll find out how they’re doing right after this break.\u003c/p>\n\u003cp>***Midroll Break***\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I visited Bellevue Elementary back in December, I spoke with Fonzi, a fourth grader, receiving small group literacy tutoring for 30 minutes per day, four days per week.\u003c/p>\n\u003cp>\u003cstrong> Fonzi: \u003c/strong>Dog Man and then I Survived.\u003c/p>\n\u003cp>Fonzi’s telling me about the books he likes to read at home.,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What was that one?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> I Survived.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> What’s that one about?\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> It’s um, there’s like different books.\u003c/p>\n\u003cp>\u003cstrong> Fonzi:\u003c/strong> There’s, um, a Titanic book that, um, sunk in the ocean.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> So you read about different survival stories? Whoa, that’s pretty cool.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> He feels like there’s less reading time when he’s in his classroom.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> The things that are different is, um, we don’t like read a lot of books,\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But when he’s in his tutoring sessions, reading time, one of his favorite things to do, is extended\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> At AR time, we um, read, we read books for 15 minutes.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi is part of a small group of fourth grade students who have been identified as needing extra support with reading. During a normal year, there’s enough time for two groups of students to cycle through tutoring support from AmeriCorps members. But this year, since tutoring at Bellevue started late, AmeriCorps members only have time to help half of the students that they normally would.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> At sites like Bellevue, the AmeriCorps tutors have become a staple in the school community.\u003c/p>\n\u003cp>\u003cstrong>Nina Craig:\u003c/strong> There’s so many ways AmeriCorps impacts because of the tutoring, the recess playtime, the mentoring. It’s so much connection. You guys probably know more of the kids’ names than I do, um, at this point. And you just started\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And for Maya and Elena who are just starting their careers, the program offers them a glimpse into their professional future\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I know I want to do a job where I’m helping people and so I thought this was a great opportunity to, yeah, like, get some real life experience where I’m like serving others and I’m thinking of maybe doing something with social work.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The opportunity to work with students in a school setting also offered Maya something new.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I’ve never worked with kids, and so I was kind of like, I feel like I don’t know what I’m doing. Like, I don’t know if I..\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> …If I can do this, at first, you know, I was a little timid, but then you kind of just jump in and, um, you start connecting with the kids.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>When I spoke with the tutoring pair back in December, Elena was already feeling optimistic about her future.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> So far this job I feel extremely passionate about, which is, it’s just really nice waking up in the morning and I, I wake up early, like I wake up before my alarm clock ’cause I’m just excited to come to the school.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> A couple months later, Maya and Elena felt comfortable in their roles,\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> I just like know what I’m doing a little more. I kinda have a sense of like, we have a daily routine. I have really like good relationships with students now, so I’m like so excited to see them every day and they’re excited to see me and yeah, it’s great. It’s really good.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> And the AmeriCorps tutors have also noticed improvements in their students as well.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> One of my students in sixth grade, in one of his tests, he was and like the 26th percentile for reading in like November. And now he is like in the 42nd percentile and I’m like, whoa, that’s so like rewarding and exciting that he’s like doing so much better and able to do that on his own now, like do it more on his own.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> But the reality of having to work within the school’s limited resources has also sunk in for Maya.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> Sometimes also it’s like really hard to see like how some students struggle so much in school or like, you know, and I can only do so much and help them so much in that 30 minutes.\u003c/p>\n\u003cp>\u003cstrong>Maya Nurse:\u003c/strong> yeah, just doing the best you can every day with what you have.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> Cat was going to wait the cat, and then this could change to hundreds of bugs in one.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> He called his keys and…\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>I walked into the tutoring classroom in February.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> It felt like a transformed space with students who were relaxed and eager to learn.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Elena had also noticed a difference in her students too.\u003c/p>\n\u003cp>\u003cstrong>Elena Zeoli:\u003c/strong> I feel like they’re a lot more confident in answering questions and what to write down. So I feel like that’s. That’s like the biggest difference I’ve seen is like their confidence in what they’re writing.\u003c/p>\n\u003cp>\u003cstrong>ambi:\u003c/strong> So the door, what’s the door? Who does he know? What’s the door? It’s D, the OOR. Yeah. I thought it was E-D-O-O-O-R-H. What? All right.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Fonzi has also gained confidence in his reading abilities since December. He told me he’s reading three to four books a day and even tackling some chapter books.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> When I first came in and reading groups, um, we started reading books and stuff and I kind of got into it and I started reading books every day.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> The benefits of extra reading support provided by the AmeriCorps tutors at school has extended into Fonzie’s home life as well. He and his siblings made up a reading game that they like to play at home.\u003c/p>\n\u003cp>\u003cstrong>Fonzi:\u003c/strong> We guess, like, the book that they have. They don’t show the covers. And we, guess, and then if we get it right, the people that have the book that the people say, they’re eliminated.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Even though there won’t be enough time to bring in another group of fourth graders for tutoring this school year, Elena and Maya look forward to the rest of their time with the students that they are able to help.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo:\u003c/strong> Thank you to Bellevue Elementary’s faculty and staff who contributed their time to make this episode possible.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>The MindShift team includes me, Marlena Jackson-Retondo, Nimah Gobir, and Ki Sung. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Jen Chien is head of podcasts and Ethan Toven-Lindsey is KQED’s, editor-in-chief. We receive additional support from Maha Sanad.\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Mindshift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED, some members of the KQED podcast team are represented by the Screen Actors Guild, American Federation of Television and Radio artists. San Francisco, Northern California Local.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jackson-Retondo: \u003c/strong>Thanks for listening.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>The first day I returned to work after parental leave, I sat down at my desk, logged into my computer — and silently sobbed right up until my first morning meeting.\u003c/p>\n\u003cp>The guilt of leaving my child, the anxiety of starting over at my job, the stress of managing both worlds at once: it was the ultimate case of the Mondays.\u003c/p>\n\u003cp>Transitioning from “worker” to “parent” to “working parent” can be a shock to the system, says \u003ca href=\"https://cplleadership.com/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cu>Amy Beacom\u003c/u>\u003c/a>, founder and CEO of the Center for Parental Leave Leadership.\u003c/p>\n\u003cp>Parents are often “learning two new roles fast, under a lot of pressure with lack of sleep, zero guidance and zero support,” she says.\u003c/p>\n\u003cp>That’s especially the case for mothers. The United States is the only \u003ca href=\"https://bipartisanpolicy.org/wp-content/uploads/2020/01/PFL6-FInal_.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>industrialized nation without federal paid leave\u003c/u>\u003c/a>, and one 2012 report found that \u003ca href=\"https://www.dol.gov/sites/dolgov/files/OASP/legacy/files/FMLA-2012-Technical-Report.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>1 in 4 women\u003c/u>\u003c/a> go back to work within two weeks of having a baby.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While I was one of the lucky ones — I had several months of protected, paid leave — coming back was still a struggle and a huge adjustment.\u003c/p>\n\u003cp>So whether you’re about to return to work or already back, there are ways to set yourself up for success, Beacom says.\u003c/p>\n\u003ch2>Make work \u003cem>work\u003c/em> better for you\u003c/h2>\n\u003cp>Too often, returning parents assume their jobs and schedules are set in stone, so they don’t ask their managers for what they want, Beacom says.\u003c/p>\n\u003cp>But for the most part, companies “want you happy, engaged and supported,” she says — so you may be surprised by what they agree to.\u003c/p>\n\u003cp>Beacom shares a few ideas to smoothen your reentry.\u003c/p>\n\u003cul class=\"rte2-style-ul\">\n\u003cli>\u003cstrong>What does a good first day, week and month look like?\u003c/strong> If possible, make a plan and propose it to your manager before you take your leave, “ so everyone is thinking about that reentry even before you go,” says Beacom.\u003c/li>\n\u003cli>\u003cstrong>Set a date for a brief check-in with your employer \u003c/strong>while you’re gone, so both sides can feel more confident and prepared about what’s needed for your return, says Beacom.\u003c/li>\n\u003cli>\u003cstrong>Plan to return mid-week \u003c/strong>so you can give yourself time to quietly warm up, clear your inbox and then come back full swing the following week.\u003c/li>\n\u003cli>\u003cstrong>Negotiate your schedule. \u003c/strong>Maybe shifting your workday by half an hour would make a world of difference to your commute, or working East Coast hours would be a lot easier for day care pick-up and drop-off.\u003c/li>\n\u003c/ul>\n\u003cp>Your workplace will often only be as flexible as you \u003cem>ask\u003c/em> them to be, Beacom says. So find how work can work better for you.\u003c/p>\n\u003ch2>Let “good” be “good enough”\u003c/h2>\n\u003cp>Now that you’re back at work, you might notice something surprising: Your job might feel a little easier.\u003c/p>\n\u003cp>“A lot of parents report that having kids, because it introduces all these new complexities, can make them more disciplined and better at getting things done,” says brain researcher \u003ca href=\"https://dornsife.usc.edu/profile/darby-saxbe/\" target=\"_blank\" rel=\"noopener\">\u003cu>Darby Saxbe\u003c/u>\u003c/a>, author of the upcoming book \u003cem>Dad Brain\u003c/em>, about the science of fatherhood.\u003c/p>\n\u003cp>That doesn’t mean your life as a working parent will be a walk in the park. If you’re feeling overwhelmed, see when you can let “good” be “good enough.”\u003c/p>\n\u003cp>“My best advice to parents is lower your standards,” Saxbe says. “Don’t expect you’re going to be amazing at everything.” There are no raises for picture-perfect baby food or trophies for late-night speed-emailing.\u003c/p>\n\u003cp>If you absolutely must add more to your plate, be intentional about it, says \u003ca href=\"https://www.reshmasaujani.com/about\" target=\"_blank\" rel=\"noopener\">\u003cu>Reshma Saujani\u003c/u>\u003c/a>, CEO of Moms First, an organization that advocates for affordable child care and paid leave. What is a need and what is just a gold star on your record? How much pressure is self-imposed, and how much is out of your control?\u003c/p>\n\u003cp>Lastly, cut yourself some slack. Parenting can change the brain and body to better meet the needs of caring for your little one — and research shows it can take anywhere from \u003ca href=\"https://www.science.org/doi/10.1126/sciadv.adr7922\" target=\"_blank\" rel=\"noopener\">\u003cu>a few months\u003c/u>\u003c/a> to \u003ca href=\"https://www.nature.com/articles/nn.4458\" target=\"_blank\" rel=\"noopener\">\u003cu>two years\u003c/u>\u003c/a> or more for a new parent to feel fully themselves again.\u003c/p>\n\u003cp>“Respect that this is a transformational time,” Saxbe says. “Be patient with yourself and recognize that you may not be 100% for a while.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Meghan Keane. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first day I returned to work after parental leave, I sat down at my desk, logged into my computer — and silently sobbed right up until my first morning meeting.\u003c/p>\n\u003cp>The guilt of leaving my child, the anxiety of starting over at my job, the stress of managing both worlds at once: it was the ultimate case of the Mondays.\u003c/p>\n\u003cp>Transitioning from “worker” to “parent” to “working parent” can be a shock to the system, says \u003ca href=\"https://cplleadership.com/about-us/\" target=\"_blank\" rel=\"noopener\">\u003cu>Amy Beacom\u003c/u>\u003c/a>, founder and CEO of the Center for Parental Leave Leadership.\u003c/p>\n\u003cp>Parents are often “learning two new roles fast, under a lot of pressure with lack of sleep, zero guidance and zero support,” she says.\u003c/p>\n\u003cp>That’s especially the case for mothers. The United States is the only \u003ca href=\"https://bipartisanpolicy.org/wp-content/uploads/2020/01/PFL6-FInal_.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>industrialized nation without federal paid leave\u003c/u>\u003c/a>, and one 2012 report found that \u003ca href=\"https://www.dol.gov/sites/dolgov/files/OASP/legacy/files/FMLA-2012-Technical-Report.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>1 in 4 women\u003c/u>\u003c/a> go back to work within two weeks of having a baby.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While I was one of the lucky ones — I had several months of protected, paid leave — coming back was still a struggle and a huge adjustment.\u003c/p>\n\u003cp>So whether you’re about to return to work or already back, there are ways to set yourself up for success, Beacom says.\u003c/p>\n\u003ch2>Make work \u003cem>work\u003c/em> better for you\u003c/h2>\n\u003cp>Too often, returning parents assume their jobs and schedules are set in stone, so they don’t ask their managers for what they want, Beacom says.\u003c/p>\n\u003cp>But for the most part, companies “want you happy, engaged and supported,” she says — so you may be surprised by what they agree to.\u003c/p>\n\u003cp>Beacom shares a few ideas to smoothen your reentry.\u003c/p>\n\u003cul class=\"rte2-style-ul\">\n\u003cli>\u003cstrong>What does a good first day, week and month look like?\u003c/strong> If possible, make a plan and propose it to your manager before you take your leave, “ so everyone is thinking about that reentry even before you go,” says Beacom.\u003c/li>\n\u003cli>\u003cstrong>Set a date for a brief check-in with your employer \u003c/strong>while you’re gone, so both sides can feel more confident and prepared about what’s needed for your return, says Beacom.\u003c/li>\n\u003cli>\u003cstrong>Plan to return mid-week \u003c/strong>so you can give yourself time to quietly warm up, clear your inbox and then come back full swing the following week.\u003c/li>\n\u003cli>\u003cstrong>Negotiate your schedule. \u003c/strong>Maybe shifting your workday by half an hour would make a world of difference to your commute, or working East Coast hours would be a lot easier for day care pick-up and drop-off.\u003c/li>\n\u003c/ul>\n\u003cp>Your workplace will often only be as flexible as you \u003cem>ask\u003c/em> them to be, Beacom says. So find how work can work better for you.\u003c/p>\n\u003ch2>Let “good” be “good enough”\u003c/h2>\n\u003cp>Now that you’re back at work, you might notice something surprising: Your job might feel a little easier.\u003c/p>\n\u003cp>“A lot of parents report that having kids, because it introduces all these new complexities, can make them more disciplined and better at getting things done,” says brain researcher \u003ca href=\"https://dornsife.usc.edu/profile/darby-saxbe/\" target=\"_blank\" rel=\"noopener\">\u003cu>Darby Saxbe\u003c/u>\u003c/a>, author of the upcoming book \u003cem>Dad Brain\u003c/em>, about the science of fatherhood.\u003c/p>\n\u003cp>That doesn’t mean your life as a working parent will be a walk in the park. If you’re feeling overwhelmed, see when you can let “good” be “good enough.”\u003c/p>\n\u003cp>“My best advice to parents is lower your standards,” Saxbe says. “Don’t expect you’re going to be amazing at everything.” There are no raises for picture-perfect baby food or trophies for late-night speed-emailing.\u003c/p>\n\u003cp>If you absolutely must add more to your plate, be intentional about it, says \u003ca href=\"https://www.reshmasaujani.com/about\" target=\"_blank\" rel=\"noopener\">\u003cu>Reshma Saujani\u003c/u>\u003c/a>, CEO of Moms First, an organization that advocates for affordable child care and paid leave. What is a need and what is just a gold star on your record? How much pressure is self-imposed, and how much is out of your control?\u003c/p>\n\u003cp>Lastly, cut yourself some slack. Parenting can change the brain and body to better meet the needs of caring for your little one — and research shows it can take anywhere from \u003ca href=\"https://www.science.org/doi/10.1126/sciadv.adr7922\" target=\"_blank\" rel=\"noopener\">\u003cu>a few months\u003c/u>\u003c/a> to \u003ca href=\"https://www.nature.com/articles/nn.4458\" target=\"_blank\" rel=\"noopener\">\u003cu>two years\u003c/u>\u003c/a> or more for a new parent to feel fully themselves again.\u003c/p>\n\u003cp>“Respect that this is a transformational time,” Saxbe says. “Be patient with yourself and recognize that you may not be 100% for a while.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The digital story was edited by Meghan Keane. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A million magnetic tiles scattered across the living room. Stuffed animals piled high in the playroom. Outgrown baby gear taking up space in the closet.\u003c/p>\n\u003cp>When you live with kids, your home is bound to get messy. And the more stuff they have, the more time you have to spend organizing it and cleaning it up.\u003c/p>\n\u003cp>That’s why psychotherapist and mom of two \u003ca href=\"https://www.simplefamilies.com/\" target=\"_blank\" rel=\"noopener\">Denaye Barahona\u003c/a> prefers a less-is-more approach when it comes to buying and keeping kids’ clothes, toys and gear.\u003c/p>\n\u003cp>When you “pare back on the amount of clutter in your life, you can focus on the most important things,” like quality time as a family, says Barahona, author of \u003cem>Simple Happy Parenting: The Secret of Less for Calmer Parents and Happier Kids\u003c/em>.\u003c/p>\n\u003cp>Plus, there’s a positive benefit for young children. \u003ca href=\"https://www.jcfs.org/sites/default/files/Influence-of-the-number-of-toys-in-the-environment-on-toddlers.pdf\" target=\"_blank\" rel=\"noopener\">Research has shown\u003c/a> that when toddlers play in a quieter space with fewer toys, they “do more, create more and innovate more,” she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do you begin the process of decluttering all your child’s things, whether it’s their beloved Pokémon card collection or handmade art? Barahona offers practical ways to organize what you have and decide what to keep or let go.\u003c/p>\n\u003cp>\u003cstrong>🚪Create “active” and “storage” spaces to cut down on clutter: “\u003c/strong>Active” spaces are high-traffic areas of a room that should hold only things you use on a regular basis, says Barahona. An entryway closet, for example, doesn’t need to be stuffed with snow jackets in summer. Keep those in a separate storage space, like an underbed drawer, until you’re ready to rotate them back into the closet.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2500x3125+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fd2%2Fc9%2Fa5bc19d74649b30a349d4c8c8913%2F260408-lk-kidcluttter-flowchart.jpg\" alt=\"This handy infographic offers guidance from psychotherapist Denaye Barahona on what to keep, donate or let go. Try to be as discerning as possible, she says: 'If everything is important, then nothing is important.'\">\u003cfigcaption>This handy infographic offers guidance from psychotherapist Denaye Barahona on what to keep, donate or let go. Try to be as discerning as possible, she says: “If everything is important, then nothing is important.” \u003ccite> (Andee Tagle/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>🎯 Use clear, shallow bins to help younger kids spot the toys they want. \u003c/strong>If you want your daughter to stop dumping every item she owns onto the living room floor to find that one special stuffie, this kind of storage is the way to go, says Barahona. Visible toys make for less mess.\u003c/p>\n\u003cp>\u003cstrong>🌀 Rotate toys in and out of play spaces.\u003c/strong> It can tamp down on visual clutter and give kids more space for focusing by reducing overstimulation from excessive options. Be warned, though: Maintaining a regular toy-rotation schedule can require a fair amount of extra effort and planning by parents, Barahona says.\u003c/p>\n\u003cp>\u003cstrong>💗 Reframe the purpose of your family’s donation pile. \u003c/strong>You’re not losing something — you’re “sharing the love,” Barahona says. It’s just a small semantic change, but it helps her family picture an item’s future purpose. “Should this jacket spend the next 30 years in this box, or should it be on the body of another child who needs it?”\u003c/p>\n\u003cp>\u003cstrong>🚩 Beware of recluttering after decluttering.\u003c/strong> The goal of decluttering should be to live more simply, not make space for more stuff, says Barahona. Before you buy anything new — be it storage bins or toys — pause to consider your motivation: Is this a true need, a replacement or just a personal desire? If it’s the latter, try looking for alternatives that could fill that same need without accumulating more stuff. For example, could you share a new experience with your kid instead of buying them that toy?\u003c/p>\n\u003cp>\u003cstrong>📉 Scale back to help kids feel more responsible. \u003c/strong>If your son is constantly leaving a tornado of toys wherever he goes, he might have too many, be too young to manage them — or both, Barahona says. If he loves Pokémon cards, for example, you might have him pick his top 20 to keep in an active drawer. Move the rest into storage until he can show you he’s capable of taking care of that first set.\u003c/p>\n\u003cp>\u003cstrong>📦 You don’t have to keep\u003cem> all\u003c/em> that kid art. \u003c/strong>Yes, every finger-painted picture frame is a masterpiece, but there’s only so much room for keepsakes in any family closet. In her home, Barahona has exactly \u003cem>one\u003c/em> box for storing both of her kids’ artwork. Whenever it gets full, she looks through everything to see what still holds meaning and what draws a blank.\u003c/p>\n\u003cp>“Some things in the box, I’m like, ‘What is this? Who made this?'” Barahona says. If she doesn’t know, “then I am certainly not going to remember why I saved them 30 years from now.”\u003c/p>\n\u003ch3>Your turn: How do you manage your kid’s stuff?\u003c/h3>\n\u003cp>Tell us your best organization hacks (and feel free to share photos!). Email us at \u003ca href=\"mailto:lifekit@npr.org\" target=\"_blank\" rel=\"noopener\">lifekit@npr.org\u003c/a> with the subject line “Kid stuff.” We may feature your story on \u003ca href=\"http://npr.org\" target=\"_blank\" rel=\"noopener\">NPR.org\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Illustrations inked and colored by NPR’s Malaka Gharib\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Malaka Gharib. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\" target=\"_blank\" rel=\"noopener\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A million magnetic tiles scattered across the living room. Stuffed animals piled high in the playroom. Outgrown baby gear taking up space in the closet.\u003c/p>\n\u003cp>When you live with kids, your home is bound to get messy. And the more stuff they have, the more time you have to spend organizing it and cleaning it up.\u003c/p>\n\u003cp>That’s why psychotherapist and mom of two \u003ca href=\"https://www.simplefamilies.com/\" target=\"_blank\" rel=\"noopener\">Denaye Barahona\u003c/a> prefers a less-is-more approach when it comes to buying and keeping kids’ clothes, toys and gear.\u003c/p>\n\u003cp>When you “pare back on the amount of clutter in your life, you can focus on the most important things,” like quality time as a family, says Barahona, author of \u003cem>Simple Happy Parenting: The Secret of Less for Calmer Parents and Happier Kids\u003c/em>.\u003c/p>\n\u003cp>Plus, there’s a positive benefit for young children. \u003ca href=\"https://www.jcfs.org/sites/default/files/Influence-of-the-number-of-toys-in-the-environment-on-toddlers.pdf\" target=\"_blank\" rel=\"noopener\">Research has shown\u003c/a> that when toddlers play in a quieter space with fewer toys, they “do more, create more and innovate more,” she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how do you begin the process of decluttering all your child’s things, whether it’s their beloved Pokémon card collection or handmade art? Barahona offers practical ways to organize what you have and decide what to keep or let go.\u003c/p>\n\u003cp>\u003cstrong>🚪Create “active” and “storage” spaces to cut down on clutter: “\u003c/strong>Active” spaces are high-traffic areas of a room that should hold only things you use on a regular basis, says Barahona. An entryway closet, for example, doesn’t need to be stuffed with snow jackets in summer. Keep those in a separate storage space, like an underbed drawer, until you’re ready to rotate them back into the closet.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2500x3125+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fd2%2Fc9%2Fa5bc19d74649b30a349d4c8c8913%2F260408-lk-kidcluttter-flowchart.jpg\" alt=\"This handy infographic offers guidance from psychotherapist Denaye Barahona on what to keep, donate or let go. Try to be as discerning as possible, she says: 'If everything is important, then nothing is important.'\">\u003cfigcaption>This handy infographic offers guidance from psychotherapist Denaye Barahona on what to keep, donate or let go. Try to be as discerning as possible, she says: “If everything is important, then nothing is important.” \u003ccite> (Andee Tagle/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>🎯 Use clear, shallow bins to help younger kids spot the toys they want. \u003c/strong>If you want your daughter to stop dumping every item she owns onto the living room floor to find that one special stuffie, this kind of storage is the way to go, says Barahona. Visible toys make for less mess.\u003c/p>\n\u003cp>\u003cstrong>🌀 Rotate toys in and out of play spaces.\u003c/strong> It can tamp down on visual clutter and give kids more space for focusing by reducing overstimulation from excessive options. Be warned, though: Maintaining a regular toy-rotation schedule can require a fair amount of extra effort and planning by parents, Barahona says.\u003c/p>\n\u003cp>\u003cstrong>💗 Reframe the purpose of your family’s donation pile. \u003c/strong>You’re not losing something — you’re “sharing the love,” Barahona says. It’s just a small semantic change, but it helps her family picture an item’s future purpose. “Should this jacket spend the next 30 years in this box, or should it be on the body of another child who needs it?”\u003c/p>\n\u003cp>\u003cstrong>🚩 Beware of recluttering after decluttering.\u003c/strong> The goal of decluttering should be to live more simply, not make space for more stuff, says Barahona. Before you buy anything new — be it storage bins or toys — pause to consider your motivation: Is this a true need, a replacement or just a personal desire? If it’s the latter, try looking for alternatives that could fill that same need without accumulating more stuff. For example, could you share a new experience with your kid instead of buying them that toy?\u003c/p>\n\u003cp>\u003cstrong>📉 Scale back to help kids feel more responsible. \u003c/strong>If your son is constantly leaving a tornado of toys wherever he goes, he might have too many, be too young to manage them — or both, Barahona says. If he loves Pokémon cards, for example, you might have him pick his top 20 to keep in an active drawer. Move the rest into storage until he can show you he’s capable of taking care of that first set.\u003c/p>\n\u003cp>\u003cstrong>📦 You don’t have to keep\u003cem> all\u003c/em> that kid art. \u003c/strong>Yes, every finger-painted picture frame is a masterpiece, but there’s only so much room for keepsakes in any family closet. In her home, Barahona has exactly \u003cem>one\u003c/em> box for storing both of her kids’ artwork. Whenever it gets full, she looks through everything to see what still holds meaning and what draws a blank.\u003c/p>\n\u003cp>“Some things in the box, I’m like, ‘What is this? Who made this?'” Barahona says. If she doesn’t know, “then I am certainly not going to remember why I saved them 30 years from now.”\u003c/p>\n\u003ch3>Your turn: How do you manage your kid’s stuff?\u003c/h3>\n\u003cp>Tell us your best organization hacks (and feel free to share photos!). Email us at \u003ca href=\"mailto:lifekit@npr.org\" target=\"_blank\" rel=\"noopener\">lifekit@npr.org\u003c/a> with the subject line “Kid stuff.” We may feature your story on \u003ca href=\"http://npr.org\" target=\"_blank\" rel=\"noopener\">NPR.org\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Illustrations inked and colored by NPR’s Malaka Gharib\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Malaka Gharib. The visual editor is CJ Riculan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\" target=\"_blank\" rel=\"noopener\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Increasingly, teens and adults are turning to artificial intelligence chatbots for companionship and emotional support, \u003ca href=\"https://psycnet.apa.org/record/2026-42411-001\" target=\"_blank\" rel=\"noopener\">recent studies\u003c/a> and \u003ca href=\"https://www.pewresearch.org/internet/2026/02/24/how-teens-use-and-view-ai/\" target=\"_blank\" rel=\"noopener\">surveys \u003c/a>show. And so, mental health care providers should inquire if and how their patients are using this technology, just like they seek information on sleep, diet, exercise and alcohol consumption.\u003c/p>\n\u003cp>That’s \u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2847068\" target=\"_blank\" rel=\"noopener\">according to a new paper\u003c/a> out in \u003cem>JAMA Psychiatry\u003c/em>.\u003c/p>\n\u003cp>“We’re not saying that AI use is good or bad,” says \u003ca href=\"https://socialwork.nyu.edu/faculty-and-research/our-faculty/shaddy-saba.html?challenge=d06e90d7-4d8f-4b88-9d8c-10b73beb60f1\" target=\"_blank\" rel=\"noopener\">Shaddy Saba\u003c/a>, an assistant professor at New York University’s Silver School of Social Work, “just like we wouldn’t say substance use is necessarily good or bad, [or] consulting with a friend about something is good or bad.”\u003c/p>\n\u003cp>However, learning about a person’s use of AI for emotional support and advice could provide valuable insight into someone’s life and mental health status, he says.\u003c/p>\n\u003cp>“Our job is to understand why people are behaving as they are — in this case, why they are seeking help from an AI system,” adds Saba. “And to learn about what it’s doing for them, what it’s not doing for them.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Saba and his co-author’s recommendations are “very aligned” with recommendations by the American Psychological Association (APA) in a \u003ca href=\"https://www.apa.org/topics/artificial-intelligence-machine-learning/health-advisory-ai-chatbots-wellness-apps-mental-health.pdf\" target=\"_blank\" rel=\"noopener\">health advisory released in November\u003c/a> of last year, says the APA’s \u003ca href=\"https://www.drvailewright.com/\" target=\"_blank\" rel=\"noopener\">Vaile Wright\u003c/a>.\u003c/p>\n\u003cp>Asking what a patient is getting out of their conversations with an AI chatbot sets “a foundation for the therapist to better know how they are trying to navigate their emotional wellbeing and their mental illness,” says Wright.\u003c/p>\n\u003ch2>“Treasure trove of information”\u003c/h2>\n\u003cp>“People are using these tools on a regular basis to ask about how to cope with stressful experiences, personal relationship challenges,” explains Saba.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>And some are using chatbots for advice on how to cope with symptoms of anxiety and depression.\u003c/p>\n\u003cp>“To the extent that we can prompt our clients to bring these conversations, in increasing detail, even into the therapy room, I think there’s potentially a treasure trove of information,” he says.\u003c/p>\n\u003cp>It could be information about the main causes of stress in someone’s life, or if they are turning to a chatbot as a way to avoid confrontations.\u003c/p>\n\u003cp>“Let’s say, for example, you have a client who is having relationship issues with their spouse,” says the APA’s Wright. “And instead of trying to have open conversations with their spouse about how to get their needs met, they’re instead going to the chatbot to either fill those needs or to avoid having these difficult conversations with their spouse.”\u003c/p>\n\u003cp>That background will help a therapist better support the patient, she explains.\u003c/p>\n\u003cp>“Helping them understand how to have a safe conversation with their spouse, helping them understand the limitations of AI as a tool for filling those gaps in those needs.”\u003c/p>\n\u003cp>Discussing use of AI is also a chance to learn about things a client might not voluntarily share with a therapist, says psychiatrist \u003ca href=\"https://www.thomasinselmd.com/about\" target=\"_blank\" rel=\"noopener\">Dr. Tom Insel\u003c/a>, former director of the \u003ca href=\"https://www.nimh.nih.gov/\" target=\"_blank\" rel=\"noopener\">National Institute of Mental Health\u003c/a>. “People often use the chatbots to talk about things that they can’t talk about with other people because they’re so worried about being judged,” he says.\u003c/p>\n\u003cp>For example, suicidal thoughts may be something a patient is reluctant to share with their therapist, but that is critical for the therapist to know to keep the patient safe.\u003c/p>\n\u003ch2>Be curious, but don’t judge\u003c/h2>\n\u003cp>When it comes to first broaching the subject with patients, Saba suggests doing it without any judgment.\u003c/p>\n\u003cp>“We don’t want to make clients feel like we’re judging them,” he says. “They’re just not going to want to work with us in general if we do that.”\u003c/p>\n\u003cp>He recommends therapists approach the topic with genuine curiosity, and offers suggested language for these conversations.\u003c/p>\n\u003cp>“‘You know, AI is something that’s kind of rapidly growing, and I’m hearing from a lot of people that they’re using things like ChatGPT for emotional support,” he suggests. “‘Is that the case for you? Have you tried that?'”\u003c/p>\n\u003cp>He also recommends asking specific questions about what they found helpful so they can better understand how a patient is using these tools.\u003c/p>\n\u003cp>It could also help a therapist figure out whether a chatbot can complement therapy in helpful ways, says Insel, such as to vet which topics to bring to their sessions or to vent about day-to-day life.\u003c/p>\n\u003cp>In a way, therapy and chatbots “could be aligned to work together,” says Insel.\u003c/p>\n\u003cp>Saba and his co-author, William Weeks, also suggest asking patients if they found any chatbot interactions unhelpful or problematic, and also offering to share risks of using chatbots for emotional support.\u003c/p>\n\u003cp>For example, the risks to data privacy, because many AI companies \u003ca href=\"https://hai.stanford.edu/news/be-careful-what-you-tell-your-ai-chatbot\" target=\"_blank\" rel=\"noopener\">use the conversations — even sensitive ones — to further train their models\u003c/a>.\u003c/p>\n\u003cp>There are also risks of treating a chatbot like a therapist, says Insel.\u003c/p>\n\u003cp>Talking with a chatbot about one’s mental health is “the opposite of therapy,” he says, because chatbots are designed to affirm and flatter, reinforcing users’ thoughts and feelings.\u003c/p>\n\u003cp>“Therapy is there to help you change and to challenge you,” says Insel, “and to get you to talk about things that are particularly difficult.”\u003c/p>\n\u003ch2>Adopting the advice\u003c/h2>\n\u003cp>Psychologist \u003ca href=\"https://www.childpsychologysolutions.com/\" target=\"_blank\" rel=\"noopener\">Cami Winkelspecht\u003c/a> has a private practice working primarily with children and adolescents in Wilmington, Del.\u003c/p>\n\u003cp>She has been considering adding questions about social media and AI use to her intake form and appreciated Saba’s study as it offered some sample questions to include.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3500x2333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ffa%2Fb0%2Fa25ed5cc45429d44c18de99ecba5%2Fap25217544822086.jpg\" alt=\"ChatGPT's landing page on a computer screen.\">\u003cfigcaption>ChatGPT’s landing page on a computer screen. \u003ccite> (Kiichiro Sato | AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the past year or so, Winkelspecht has had a growing number of clients and their parents ask her for help with using AI for brainstorming and other tasks in ways that don’t break a school’s honor code. So, she’s had to familiarize herself with the technology to be able to support her clients. Along the way, she’s come to realize that therapists and kids’ parents need to be more aware of how children and teens are using their digital devices — both social media and AI chatbots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We don’t necessarily think about what they’re doing with their phones quite as much,” says Winkelspecht. “And I think it’s pretty clear that we need to be doing that more and encouraging ourselves to have that conversation.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>JUANA SUMMERS, HOST:\u003c/p>\n\u003cp>Recent studies suggest that many Americans with mental health conditions now turn to AI chatbots for mental health advice. Now a new paper in JAMA Psychiatry suggests that therapists should regularly ask patients about their use of AI for emotional support, just like they seek information about sleep, exercise and how much you drink. NPR’s Rhitu Chatterjee reports.\u003c/p>\n\u003cp>RHITU CHATTERJEE, BYLINE: These days, when people feel stressed or anxious, many reach for an AI chatbot like ChatGPT. It’s at their fingertips and easy. Study author Shaddy Saba is an assistant professor at New York University Silver School of Social Work.\u003c/p>\n\u003cp>SHADDY SABA: You know, people who are using these tools on a regular basis to ask about stressful experiences and how to cope with stressful experiences, personal relationship challenges.\u003c/p>\n\u003cp>CHATTERJEE: For example, anticipating a tough conversation with a boss or a friend.\u003c/p>\n\u003cp>SABA: How do I approach it? Do I say this? Do I say that?\u003c/p>\n\u003cp>CHATTERJEE: People also vent to chatbots and ask for ways to cope with anxiety and depression.\u003c/p>\n\u003cp>SABA: If they’re doing a back and forth with a chatbot about these things, they might be picking up on ideas of what might be helpful for them. They might also be, you know, exposed to ideas that might be less helpful for them.\u003c/p>\n\u003cp>CHATTERJEE: That’s why Saba and his coauthors suggest mental health providers ask clients about their use of AI.\u003c/p>\n\u003cp>SABA: The extent that we can prompt our clients to bring these conversations, you know, in increasing detail even, into the therapy room, I think there’s potentially kind of a treasure trove of information.\u003c/p>\n\u003cp>CHATTERJEE: Information about the main causes of stress in someone’s life, or whether they’re turning to a chatbot to avoid confrontations.\u003c/p>\n\u003cp>VAILE WRIGHT: Let’s say, for example, you have a client who is having relationship issues with their spouse.\u003c/p>\n\u003cp>CHATTERJEE: Psychologist Vaile Wright is with the American Psychological Association.\u003c/p>\n\u003cp>WRIGHT: And instead of trying to have open conversations with their spouse about how to get their needs met, they’re instead going to the chatbot to either fill those needs or to avoid having these difficult conversations with their spouse.\u003c/p>\n\u003cp>CHATTERJEE: Wright says understanding this background will help a therapist better support the patient.\u003c/p>\n\u003cp>WRIGHT: So helping them understand how to have a safe conversation with their spouse, helping them understand the limitations of the AI as a tool for filling those gaps and those needs.\u003c/p>\n\u003cp>CHATTERJEE: Talking about AI use can also help therapists learn about things that their patient might not voluntarily share with them. Psychiatrist Tom Insel is former director of the National Institute of Mental Health.\u003c/p>\n\u003cp>TOM INSEL: People often use the chatbots to talk about things that they can’t talk about with other people ’cause they’re so worried about being judged.\u003c/p>\n\u003cp>CHATTERJEE: For example, if they are having thoughts of suicide – he says discussing AI use also allows mental health providers to educate patients about the risks of using a chatbot like a therapist.\u003c/p>\n\u003cp>INSEL: Because it’s the opposite of therapy in so many ways, you know, they’re affirming. They may even be sycophantic.\u003c/p>\n\u003cp>CHATTERJEE: Which only reinforces a user’s thoughts and feelings.\u003c/p>\n\u003cp>INSEL: Therapy is there to help you change and to challenge you and to get you to talk about things that are particularly difficult.\u003c/p>\n\u003cp>CHATTERJEE: And helping people understand this can itself be transformative for their mental health in the long run. Rhitu Chatterjee, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Increasingly, teens and adults are turning to artificial intelligence chatbots for companionship and emotional support, \u003ca href=\"https://psycnet.apa.org/record/2026-42411-001\" target=\"_blank\" rel=\"noopener\">recent studies\u003c/a> and \u003ca href=\"https://www.pewresearch.org/internet/2026/02/24/how-teens-use-and-view-ai/\" target=\"_blank\" rel=\"noopener\">surveys \u003c/a>show. And so, mental health care providers should inquire if and how their patients are using this technology, just like they seek information on sleep, diet, exercise and alcohol consumption.\u003c/p>\n\u003cp>That’s \u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2847068\" target=\"_blank\" rel=\"noopener\">according to a new paper\u003c/a> out in \u003cem>JAMA Psychiatry\u003c/em>.\u003c/p>\n\u003cp>“We’re not saying that AI use is good or bad,” says \u003ca href=\"https://socialwork.nyu.edu/faculty-and-research/our-faculty/shaddy-saba.html?challenge=d06e90d7-4d8f-4b88-9d8c-10b73beb60f1\" target=\"_blank\" rel=\"noopener\">Shaddy Saba\u003c/a>, an assistant professor at New York University’s Silver School of Social Work, “just like we wouldn’t say substance use is necessarily good or bad, [or] consulting with a friend about something is good or bad.”\u003c/p>\n\u003cp>However, learning about a person’s use of AI for emotional support and advice could provide valuable insight into someone’s life and mental health status, he says.\u003c/p>\n\u003cp>“Our job is to understand why people are behaving as they are — in this case, why they are seeking help from an AI system,” adds Saba. “And to learn about what it’s doing for them, what it’s not doing for them.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Saba and his co-author’s recommendations are “very aligned” with recommendations by the American Psychological Association (APA) in a \u003ca href=\"https://www.apa.org/topics/artificial-intelligence-machine-learning/health-advisory-ai-chatbots-wellness-apps-mental-health.pdf\" target=\"_blank\" rel=\"noopener\">health advisory released in November\u003c/a> of last year, says the APA’s \u003ca href=\"https://www.drvailewright.com/\" target=\"_blank\" rel=\"noopener\">Vaile Wright\u003c/a>.\u003c/p>\n\u003cp>Asking what a patient is getting out of their conversations with an AI chatbot sets “a foundation for the therapist to better know how they are trying to navigate their emotional wellbeing and their mental illness,” says Wright.\u003c/p>\n\u003ch2>“Treasure trove of information”\u003c/h2>\n\u003cp>“People are using these tools on a regular basis to ask about how to cope with stressful experiences, personal relationship challenges,” explains Saba.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>And some are using chatbots for advice on how to cope with symptoms of anxiety and depression.\u003c/p>\n\u003cp>“To the extent that we can prompt our clients to bring these conversations, in increasing detail, even into the therapy room, I think there’s potentially a treasure trove of information,” he says.\u003c/p>\n\u003cp>It could be information about the main causes of stress in someone’s life, or if they are turning to a chatbot as a way to avoid confrontations.\u003c/p>\n\u003cp>“Let’s say, for example, you have a client who is having relationship issues with their spouse,” says the APA’s Wright. “And instead of trying to have open conversations with their spouse about how to get their needs met, they’re instead going to the chatbot to either fill those needs or to avoid having these difficult conversations with their spouse.”\u003c/p>\n\u003cp>That background will help a therapist better support the patient, she explains.\u003c/p>\n\u003cp>“Helping them understand how to have a safe conversation with their spouse, helping them understand the limitations of AI as a tool for filling those gaps in those needs.”\u003c/p>\n\u003cp>Discussing use of AI is also a chance to learn about things a client might not voluntarily share with a therapist, says psychiatrist \u003ca href=\"https://www.thomasinselmd.com/about\" target=\"_blank\" rel=\"noopener\">Dr. Tom Insel\u003c/a>, former director of the \u003ca href=\"https://www.nimh.nih.gov/\" target=\"_blank\" rel=\"noopener\">National Institute of Mental Health\u003c/a>. “People often use the chatbots to talk about things that they can’t talk about with other people because they’re so worried about being judged,” he says.\u003c/p>\n\u003cp>For example, suicidal thoughts may be something a patient is reluctant to share with their therapist, but that is critical for the therapist to know to keep the patient safe.\u003c/p>\n\u003ch2>Be curious, but don’t judge\u003c/h2>\n\u003cp>When it comes to first broaching the subject with patients, Saba suggests doing it without any judgment.\u003c/p>\n\u003cp>“We don’t want to make clients feel like we’re judging them,” he says. “They’re just not going to want to work with us in general if we do that.”\u003c/p>\n\u003cp>He recommends therapists approach the topic with genuine curiosity, and offers suggested language for these conversations.\u003c/p>\n\u003cp>“‘You know, AI is something that’s kind of rapidly growing, and I’m hearing from a lot of people that they’re using things like ChatGPT for emotional support,” he suggests. “‘Is that the case for you? Have you tried that?'”\u003c/p>\n\u003cp>He also recommends asking specific questions about what they found helpful so they can better understand how a patient is using these tools.\u003c/p>\n\u003cp>It could also help a therapist figure out whether a chatbot can complement therapy in helpful ways, says Insel, such as to vet which topics to bring to their sessions or to vent about day-to-day life.\u003c/p>\n\u003cp>In a way, therapy and chatbots “could be aligned to work together,” says Insel.\u003c/p>\n\u003cp>Saba and his co-author, William Weeks, also suggest asking patients if they found any chatbot interactions unhelpful or problematic, and also offering to share risks of using chatbots for emotional support.\u003c/p>\n\u003cp>For example, the risks to data privacy, because many AI companies \u003ca href=\"https://hai.stanford.edu/news/be-careful-what-you-tell-your-ai-chatbot\" target=\"_blank\" rel=\"noopener\">use the conversations — even sensitive ones — to further train their models\u003c/a>.\u003c/p>\n\u003cp>There are also risks of treating a chatbot like a therapist, says Insel.\u003c/p>\n\u003cp>Talking with a chatbot about one’s mental health is “the opposite of therapy,” he says, because chatbots are designed to affirm and flatter, reinforcing users’ thoughts and feelings.\u003c/p>\n\u003cp>“Therapy is there to help you change and to challenge you,” says Insel, “and to get you to talk about things that are particularly difficult.”\u003c/p>\n\u003ch2>Adopting the advice\u003c/h2>\n\u003cp>Psychologist \u003ca href=\"https://www.childpsychologysolutions.com/\" target=\"_blank\" rel=\"noopener\">Cami Winkelspecht\u003c/a> has a private practice working primarily with children and adolescents in Wilmington, Del.\u003c/p>\n\u003cp>She has been considering adding questions about social media and AI use to her intake form and appreciated Saba’s study as it offered some sample questions to include.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3500x2333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ffa%2Fb0%2Fa25ed5cc45429d44c18de99ecba5%2Fap25217544822086.jpg\" alt=\"ChatGPT's landing page on a computer screen.\">\u003cfigcaption>ChatGPT’s landing page on a computer screen. \u003ccite> (Kiichiro Sato | AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the past year or so, Winkelspecht has had a growing number of clients and their parents ask her for help with using AI for brainstorming and other tasks in ways that don’t break a school’s honor code. So, she’s had to familiarize herself with the technology to be able to support her clients. Along the way, she’s come to realize that therapists and kids’ parents need to be more aware of how children and teens are using their digital devices — both social media and AI chatbots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We don’t necessarily think about what they’re doing with their phones quite as much,” says Winkelspecht. “And I think it’s pretty clear that we need to be doing that more and encouraging ourselves to have that conversation.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>JUANA SUMMERS, HOST:\u003c/p>\n\u003cp>Recent studies suggest that many Americans with mental health conditions now turn to AI chatbots for mental health advice. Now a new paper in JAMA Psychiatry suggests that therapists should regularly ask patients about their use of AI for emotional support, just like they seek information about sleep, exercise and how much you drink. NPR’s Rhitu Chatterjee reports.\u003c/p>\n\u003cp>RHITU CHATTERJEE, BYLINE: These days, when people feel stressed or anxious, many reach for an AI chatbot like ChatGPT. It’s at their fingertips and easy. Study author Shaddy Saba is an assistant professor at New York University Silver School of Social Work.\u003c/p>\n\u003cp>SHADDY SABA: You know, people who are using these tools on a regular basis to ask about stressful experiences and how to cope with stressful experiences, personal relationship challenges.\u003c/p>\n\u003cp>CHATTERJEE: For example, anticipating a tough conversation with a boss or a friend.\u003c/p>\n\u003cp>SABA: How do I approach it? Do I say this? Do I say that?\u003c/p>\n\u003cp>CHATTERJEE: People also vent to chatbots and ask for ways to cope with anxiety and depression.\u003c/p>\n\u003cp>SABA: If they’re doing a back and forth with a chatbot about these things, they might be picking up on ideas of what might be helpful for them. They might also be, you know, exposed to ideas that might be less helpful for them.\u003c/p>\n\u003cp>CHATTERJEE: That’s why Saba and his coauthors suggest mental health providers ask clients about their use of AI.\u003c/p>\n\u003cp>SABA: The extent that we can prompt our clients to bring these conversations, you know, in increasing detail even, into the therapy room, I think there’s potentially kind of a treasure trove of information.\u003c/p>\n\u003cp>CHATTERJEE: Information about the main causes of stress in someone’s life, or whether they’re turning to a chatbot to avoid confrontations.\u003c/p>\n\u003cp>VAILE WRIGHT: Let’s say, for example, you have a client who is having relationship issues with their spouse.\u003c/p>\n\u003cp>CHATTERJEE: Psychologist Vaile Wright is with the American Psychological Association.\u003c/p>\n\u003cp>WRIGHT: And instead of trying to have open conversations with their spouse about how to get their needs met, they’re instead going to the chatbot to either fill those needs or to avoid having these difficult conversations with their spouse.\u003c/p>\n\u003cp>CHATTERJEE: Wright says understanding this background will help a therapist better support the patient.\u003c/p>\n\u003cp>WRIGHT: So helping them understand how to have a safe conversation with their spouse, helping them understand the limitations of the AI as a tool for filling those gaps and those needs.\u003c/p>\n\u003cp>CHATTERJEE: Talking about AI use can also help therapists learn about things that their patient might not voluntarily share with them. Psychiatrist Tom Insel is former director of the National Institute of Mental Health.\u003c/p>\n\u003cp>TOM INSEL: People often use the chatbots to talk about things that they can’t talk about with other people ’cause they’re so worried about being judged.\u003c/p>\n\u003cp>CHATTERJEE: For example, if they are having thoughts of suicide – he says discussing AI use also allows mental health providers to educate patients about the risks of using a chatbot like a therapist.\u003c/p>\n\u003cp>INSEL: Because it’s the opposite of therapy in so many ways, you know, they’re affirming. They may even be sycophantic.\u003c/p>\n\u003cp>CHATTERJEE: Which only reinforces a user’s thoughts and feelings.\u003c/p>\n\u003cp>INSEL: Therapy is there to help you change and to challenge you and to get you to talk about things that are particularly difficult.\u003c/p>\n\u003cp>CHATTERJEE: And helping people understand this can itself be transformative for their mental health in the long run. Rhitu Chatterjee, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Randy Porter has been teaching music in the Oakland Unified School District for 40 years, but he never set out to become a music teacher.\u003c/p>\n\u003cp>When he was younger, he had his sights set on a professional music career as a guitarist. Then in the 1980s, he landed a long-term substitute teaching role in two very different schools within the same district: Hillcrest, which is in an affluent neighborhood in the Oakland Hills, and Whittier in East Oakland, which was an epicenter of the crack cocaine epidemic.\u003c/p>\n\u003cp>The stark disparity between the two schools challenged Porter’s perception of his own impact on the students who weren’t receiving the education they deserved. So, he decided to continue on with his teaching career and eventually landed permanent teaching positions throughout the district.\u003c/p>\n\u003cfigure id=\"attachment_66246\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66246\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg\" alt=\"Photo of students\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A Randy Porter and a group of students at Cazadero Music Camp from in 2019 hangs on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These days at Roosevelt Middle School, his classroom stands out. When most middle schoolers are learning the classics, Porter’s students dive deep into the world of jazz, even going so far as to play avant-garde compositions.\u003c/p>\n\u003cp>“We’re the only middle school band in the Local Supercluster, as far as I know, certainly in the Milky Way galaxy, that specializes in the music of Sun Ra,” said Porter. Sun Ra was an American jazz composer and band leader, known for his experimental music style and cosmic philosophy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Porter truly believes in the musical ability of kids of all ages. When he was Berkeley Symphony’s director of music education, he would have the orchestra perform pieces composed by 5-year-olds. And in years past, he’s created opportunities for his elementary and middle school students to record their own albums – something that he’s doing for his current middle school students.\u003c/p>\n\u003cfigure id=\"attachment_66244\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66244\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg\" alt=\"Photo of newspaper clipping on a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">News clippings of Randy Porter from 1994 hang on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Porter’s the type of teacher who provides a safe space for his students to practice, hang out and have a snack after school. But this is Mr. Porter’s last year teaching because he is retiring.\u003c/p>\n\u003cp>At this juncture, the future of music classes in Oakland public schools is uncertain because of \u003ca href=\"https://www.kqed.org/news/12064579/oaklands-school-district-must-cut-100-million-its-proposed-plan-doesnt-get-close\">looming budget cuts\u003c/a> across the district. Porter does not want arts education to fall to the wayside so he started a \u003ca href=\"https://ebayc.liveimpact.org/fundraiser/li/7632/D/200582\">fundraiser for Roosevelt’s music program\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_66247\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg\" alt=\"Man holds repaired cello\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter sets up a cello that he repaired with Gorilla Glue in his classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[The arts] is an absolutely essential part of a kid’s development. Music, art, PE, manipulating things with your hands – this is how kids learn,” he said. “It’s how a lot of people learn. And when you take them away, a certain portion of the population gets a little bit left behind,” Porter said.\u003c/p>\n\u003cp>There are many benefits for students who study and play music. Research conducted by the University of Southern California’s Brain and Creativity Institute found that \u003ca href=\"https://today.usc.edu/childrens-brains-develop-faster-with-music-training/\">learning music enhances auditory pathways in the brain\u003c/a>, which could help with other learning systems affected by these neural pathways like reading and language. In 2022, policy caught up with science when California voters passed \u003ca href=\"https://www.kqed.org/news/11934191/what-prop-28-funding-will-mean-for-arts-education-in-california\">Proposition 28\u003c/a>, requiring the state to provide additional funding for music and arts programs for public schools.\u003c/p>\n\u003cp>For students like seventh grader Diego, Porter’s band class wasn’t a natural choice when he entered middle school. “It was so weird,” Diego said of jazz music. “I was like, ‘will people actually wanna listen to this?’ I didn’t even want to play it at first.” But, he marched forward.\u003c/p>\n\u003cp>“I hesitated and then I just stuck with it,” he said. “I like that there’s so many possibilities and different combinations so that you can make any different one.”\u003c/p>\n\u003cp>Another of Porter’s seventh grade students, Imani, who plays guitar, became interested in playing Sun Ra’s music in band class. “All the parts are so different and they all come together into chaotic bliss,” she said.\u003c/p>\n\u003cfigure id=\"attachment_66245\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66245\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg\" alt=\"Student holding guitar\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Imani plays the guitar in Randy Porter’s music class at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some of Porter’s former students have gone on to new heights, like 10th grade student Ryan, who comes back to Porter’s classroom at Roosevelt every Thursday to mentor middle schoolers. When Ryan arrived in Porter’s classroom about five years ago, he had experience playing violin and had picked up the cello. But Porter’s jazz-filled band class presented something new.\u003c/p>\n\u003cp>“It just felt exciting to be in the music class…that’s when I started to think, ‘wait, I need to switch to an instrument that’s more suitable for jazz,’” said Ryan.\u003c/p>\n\u003cp>So, at the suggestion of Porter, Ryan picked up his third instrument – the trombone. “It really opened up a new world for me,” said Ryan.\u003c/p>\n\u003cp>Now, he plays a total of fifteen instruments, is a member of the SFJAZZ High School All-Stars Band, and has played in a youth orchestra for three years, all at the encouragement of Porter.\u003c/p>\n\u003cp>Middle school students are in an age group that is notorious in schools and among teachers for their unpredictability, high energy, and increased social awareness. But if you can tap into their interests, the potential for growth is what Porter finds most exciting about this age group, he said.\u003c/p>\n\u003cfigure id=\"attachment_66248\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66248\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg\" alt=\"Man holding bass instrument\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter tests an upright bass before the start of classes at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He plans on being an active member of the local music education community in his retirement, but the students are what he’ll miss most. “I wanna be helpful. I wanna mentor teachers. I want to do what I can just to see things continue to be successful,” he said.\u003c/p>\n\u003cp>But he’ll also take time to tap back into the professional music world. This summer you can find Porter playing at one of his annual \u003ca href=\"https://oakland.chapelofthechimes.com/about-us/news-and-events/event-detail/58006-oakland-annual-solstice-concert\">gigs\u003c/a>, Chapel of the Chimes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC6654357560\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Randy Porter has been teaching music in the Oakland Unified School District for 40 years, but he never set out to become a music teacher.\u003c/p>\n\u003cp>When he was younger, he had his sights set on a professional music career as a guitarist. Then in the 1980s, he landed a long-term substitute teaching role in two very different schools within the same district: Hillcrest, which is in an affluent neighborhood in the Oakland Hills, and Whittier in East Oakland, which was an epicenter of the crack cocaine epidemic.\u003c/p>\n\u003cp>The stark disparity between the two schools challenged Porter’s perception of his own impact on the students who weren’t receiving the education they deserved. So, he decided to continue on with his teaching career and eventually landed permanent teaching positions throughout the district.\u003c/p>\n\u003cfigure id=\"attachment_66246\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66246\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg\" alt=\"Photo of students\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">A Randy Porter and a group of students at Cazadero Music Camp from in 2019 hangs on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These days at Roosevelt Middle School, his classroom stands out. When most middle schoolers are learning the classics, Porter’s students dive deep into the world of jazz, even going so far as to play avant-garde compositions.\u003c/p>\n\u003cp>“We’re the only middle school band in the Local Supercluster, as far as I know, certainly in the Milky Way galaxy, that specializes in the music of Sun Ra,” said Porter. Sun Ra was an American jazz composer and band leader, known for his experimental music style and cosmic philosophy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Porter truly believes in the musical ability of kids of all ages. When he was Berkeley Symphony’s director of music education, he would have the orchestra perform pieces composed by 5-year-olds. And in years past, he’s created opportunities for his elementary and middle school students to record their own albums – something that he’s doing for his current middle school students.\u003c/p>\n\u003cfigure id=\"attachment_66244\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66244\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg\" alt=\"Photo of newspaper clipping on a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-02_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">News clippings of Randy Porter from 1994 hang on the wall in Porter’s classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Porter’s the type of teacher who provides a safe space for his students to practice, hang out and have a snack after school. But this is Mr. Porter’s last year teaching because he is retiring.\u003c/p>\n\u003cp>At this juncture, the future of music classes in Oakland public schools is uncertain because of \u003ca href=\"https://www.kqed.org/news/12064579/oaklands-school-district-must-cut-100-million-its-proposed-plan-doesnt-get-close\">looming budget cuts\u003c/a> across the district. Porter does not want arts education to fall to the wayside so he started a \u003ca href=\"https://ebayc.liveimpact.org/fundraiser/li/7632/D/200582\">fundraiser for Roosevelt’s music program\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_66247\" class=\"wp-caption alignnone\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66247\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg\" alt=\"Man holds repaired cello\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-04_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter sets up a cello that he repaired with Gorilla Glue in his classroom at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[The arts] is an absolutely essential part of a kid’s development. Music, art, PE, manipulating things with your hands – this is how kids learn,” he said. “It’s how a lot of people learn. And when you take them away, a certain portion of the population gets a little bit left behind,” Porter said.\u003c/p>\n\u003cp>There are many benefits for students who study and play music. Research conducted by the University of Southern California’s Brain and Creativity Institute found that \u003ca href=\"https://today.usc.edu/childrens-brains-develop-faster-with-music-training/\">learning music enhances auditory pathways in the brain\u003c/a>, which could help with other learning systems affected by these neural pathways like reading and language. In 2022, policy caught up with science when California voters passed \u003ca href=\"https://www.kqed.org/news/11934191/what-prop-28-funding-will-mean-for-arts-education-in-california\">Proposition 28\u003c/a>, requiring the state to provide additional funding for music and arts programs for public schools.\u003c/p>\n\u003cp>For students like seventh grader Diego, Porter’s band class wasn’t a natural choice when he entered middle school. “It was so weird,” Diego said of jazz music. “I was like, ‘will people actually wanna listen to this?’ I didn’t even want to play it at first.” But, he marched forward.\u003c/p>\n\u003cp>“I hesitated and then I just stuck with it,” he said. “I like that there’s so many possibilities and different combinations so that you can make any different one.”\u003c/p>\n\u003cp>Another of Porter’s seventh grade students, Imani, who plays guitar, became interested in playing Sun Ra’s music in band class. “All the parts are so different and they all come together into chaotic bliss,” she said.\u003c/p>\n\u003cfigure id=\"attachment_66245\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66245\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg\" alt=\"Student holding guitar\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-01_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Imani plays the guitar in Randy Porter’s music class at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some of Porter’s former students have gone on to new heights, like 10th grade student Ryan, who comes back to Porter’s classroom at Roosevelt every Thursday to mentor middle schoolers. When Ryan arrived in Porter’s classroom about five years ago, he had experience playing violin and had picked up the cello. But Porter’s jazz-filled band class presented something new.\u003c/p>\n\u003cp>“It just felt exciting to be in the music class…that’s when I started to think, ‘wait, I need to switch to an instrument that’s more suitable for jazz,’” said Ryan.\u003c/p>\n\u003cp>So, at the suggestion of Porter, Ryan picked up his third instrument – the trombone. “It really opened up a new world for me,” said Ryan.\u003c/p>\n\u003cp>Now, he plays a total of fifteen instruments, is a member of the SFJAZZ High School All-Stars Band, and has played in a youth orchestra for three years, all at the encouragement of Porter.\u003c/p>\n\u003cp>Middle school students are in an age group that is notorious in schools and among teachers for their unpredictability, high energy, and increased social awareness. But if you can tap into their interests, the potential for growth is what Porter finds most exciting about this age group, he said.\u003c/p>\n\u003cfigure id=\"attachment_66248\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66248\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg\" alt=\"Man holding bass instrument\" width=\"1998\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed.jpg 1998w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/260313-RANDY-PORTER-RETIRES-MD-03_qed-1536x1025.jpg 1536w\" sizes=\"auto, (max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">Randy Porter tests an upright bass before the start of classes at Roosevelt Middle School in Oakland on March 14, 2026. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He plans on being an active member of the local music education community in his retirement, but the students are what he’ll miss most. “I wanna be helpful. I wanna mentor teachers. I want to do what I can just to see things continue to be successful,” he said.\u003c/p>\n\u003cp>But he’ll also take time to tap back into the professional music world. This summer you can find Porter playing at one of his annual \u003ca href=\"https://oakland.chapelofthechimes.com/about-us/news-and-events/event-detail/58006-oakland-annual-solstice-concert\">gigs\u003c/a>, Chapel of the Chimes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s easy to get swept up in the hype about artificial intelligence tutors. But the evidence so far suggests caution.\u003c/p>\n\u003cp>Some studies have found that chatbot tutors can \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2422633122\">backfire\u003c/a> because students \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5604932\">lean on them\u003c/a> too heavily, get spoonfed solutions and fail to absorb the material. Even when AI tutors are designed not to give away answers, they haven’t consistently produced better results than learning the old-fashioned way without AI.\u003c/p>\n\u003cp>Still, researchers who have produced these skeptical studies haven’t given up hope. Some are still experimenting, trying to build better AI tutors.\u003c/p>\n\u003cp>One promising idea has less to do with how an AI tutor explains concepts and more with what it asks students to practice next.\u003c/p>\n\u003cp>A team at the University of Pennsylvania, which included some AI skeptics, recently tested this approach in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358\">study\u003c/a> of close to 800 Taiwanese high school students learning Python programming. All the students used the same AI tutor, which was designed not to give away answers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there was one key difference. Half the students were randomly assigned to a fixed sequence of practice problems, progressing from easy to hard. The other half received a personalized sequence with the AI tutor continuously adjusting the difficulty of each problem based on how the student was performing and interacting with the chatbot.\u003c/p>\n\u003cp>The idea is based on what educators call the “zone of proximal development.” When problems are too easy, students get bored. When they’re too hard, students get frustrated. The goal is to keep students in a sweet spot: challenged, but not overwhelmed.\u003c/p>\n\u003cp>The researchers found that students in the personalized group did better on a final exam than students in the fixed problem group. The difference was characterized as the equivalent of 6 to 9 months of additional schooling, an eye-catching claim for an after-school online course that lasted only five months. The AI tutor’s inventor, Angel Chung, a doctoral student at the Wharton School, acknowledged that her conversion of statistical units was “not a perfect estimate.” (A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358\">draft paper\u003c/a> about the experiment was posted online in March 2026, but has not yet been published in a peer-reviewed journal.)\u003c/p>\n\u003cp>Still, this is early evidence that small tweaks — in this case, calibrating the difficulty of the practice problems to the student — can make a difference.\u003c/p>\n\u003cp>Chung said that ChatGPT’s responses may already feel very personal because they are directly responding to a student’s unique questions. But that level of personalization isn’t enough. “Students usually don’t know what they don’t know,” said Chung. “The student doesn’t have the ability to ask the right questions to get the best tutoring.”\u003c/p>\n\u003cp>To address this, Chung’s team combined a large language model with a separate machine-learning algorithm that analyzes how students interact with the online course platform — how they answer the practice questions, how many times they revise or edit their coding, and the quality of their conversations with the chatbot — and uses that information to decide which problem to serve up next.\u003c/p>\n\u003ch2>\u003cstrong>How different students interact with the chatbot tutor\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_66238\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66238\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1.png\" alt=\"List of chatbot prompts\" width=\"780\" height=\"418\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1-768x412.png 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Chung et al, Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning, March 2026\u003c/figcaption>\u003c/figure>\n\u003cp>In other words, personalization isn’t just about tailoring explanations. It’s about tailoring the learning path itself.\u003c/p>\n\u003cp>That idea isn’t new.\u003c/p>\n\u003cp>Long before generative AI tools like ChatGPT were invented, education researchers developed “intelligent tutoring systems” that tried to do something similar: estimate what a student knew and deliver the right next problem. These earlier systems couldn’t produce natural conversations, but they could provide hints and instant feedback. Rigorous studies found that well-designed versions helped students learn significantly more.\u003c/p>\n\u003cp>Their Achilles’ heel was engagement. Many students simply didn’t want to use them.\u003c/p>\n\u003cp>Today’s AI tools could help address that problem. Students might feel more interested in a chatbot that converses with them in an almost human way.\u003c/p>\n\u003cp>In the University of Pennsylvania study, students in the personalized group spent more time practicing, about three additional minutes per problem, adding up to about an hour per module in the Python course, compared with half as much time (a half hour or less) for the comparison students. The researchers think these students did better because they were more engaged in their practice work.\u003c/p>\n\u003cp>Students’ previous knowledge of a subject affected how well the personalized sequencing worked. Students who were new to Python gained more than those who already had Python experience, who did just as well with the fixed sequence of practice problems. Students from less elite high schools also appeared to benefit more.\u003c/p>\n\u003ch2>\u003cstrong>How students’ background affected results\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_66239\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66239\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2.png\" alt=\"Chart showing skill vs. prior experience\" width=\"780\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2-160x103.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2-768x492.png 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">All students had access to the same AI tutor. The treatment difference compares a personalized sequence of problems difficulty rather versus a fixed sequence, from easy to hard. Source: Chung et al, Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning, March 2026\u003c/figcaption>\u003c/figure>\n\u003cp>All the Taiwanese students in this study volunteered for an optional computer programming course that could strengthen their college applications. Many were highly motivated, with highly educated parents, and many already had prior coding experience.\u003c/p>\n\u003cp>It’s not clear whether the chatbot would work as well with less motivated students who are behind at school and most in need of extra help.\u003c/p>\n\u003cp>One possible solution: fusing new and old.\u003c/p>\n\u003cp>Ken Koedinger, a professor at Carnegie Mellon University and a pioneer of intelligent tutoring systems, is experimenting with using \u003ca href=\"https://dl.acm.org/doi/abs/10.1145/3698205.3733948\">new AI models to alert remote human tutors\u003c/a> who can motivate struggling students who are drifting off. “We are having more success,” said Koedinger.\u003c/p>\n\u003cp>Humans aren’t obsolete — yet.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-python/\">\u003cem>AI tutors\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization that covers education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s easy to get swept up in the hype about artificial intelligence tutors. But the evidence so far suggests caution.\u003c/p>\n\u003cp>Some studies have found that chatbot tutors can \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2422633122\">backfire\u003c/a> because students \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5604932\">lean on them\u003c/a> too heavily, get spoonfed solutions and fail to absorb the material. Even when AI tutors are designed not to give away answers, they haven’t consistently produced better results than learning the old-fashioned way without AI.\u003c/p>\n\u003cp>Still, researchers who have produced these skeptical studies haven’t given up hope. Some are still experimenting, trying to build better AI tutors.\u003c/p>\n\u003cp>One promising idea has less to do with how an AI tutor explains concepts and more with what it asks students to practice next.\u003c/p>\n\u003cp>A team at the University of Pennsylvania, which included some AI skeptics, recently tested this approach in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358\">study\u003c/a> of close to 800 Taiwanese high school students learning Python programming. All the students used the same AI tutor, which was designed not to give away answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there was one key difference. Half the students were randomly assigned to a fixed sequence of practice problems, progressing from easy to hard. The other half received a personalized sequence with the AI tutor continuously adjusting the difficulty of each problem based on how the student was performing and interacting with the chatbot.\u003c/p>\n\u003cp>The idea is based on what educators call the “zone of proximal development.” When problems are too easy, students get bored. When they’re too hard, students get frustrated. The goal is to keep students in a sweet spot: challenged, but not overwhelmed.\u003c/p>\n\u003cp>The researchers found that students in the personalized group did better on a final exam than students in the fixed problem group. The difference was characterized as the equivalent of 6 to 9 months of additional schooling, an eye-catching claim for an after-school online course that lasted only five months. The AI tutor’s inventor, Angel Chung, a doctoral student at the Wharton School, acknowledged that her conversion of statistical units was “not a perfect estimate.” (A \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6423358\">draft paper\u003c/a> about the experiment was posted online in March 2026, but has not yet been published in a peer-reviewed journal.)\u003c/p>\n\u003cp>Still, this is early evidence that small tweaks — in this case, calibrating the difficulty of the practice problems to the student — can make a difference.\u003c/p>\n\u003cp>Chung said that ChatGPT’s responses may already feel very personal because they are directly responding to a student’s unique questions. But that level of personalization isn’t enough. “Students usually don’t know what they don’t know,” said Chung. “The student doesn’t have the ability to ask the right questions to get the best tutoring.”\u003c/p>\n\u003cp>To address this, Chung’s team combined a large language model with a separate machine-learning algorithm that analyzes how students interact with the online course platform — how they answer the practice questions, how many times they revise or edit their coding, and the quality of their conversations with the chatbot — and uses that information to decide which problem to serve up next.\u003c/p>\n\u003ch2>\u003cstrong>How different students interact with the chatbot tutor\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_66238\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66238\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1.png\" alt=\"List of chatbot prompts\" width=\"780\" height=\"418\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-1-768x412.png 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Chung et al, Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning, March 2026\u003c/figcaption>\u003c/figure>\n\u003cp>In other words, personalization isn’t just about tailoring explanations. It’s about tailoring the learning path itself.\u003c/p>\n\u003cp>That idea isn’t new.\u003c/p>\n\u003cp>Long before generative AI tools like ChatGPT were invented, education researchers developed “intelligent tutoring systems” that tried to do something similar: estimate what a student knew and deliver the right next problem. These earlier systems couldn’t produce natural conversations, but they could provide hints and instant feedback. Rigorous studies found that well-designed versions helped students learn significantly more.\u003c/p>\n\u003cp>Their Achilles’ heel was engagement. Many students simply didn’t want to use them.\u003c/p>\n\u003cp>Today’s AI tools could help address that problem. Students might feel more interested in a chatbot that converses with them in an almost human way.\u003c/p>\n\u003cp>In the University of Pennsylvania study, students in the personalized group spent more time practicing, about three additional minutes per problem, adding up to about an hour per module in the Python course, compared with half as much time (a half hour or less) for the comparison students. The researchers think these students did better because they were more engaged in their practice work.\u003c/p>\n\u003cp>Students’ previous knowledge of a subject affected how well the personalized sequencing worked. Students who were new to Python gained more than those who already had Python experience, who did just as well with the fixed sequence of practice problems. Students from less elite high schools also appeared to benefit more.\u003c/p>\n\u003ch2>\u003cstrong>How students’ background affected results\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_66239\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66239\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2.png\" alt=\"Chart showing skill vs. prior experience\" width=\"780\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2-160x103.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/04/Barshay-AI-Tutor-2-768x492.png 768w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">All students had access to the same AI tutor. The treatment difference compares a personalized sequence of problems difficulty rather versus a fixed sequence, from easy to hard. Source: Chung et al, Effective Personalized AI Tutors via LLM-Guided Reinforcement Learning, March 2026\u003c/figcaption>\u003c/figure>\n\u003cp>All the Taiwanese students in this study volunteered for an optional computer programming course that could strengthen their college applications. Many were highly motivated, with highly educated parents, and many already had prior coding experience.\u003c/p>\n\u003cp>It’s not clear whether the chatbot would work as well with less motivated students who are behind at school and most in need of extra help.\u003c/p>\n\u003cp>One possible solution: fusing new and old.\u003c/p>\n\u003cp>Ken Koedinger, a professor at Carnegie Mellon University and a pioneer of intelligent tutoring systems, is experimenting with using \u003ca href=\"https://dl.acm.org/doi/abs/10.1145/3698205.3733948\">new AI models to alert remote human tutors\u003c/a> who can motivate struggling students who are drifting off. “We are having more success,” said Koedinger.\u003c/p>\n\u003cp>Humans aren’t obsolete — yet.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-python/\">\u003cem>AI tutors\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization that covers education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Kim Freudenberg, a longtime teacher in San Francisco, knew that raising two boys meant a lot of hard conversations. She warned them about all the usual dangers: drugs, alcohol, sex, social media, riding a bike without a helmet.\u003c/p>\n\u003cp>“Never once did I even think that I needed to say ‘gambling,'” she recalls.\u003c/p>\n\u003cp>One day, when her oldest son was 11, he was watching someone play video games on a livestream and clicked on a link in the comments. It took him to an offshore online casino.\u003c/p>\n\u003cp>There, he got sucked in — to blackjack, poker, roulette. He could use items from the video game as money. Soon he got hooked, but the signs of his addiction were hard to spot.\u003c/p>\n\u003cp>“It’s not like he was just holed up in his room 24-7,” Freudenberg says. “He ran track. He played soccer. He was a great student.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Until he dropped out of college at age 19. That’s when his mom found out that he had been gambling for nearly half his life.\u003c/p>\n\u003cp>He’d sold things from around the house to keep up with his debts, borrowed money from friends and, then, eventually, started stealing money from his parents.\u003c/p>\n\u003cp>It’s a problem that educators, researchers and parents like Freudenberg say is affecting a growing number of young people, most of them boys. A recent national survey from Common Sense Media found that 36% of boys age 11 to 17 in the U.S. have gambled in the past year.\u003c/p>\n\u003cp>“It’s a lot of kids,” says Michael Robb, the head of research at Common Sense Media, a nonprofit that promotes digital safety for kids. “A third of kids is a lot of kids.”\u003c/p>\n\u003cp>He notes that playing fantasy football with friends or making a March Madness bracket may be harmless. It could, for example, help strengthen male friend groups. But for a small subset of boys, Robb adds, things can get out of control: “They’re not all going to have problems. But given how much things have changed in the last couple of years, the way [some kids] are engaging in gambling behaviors is already flashing red signs.”\u003c/p>\n\u003cp>It’s not just teens. Gambling has soared in the U.S. since a key Supreme Court ruling in 2018 allowed states to legalize sports betting. That opened the floodgates, from one state back then to 38 in 2024.\u003c/p>\n\u003cp>Before that decision, Americans spent $4.9 billion annually on sports betting. By 2023, that figure had ballooned to $121 billion, according to \u003cem>The Journal of the American Medical Association\u003c/em> (\u003cem>JAMA\u003c/em>).\u003c/p>\n\u003cp>And those were just the legal bets. No one under 18 can gamble legally, but experts say the opportunities are everywhere.\u003c/p>\n\u003cp>“If I wanted to bet on the [Washington] Nationals,” says Matt Missar, an addiction counselor in Pittsburgh, “20 years ago, as a teenager, I’ll go find a bookie and I’ll place a bet. Nowadays, I can bet on every single pitch of a game.”\u003c/p>\n\u003cp>Much of the explosion in legalized gambling is happening on cellphones, Missar notes. “It is incredibly easy.”\u003c/p>\n\u003cp>He specializes in gambling and video game addictions and says the number of young adults he sees come through his practice has ticked higher in recent years.\u003c/p>\n\u003cp>“It’s not just that the problem arose when they’re 18,” he says. “It started when they were 13 or 14 … and slowly over those years it became more of a problem.”\u003c/p>\n\u003cp>Freudenberg wishes she had seen the warning signs. But often, she says, online gambling can look the same as texting a friend or watching a video.\u003c/p>\n\u003cp>She thinks removing the guardrails has created a slippery slope for kids: “If my kid had to get in a car, drive to a bank, take out money, drive to a casino, go into the casino, show an ID at the door — he probably wouldn’t be a gambling addict.”\u003c/p>\n\u003cp>After a few attempts at rehab, she says, her son is back at college and doing well. Freudenberg helped start a \u003ca href=\"https://parentsstandingtogether.org/\" target=\"_blank\" rel=\"noopener\">support group for parents of teen gamblers\u003c/a>, and their numbers are growing.\u003c/p>\n\u003cp>She fears that, all over the country, there are lots more parents just like her.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The tsunami is on the horizon,” she says. “And it’s gonna be really, really bad.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>The legalization of online gambling and sports betting in many states, and all the advertising for it, is raising fears that more young people are getting addicted. Here’s NPR’s Sequoia Carrillo.\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: Kim Freudenberg is a high school physics teacher in San Francisco. She’s also the mom of two boys, which, of course, brought the usual anxieties and fears.\u003c/p>\n\u003cp>KIM FREUDENBERG: Lots of discussions about drugs and alcohol and sex and social media and wearing a helmet.\u003c/p>\n\u003cp>CARRILLO: She knows there are many, many ways that kids, especially boys, can find themselves in trouble before anyone even knows.\u003c/p>\n\u003cp>FREUDENBERG: Never once did I even think that I needed to say gambling.\u003c/p>\n\u003cp>CARRILLO: What she didn’t know was that one day, when her oldest son was 11, he was watching someone play video games on live stream and clicked on a link in the comments. It took him to an offshore online casino. There, he got sucked into blackjack, poker, roulette, and he could use items from the video game as money. Soon, he got hooked, but Fredenberg says no one knew.\u003c/p>\n\u003cp>FREUDENBERG: It’s not like he was just holed up in his room 24/7. Like, he ran track. He played soccer. He was a great student.\u003c/p>\n\u003cp>CARRILLO: Quietly, her son became an addict, winning and losing money, selling things from around the house to keep up with his debts and then eventually stealing money from his parents. Her son ended up dropping out of college at 19. That’s when his mom found out that he had been gambling.\u003c/p>\n\u003cp>FREUDENBERG: It’s so bad. And parents, I think, are so unaware of what’s happening and how potentially dangerous and life-destroying gambling can be.\u003c/p>\n\u003cp>CARRILLO: It’s a problem educators, researchers and parents like her say is affecting a growing number of young people, most of them boys. In 2018, a key Supreme Court ruling allowed states to legalize sports betting, and that opened the floodgates.\u003c/p>\n\u003cp>MATT MISSAR: I’m a Washington Nationals fan. If I want to bet on the Nationals 15, 20 years ago as a teenager, I’ll go find a bookie and I’ll place a bet. But nowadays, I can bet on every single pitch of a game – ball, strike, ball, strike. I can bet on that.\u003c/p>\n\u003cp>CARRILLO: That’s Matt Missar, an addiction counselor in Pittsburgh specializing in video games and gambling. He says he’s seen a growing number of young people in his practice, even though no one under 18 can gamble legally. So I asked him – how are kids still doing it?\u003c/p>\n\u003cp>MISSAR: It is incredibly easy. Honestly, in the time I spent answering that question, I bet someone could have downloaded three sites, signed up for them and been able to start gambling right away.\u003c/p>\n\u003cp>CARRILLO: A recent national survey from Common Sense Media, the nonprofit group that focuses on kids and concerns around media, found that 36% of boys aged 11 to 17 in the U.S. have gambled in the past year.\u003c/p>\n\u003cp>MICHAEL ROBB: It’s a lot of kids. Like, a third of kids is a lot of kids.\u003c/p>\n\u003cp>CARRILLO: Michael Robb is Common Sense Media’s head of research. And he notes that playing fantasy football with friends or making a March Madness bracket may be harmless for kids and can help strengthen male friend groups. But for a small subset of boys, things can get out of control.\u003c/p>\n\u003cp>ROBB: They’re not all going to have problems. But given how much things have changed in the last couple of years, the way that they are engaging in gambling behaviors is already flashing red signs. Like, something is wrong.\u003c/p>\n\u003cp>CARRILLO: Kim Freudenberg wishes she had seen some of those warning signs. But even for a veteran teacher, often, online gambling can look the same as texting a friend or watching a video.\u003c/p>\n\u003cp>FREUDENBERG: If my kid had to get in a car, drive to a bank, take out money, drive to a casino, go into the casino, show an ID at the door, he probably wouldn’t be a gambling addict. He wouldn’t have been able to do all of that.\u003c/p>\n\u003cp>CARRILLO: After a few attempts at rehab, her son is now back at college and doing well. She helped start a support group for parents, and every week, their numbers keep growing. And she fears that all over the country, there are lots more parents just like her.\u003c/p>\n\u003cp>FREUDENBERG: The tsunami is – it’s, like, on the horizon, and it’s going to be really, really bad.\u003c/p>\n\u003cp>CARRILLO: Sequoia Carrillo, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kim Freudenberg, a longtime teacher in San Francisco, knew that raising two boys meant a lot of hard conversations. She warned them about all the usual dangers: drugs, alcohol, sex, social media, riding a bike without a helmet.\u003c/p>\n\u003cp>“Never once did I even think that I needed to say ‘gambling,'” she recalls.\u003c/p>\n\u003cp>One day, when her oldest son was 11, he was watching someone play video games on a livestream and clicked on a link in the comments. It took him to an offshore online casino.\u003c/p>\n\u003cp>There, he got sucked in — to blackjack, poker, roulette. He could use items from the video game as money. Soon he got hooked, but the signs of his addiction were hard to spot.\u003c/p>\n\u003cp>“It’s not like he was just holed up in his room 24-7,” Freudenberg says. “He ran track. He played soccer. He was a great student.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Until he dropped out of college at age 19. That’s when his mom found out that he had been gambling for nearly half his life.\u003c/p>\n\u003cp>He’d sold things from around the house to keep up with his debts, borrowed money from friends and, then, eventually, started stealing money from his parents.\u003c/p>\n\u003cp>It’s a problem that educators, researchers and parents like Freudenberg say is affecting a growing number of young people, most of them boys. A recent national survey from Common Sense Media found that 36% of boys age 11 to 17 in the U.S. have gambled in the past year.\u003c/p>\n\u003cp>“It’s a lot of kids,” says Michael Robb, the head of research at Common Sense Media, a nonprofit that promotes digital safety for kids. “A third of kids is a lot of kids.”\u003c/p>\n\u003cp>He notes that playing fantasy football with friends or making a March Madness bracket may be harmless. It could, for example, help strengthen male friend groups. But for a small subset of boys, Robb adds, things can get out of control: “They’re not all going to have problems. But given how much things have changed in the last couple of years, the way [some kids] are engaging in gambling behaviors is already flashing red signs.”\u003c/p>\n\u003cp>It’s not just teens. Gambling has soared in the U.S. since a key Supreme Court ruling in 2018 allowed states to legalize sports betting. That opened the floodgates, from one state back then to 38 in 2024.\u003c/p>\n\u003cp>Before that decision, Americans spent $4.9 billion annually on sports betting. By 2023, that figure had ballooned to $121 billion, according to \u003cem>The Journal of the American Medical Association\u003c/em> (\u003cem>JAMA\u003c/em>).\u003c/p>\n\u003cp>And those were just the legal bets. No one under 18 can gamble legally, but experts say the opportunities are everywhere.\u003c/p>\n\u003cp>“If I wanted to bet on the [Washington] Nationals,” says Matt Missar, an addiction counselor in Pittsburgh, “20 years ago, as a teenager, I’ll go find a bookie and I’ll place a bet. Nowadays, I can bet on every single pitch of a game.”\u003c/p>\n\u003cp>Much of the explosion in legalized gambling is happening on cellphones, Missar notes. “It is incredibly easy.”\u003c/p>\n\u003cp>He specializes in gambling and video game addictions and says the number of young adults he sees come through his practice has ticked higher in recent years.\u003c/p>\n\u003cp>“It’s not just that the problem arose when they’re 18,” he says. “It started when they were 13 or 14 … and slowly over those years it became more of a problem.”\u003c/p>\n\u003cp>Freudenberg wishes she had seen the warning signs. But often, she says, online gambling can look the same as texting a friend or watching a video.\u003c/p>\n\u003cp>She thinks removing the guardrails has created a slippery slope for kids: “If my kid had to get in a car, drive to a bank, take out money, drive to a casino, go into the casino, show an ID at the door — he probably wouldn’t be a gambling addict.”\u003c/p>\n\u003cp>After a few attempts at rehab, she says, her son is back at college and doing well. Freudenberg helped start a \u003ca href=\"https://parentsstandingtogether.org/\" target=\"_blank\" rel=\"noopener\">support group for parents of teen gamblers\u003c/a>, and their numbers are growing.\u003c/p>\n\u003cp>She fears that, all over the country, there are lots more parents just like her.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The tsunami is on the horizon,” she says. “And it’s gonna be really, really bad.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>The legalization of online gambling and sports betting in many states, and all the advertising for it, is raising fears that more young people are getting addicted. Here’s NPR’s Sequoia Carrillo.\u003c/p>\n\u003cp>SEQUOIA CARRILLO, BYLINE: Kim Freudenberg is a high school physics teacher in San Francisco. She’s also the mom of two boys, which, of course, brought the usual anxieties and fears.\u003c/p>\n\u003cp>KIM FREUDENBERG: Lots of discussions about drugs and alcohol and sex and social media and wearing a helmet.\u003c/p>\n\u003cp>CARRILLO: She knows there are many, many ways that kids, especially boys, can find themselves in trouble before anyone even knows.\u003c/p>\n\u003cp>FREUDENBERG: Never once did I even think that I needed to say gambling.\u003c/p>\n\u003cp>CARRILLO: What she didn’t know was that one day, when her oldest son was 11, he was watching someone play video games on live stream and clicked on a link in the comments. It took him to an offshore online casino. There, he got sucked into blackjack, poker, roulette, and he could use items from the video game as money. Soon, he got hooked, but Fredenberg says no one knew.\u003c/p>\n\u003cp>FREUDENBERG: It’s not like he was just holed up in his room 24/7. Like, he ran track. He played soccer. He was a great student.\u003c/p>\n\u003cp>CARRILLO: Quietly, her son became an addict, winning and losing money, selling things from around the house to keep up with his debts and then eventually stealing money from his parents. Her son ended up dropping out of college at 19. That’s when his mom found out that he had been gambling.\u003c/p>\n\u003cp>FREUDENBERG: It’s so bad. And parents, I think, are so unaware of what’s happening and how potentially dangerous and life-destroying gambling can be.\u003c/p>\n\u003cp>CARRILLO: It’s a problem educators, researchers and parents like her say is affecting a growing number of young people, most of them boys. In 2018, a key Supreme Court ruling allowed states to legalize sports betting, and that opened the floodgates.\u003c/p>\n\u003cp>MATT MISSAR: I’m a Washington Nationals fan. If I want to bet on the Nationals 15, 20 years ago as a teenager, I’ll go find a bookie and I’ll place a bet. But nowadays, I can bet on every single pitch of a game – ball, strike, ball, strike. I can bet on that.\u003c/p>\n\u003cp>CARRILLO: That’s Matt Missar, an addiction counselor in Pittsburgh specializing in video games and gambling. He says he’s seen a growing number of young people in his practice, even though no one under 18 can gamble legally. So I asked him – how are kids still doing it?\u003c/p>\n\u003cp>MISSAR: It is incredibly easy. Honestly, in the time I spent answering that question, I bet someone could have downloaded three sites, signed up for them and been able to start gambling right away.\u003c/p>\n\u003cp>CARRILLO: A recent national survey from Common Sense Media, the nonprofit group that focuses on kids and concerns around media, found that 36% of boys aged 11 to 17 in the U.S. have gambled in the past year.\u003c/p>\n\u003cp>MICHAEL ROBB: It’s a lot of kids. Like, a third of kids is a lot of kids.\u003c/p>\n\u003cp>CARRILLO: Michael Robb is Common Sense Media’s head of research. And he notes that playing fantasy football with friends or making a March Madness bracket may be harmless for kids and can help strengthen male friend groups. But for a small subset of boys, things can get out of control.\u003c/p>\n\u003cp>ROBB: They’re not all going to have problems. But given how much things have changed in the last couple of years, the way that they are engaging in gambling behaviors is already flashing red signs. Like, something is wrong.\u003c/p>\n\u003cp>CARRILLO: Kim Freudenberg wishes she had seen some of those warning signs. But even for a veteran teacher, often, online gambling can look the same as texting a friend or watching a video.\u003c/p>\n\u003cp>FREUDENBERG: If my kid had to get in a car, drive to a bank, take out money, drive to a casino, go into the casino, show an ID at the door, he probably wouldn’t be a gambling addict. He wouldn’t have been able to do all of that.\u003c/p>\n\u003cp>CARRILLO: After a few attempts at rehab, her son is now back at college and doing well. She helped start a support group for parents, and every week, their numbers keep growing. And she fears that all over the country, there are lots more parents just like her.\u003c/p>\n\u003cp>FREUDENBERG: The tsunami is – it’s, like, on the horizon, and it’s going to be really, really bad.\u003c/p>\n\u003cp>CARRILLO: Sequoia Carrillo, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Any child born on U.S. soil has a right to citizenship. It was established by the 14th Amendment in 1868, and affirmed by the U.S. Supreme court 128 years ago. On Wednesday, the high court is set to hear oral arguments in a case that could narrow or even end birthright citizenship in \u003ca href=\"https://www.npr.org/2025/12/05/nx-s1-5619186/supreme-court-agrees-to-hear-arguments-in-birthright-citizenship-case\" target=\"_blank\" rel=\"noopener\">\u003cem>Trump v. Barbara\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The Trump administration \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/01/protecting-the-meaning-and-value-of-american-citizenship/\" target=\"_blank\" rel=\"noopener\">has argued \u003c/a>the “privilege” has been too freely applied to children of non-citizens. “Hundreds of thousands of people are pouring into our country under birthright citizenship, and it wasn’t meant for that reason,” President Trump \u003ca href=\"https://www.youtube.com/watch?v=zJKrzgTiXc4\" target=\"_blank\" rel=\"noopener\">said last year\u003c/a>.\u003c/p>\n\u003cp>If this constitutionally protected right is struck down by the court, it would apply to children born on or after Feb. 20, 2025. \u003ca href=\"https://www.migrationpolicy.org/news/birthright-citizenship-repeal-projections\" target=\"_blank\" rel=\"noopener\">According to a projection\u003c/a> by the nonpartisan Migration Policy Institute and Penn State, that could result in about 255,000 U.S.-born children beginning life without U.S. citizenship every year. By 2045, that could add up to 4.8 million children.\u003c/p>\n\u003cp>“Birthright citizenship is fundamental for child wellbeing,” says Wendy Cervantes of The Center for Law and Social Policy, a nonpartisan organization focused on helping people with low incomes. “It has helped ensure that all children in the U.S. can start off life with some sort of equal footing and opportunity.”\u003c/p>\n\u003cp>Much of that equal footing comes courtesy of the country’s K-12 public schools. While schools are a place for children to learn, they’re also a central access point for a range of services: free meals, mental health support, services for students with disabilities and much more. Without the right to citizenship, access to those services could be complicated for many children – as could access to college.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here’s what to know about how a Supreme Court ruling to end or narrow birthright citizenship could change the education landscape.\u003c/p>\n\u003ch2>\u003cstrong>Public schools can’t turn students away because of their immigration status\u003c/strong>\u003c/h2>\n\u003cp>All children, regardless of immigration status, have the right to a free K-12 public education in the United States. That right was affirmed in the landmark 1982 Supreme Court ruling \u003cem>Plyler v. Doe\u003c/em>.\u003c/p>\n\u003cp>The case centered on whether Texas could prohibit the use of state funding to educate children who were living in the U.S. unlawfully. Also in question was whether a public school district could charge foreign-born students tuition to enroll. Immigrant students sued and prevailed.\u003c/p>\n\u003cp>In \u003cem>Plyler\u003c/em> , Cervantes says, “It was recognized by the justices that denying a K-12 education to children, a basic education, would create a permanent underclass in our society.”\u003c/p>\n\u003cp>Because of this decision, school districts are not supposed to collect immigration data on their students or their families. But immigrant advocates worry that \u003cem>Plyler\u003c/em> has become a political target.\u003c/p>\n\u003cp>“The conservative movement has made very clear their intention to overturn\u003cem> Plyler v. Doe \u003c/em>by even providing a playbook to state legislatures to help make that happen,” says Alejandra Vázquez Baur, co-founder and director of the National Newcomer Network, which advocates for recently arrived immigrant students.\u003c/p>\n\u003cp>The Heritage Foundation, the conservative think tank behind Project 2025, which has shaped much of the Trump administration’s agenda, \u003ca href=\"https://www.heritage.org/border-security/report/every-state-should-challenge-plyler-v-doe-time-end-free-education-illegal-0\" target=\"_blank\" rel=\"noopener\">recently called for\u003c/a> states to restrict public education for undocumented students and has\u003ca href=\"https://www.heritage.org/education/report/the-consequences-unchecked-illegal-immigration-americas-public-schools\" target=\"_blank\" rel=\"noopener\"> recommended that states directly challenge\u003c/a> the \u003cem>Plyler\u003c/em> decision, arguing that it cost states hundreds of millions of dollars in education spending in 2023 alone.\u003c/p>\n\u003cp>“States have a convincing interest in preserving limited taxpayer dollars by prioritizing U.S. citizens and lawful immigrants,” \u003ca href=\"https://www.heritage.org/border-security/report/every-state-should-challenge-plyler-v-doe-time-end-free-education-illegal-0\" target=\"_blank\" rel=\"noopener\">wrote\u003c/a> Lora Ries of Heritage.\u003c/p>\n\u003cp>Tennessee lawmakers are among those taking action: There are currently bills moving through the state legislature that propose tracking K-12 students’ legal status and allowing public schools to refuse to enroll undocumented students. Several other states have also proposed legislation that directly, or indirectly, threaten \u003cem>Plyler\u003c/em>.\u003c/p>\n\u003cp>If any of these proposals turn into laws, they could invite legal challenges, and ultimately re-open the question of whether immigrant children have the right to a public education.\u003c/p>\n\u003ch2>\u003cstrong>A right to education doesn’t mean families feel safe sending their kids to school\u003c/strong>\u003c/h2>\n\u003cp>Immigration enforcement efforts can take a toll on \u003ca href=\"https://www.npr.org/2025/02/04/nx-s1-5277170/schools-ice-immigration\" target=\"_blank\" rel=\"noopener\">school attendance\u003c/a>.\u003c/p>\n\u003cp>MPR News reported that after heightened federal immigration presence in Minnesota early this year, \u003ca href=\"https://www.mprnews.org/story/2026/01/23/how-schools-and-students-are-affected-by-ice-enforcement\" target=\"_blank\" rel=\"noopener\">some districts\u003c/a> experienced a 20-40% increase in absences. And that trend predates the Trump administration: Researchers at the Hoover Institution, a conservative think tank based at Stanford University, found that after immigration raids in January 2025, school districts in California’s Central Valley \u003ca href=\"https://www.hoover.org/news/immigration-raids-central-california-increased-student-absences-months-study\" target=\"_blank\" rel=\"noopener\">had a 22% increase in absences\u003c/a>.\u003c/p>\n\u003cp>Vázquez Baur says these findings show immigrant children’s constitutional right to attend K-12 public schools is \u003cem>already \u003c/em>under threat.\u003c/p>\n\u003cp>“The law is still the law, children can still go to school. Now, we know that that is being complicated at this moment by immigration enforcement around schools,” she says. “The birthright citizenship issue complicates that even further.”\u003c/p>\n\u003cp>Sophia Rodriguez, a professor of education policy at New York University, has been studying the impact of immigration enforcement on school attendance. She says she has heard reports of “constant fear, anxiety and stress” from immigrant families concerned about sending their children to school. “And when you add this potential end to birthright citizenship, you create larger numbers of communities who are living in fear and anxiety,” she says.\u003c/p>\n\u003cp>Some studies have shown that, historically, when there is a rise in local immigration enforcement, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23328584211056349\" target=\"_blank\" rel=\"noopener\">fewer Hispanic students\u003c/a> \u003ca href=\"https://siepr.stanford.edu/publications/policy-brief/how-strict-immigration-enforcement-harms-schoolchildren\" target=\"_blank\" rel=\"noopener\">enroll in nearby schools\u003c/a>, which can disrupt their education and affect school funding. In most states, public school districts receive funding based on daily student attendance and overall enrollment.\u003c/p>\n\u003cp>This comes as \u003ca href=\"https://www.brookings.edu/articles/declining-public-school-enrollment/\" target=\"_blank\" rel=\"noopener\">many school districts\u003c/a> are \u003ca href=\"https://www.edweek.org/leadership/where-school-enrollment-is-declining-the-most-what-new-research-shows/2025/11\" target=\"_blank\" rel=\"noopener\">already facing enrollment declines\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Students with disabilities could fall through the cracks\u003c/strong>\u003c/h2>\n\u003cp>For many children, schools are the first point of contact with public services such as nutrition programs, healthcare, language learning and counseling. That is especially the case for immigrant families, says Rodriguez of NYU. “[Schools] are often the one social institution or public institution that immigrant families access.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>They are also often the first place children’s disabilities are identified, and where those students can tap into the services they need to be successful. The \u003ca href=\"https://www.npr.org/2025/04/03/nx-s1-5338953/trump-layoffs-education-department-special-education\" target=\"_blank\" rel=\"noopener\">Individuals with Disabilities Education Act (IDEA)\u003c/a> is the central special education law that guarantees \u003cem>all \u003c/em>disabled children the right to a “Free Appropriate Public Education.”\u003c/p>\n\u003cp>“So those are things that aren’t going away or changing based on immigration status,” says Anne Dwyer, a professor at Georgetown University’s Center for Children and Families. “But if a community is experiencing immigration enforcement or fear of enforcement at such a level that parents don’t even feel comfortable bringing their children to school, then those children are automatically not going to be able to access those very supports that schools provide.”\u003c/p>\n\u003cp>Schools also rely on state and federal Medicaid dollars to pay for services like physical, speech and occupational therapy. The program covers about half of all students with special education plans \u003ca href=\"https://www.kff.org/medicaid/5-key-facts-about-children-with-special-health-care-needs-and-medicaid/#Appendix\" target=\"_blank\" rel=\"noopener\">according to an analysis by KFF\u003c/a>, a nonpartisan health policy research organization. Medicaid funding also \u003ca href=\"https://learningpolicyinstitute.org/blog/medicaid-more-health-insurance-its-lifeline-public-schools\" target=\"_blank\" rel=\"noopener\">makes up a significant portion\u003c/a> of public school budgets: The U.S. Education Department \u003ca href=\"https://www.ed.gov/sites/ed/files/about/offices/list/osers/docs/medicaid-funding-for-school-based-services-03-08-2024.pdf\" target=\"_blank\" rel=\"noopener\">reported in 2024 \u003c/a>that Medicaid sends schools between $4 billion and $6 billion annually.\u003c/p>\n\u003cp>“Even if a school can’t potentially provide a type of service, they’re probably going to be a broker to those resources,” says Rodriguez.\u003c/p>\n\u003cp>However, Medicaid is typically limited to U.S. citizens and people with other qualifying legal statuses. If birthright citizenship is eliminated, U.S.-born children who would have previously been citizens may no longer qualify for Medicaid. For any of those children who have disabilities, schools would still be legally obligated to serve them under IDEA, but they would have to find a way to replace the lost Medicaid funding.\u003c/p>\n\u003cp>“That would create potential, huge cost shifts to districts,” says Dwyer. “And we know school districts are already incredibly strapped.”\u003c/p>\n\u003ch2>\u003cstrong>Paying for higher education would get a lot harder\u003c/strong>\u003c/h2>\n\u003cp>While the law currently provides a K-12 education for all students, the same is not true of higher education. Students without legal status can still enroll in college, but they don’t have access to federal financial aid, such as federal student loans and the Pell Grant, which helps low-income students and is \u003ca href=\"https://www.crfb.org/blogs/pell-grant-program-faces-serious-and-immediate-shortfall\" target=\"_blank\" rel=\"noopener\">currently facing a funding shortfall\u003c/a>.\u003c/p>\n\u003cp>And because of their status, undocumented students are also more likely to come from impoverished backgrounds, says Caitlin Patler, a professor of public policy at UC Berkeley. “Those two things together make affording higher education almost impossible for children who are undocumented.”\u003c/p>\n\u003cp>In some states, including Georgia and Alabama, undocumented students are not allowed to attend certain public colleges; other states charge them out-of-state tuition.\u003c/p>\n\u003cp>Patler says research shows U.S. citizenship is directly tied to opportunities that increase a child’s educational attainment. “And therefore much later on, as you follow children throughout their lives, educational attainment is directly correlated with stronger economic contributions.”\u003c/p>\n\u003cp>She worries about a future in which birthright citizenship is narrowed or eliminated. “This would have a cascading ripple effect, potentially through multiple generations, of forcing this large and growing group of millions of children into a caste-like status.”\u003c/p>\n\u003cp>A caste-like status, she says, in which their opportunities would be dictated not by their potential, but by their immigration status.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cbr>\n\u003cem>Visual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>DON GONYEA, HOST:\u003c/p>\n\u003cp>Any child born on U.S. soil has a right to citizenship – so far. The Trump administration wants to do away with that constitutional right. The Supreme Court will hear arguments why on Wednesday. According to the Migration Policy Institute, if it’s repealed, 4.8 million U.S.-born children would begin life without U.S. citizenship over the next two decades. NPR’s Jonaki Mehta joins us now to talk about what that could mean for access to education. Good morning.\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: Hey, Don.\u003c/p>\n\u003cp>GONYEA: Let’s start with K-12 public education. Who gets to go to school in this country, and how could this decision change that?\u003c/p>\n\u003cp>MEHTA: Yeah. You know, that is a great place to start because the Supreme Court actually tackled this question in 1982 in a case called Plyler v. Doe. And the primary question before the court was whether the state of Texas could deny undocumented children access to free public education. And that decision affirmed one of the most foundational rights for children in this country, and that is the right to a free public education, regardless of immigration status. Here’s Wendy Cervantes from the nonpartisan Center for Law and Social Policy.\u003c/p>\n\u003cp>WENDY CERVANTES: In that decision, it was recognized by the justices that denying a K-12 education to children would basically create a permanent underclass.\u003c/p>\n\u003cp>MEHTA: And, you know, Don, not everybody agrees with the precedent that Plyler set. The Heritage Foundation, which is the conservative think tank behind Project 2025 – that’s the Trump administration’s policy playbook – they’ve argued that it costs a lot of money to educate undocumented students. The Heritage Foundation has called for states to directly challenge the Plyler decision, and some states are doing just that, like Tennessee, where legislators have proposed allowing public schools to track students’ legal status and turn away undocumented students.\u003c/p>\n\u003cp>GONYEA: So there are legislative threats to Plyler brewing, and then there’s the heightened threat of deportation for these children. How is that impacting access to schools?\u003c/p>\n\u003cp>MEHTA: Yeah. That’s exactly right. I spoke to a few immigrant rights advocates, and all of them reminded me, yes, Plyler exists, and schools are supposed to be safe havens for all children. But the way that immigrant families have actually been feeling doesn’t necessarily align with their rights. Here’s Alejandra Vazquez Baur of the National Newcomer Network, which advocates for recently arrived immigrant students.\u003c/p>\n\u003cp>ALEJANDRA VAZQUEZ BAUR: Significant attendance gaps in big and small districts across the country after an immigration raid are clearly impacting not just undocumented children, but lots of children who have citizenship and yet still feel that it is not safe enough for them to leave their homes and go to school.\u003c/p>\n\u003cp>MEHTA: And, you know, it’s important to remember that schools aren’t just a place for kids to get an education. It’s also where students often first encounter lots of different public services.\u003c/p>\n\u003cp>GONYEA: And what kind of services are we talking about?\u003c/p>\n\u003cp>MEHTA: Yeah. So for many students, school is the very first place they might encounter things like basic health care, like a school nurse, mental health resources, like counselors. It’s a place to get free meals, and the public school system provides lots of services for students with disabilities. Now, all students with disabilities are covered by federal special education law, but here’s where it gets a little bit complicated. So a lot of the funding for disability services, things like speech therapy, occupational therapy, those things are often paid for by Medicaid.\u003c/p>\n\u003cp>Medicaid sends billions of dollars every year to schools, but students typically need legal status to benefit from that program. So if birthright citizenship were to be eliminated, we could be looking at a new class of students in the coming decades who would not qualify for Medicaid. But here’s the thing – schools are still obligated to serve those students with or without that Medicaid funding. So the elimination of birthright citizenship could put a bigger financial burden on schools which are already spread thin.\u003c/p>\n\u003cp>GONYEA: OK. That covers K-12 public education. Would higher education be affected if birthright citizenship were to go away?\u003c/p>\n\u003cp>MEHTA: Yeah. So the main way is that losing citizenship makes it much harder to get help paying for college. That’s because without legal status, students aren’t eligible for federal financial aid or even some state financial aid.\u003c/p>\n\u003cp>CAITLIN PATLER: And because of their status, they’re also more likely to come from families living in poverty. So those two things together make affording higher education almost impossible for children who are undocumented.\u003c/p>\n\u003cp>MEHTA: That’s Caitlin Patler. She’s a professor of public policy at UC Berkeley, and she pointed out that U.S. citizenship is directly tied to educational attainment and ultimately what someone contributes to the economy. So she thinks ending birthright citizenship would be a loss not just for these potential future children we’re talking about, but for the country at large.\u003c/p>\n\u003cp>GONYEA: That’s NPR education correspondent Jonaki Mehta. Thank you.\u003c/p>\n\u003cp>MEHTA: Thanks, Don.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Any child born on U.S. soil has a right to citizenship. It was established by the 14th Amendment in 1868, and affirmed by the U.S. Supreme court 128 years ago. On Wednesday, the high court is set to hear oral arguments in a case that could narrow or even end birthright citizenship in \u003ca href=\"https://www.npr.org/2025/12/05/nx-s1-5619186/supreme-court-agrees-to-hear-arguments-in-birthright-citizenship-case\" target=\"_blank\" rel=\"noopener\">\u003cem>Trump v. Barbara\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The Trump administration \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/01/protecting-the-meaning-and-value-of-american-citizenship/\" target=\"_blank\" rel=\"noopener\">has argued \u003c/a>the “privilege” has been too freely applied to children of non-citizens. “Hundreds of thousands of people are pouring into our country under birthright citizenship, and it wasn’t meant for that reason,” President Trump \u003ca href=\"https://www.youtube.com/watch?v=zJKrzgTiXc4\" target=\"_blank\" rel=\"noopener\">said last year\u003c/a>.\u003c/p>\n\u003cp>If this constitutionally protected right is struck down by the court, it would apply to children born on or after Feb. 20, 2025. \u003ca href=\"https://www.migrationpolicy.org/news/birthright-citizenship-repeal-projections\" target=\"_blank\" rel=\"noopener\">According to a projection\u003c/a> by the nonpartisan Migration Policy Institute and Penn State, that could result in about 255,000 U.S.-born children beginning life without U.S. citizenship every year. By 2045, that could add up to 4.8 million children.\u003c/p>\n\u003cp>“Birthright citizenship is fundamental for child wellbeing,” says Wendy Cervantes of The Center for Law and Social Policy, a nonpartisan organization focused on helping people with low incomes. “It has helped ensure that all children in the U.S. can start off life with some sort of equal footing and opportunity.”\u003c/p>\n\u003cp>Much of that equal footing comes courtesy of the country’s K-12 public schools. While schools are a place for children to learn, they’re also a central access point for a range of services: free meals, mental health support, services for students with disabilities and much more. Without the right to citizenship, access to those services could be complicated for many children – as could access to college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s what to know about how a Supreme Court ruling to end or narrow birthright citizenship could change the education landscape.\u003c/p>\n\u003ch2>\u003cstrong>Public schools can’t turn students away because of their immigration status\u003c/strong>\u003c/h2>\n\u003cp>All children, regardless of immigration status, have the right to a free K-12 public education in the United States. That right was affirmed in the landmark 1982 Supreme Court ruling \u003cem>Plyler v. Doe\u003c/em>.\u003c/p>\n\u003cp>The case centered on whether Texas could prohibit the use of state funding to educate children who were living in the U.S. unlawfully. Also in question was whether a public school district could charge foreign-born students tuition to enroll. Immigrant students sued and prevailed.\u003c/p>\n\u003cp>In \u003cem>Plyler\u003c/em> , Cervantes says, “It was recognized by the justices that denying a K-12 education to children, a basic education, would create a permanent underclass in our society.”\u003c/p>\n\u003cp>Because of this decision, school districts are not supposed to collect immigration data on their students or their families. But immigrant advocates worry that \u003cem>Plyler\u003c/em> has become a political target.\u003c/p>\n\u003cp>“The conservative movement has made very clear their intention to overturn\u003cem> Plyler v. Doe \u003c/em>by even providing a playbook to state legislatures to help make that happen,” says Alejandra Vázquez Baur, co-founder and director of the National Newcomer Network, which advocates for recently arrived immigrant students.\u003c/p>\n\u003cp>The Heritage Foundation, the conservative think tank behind Project 2025, which has shaped much of the Trump administration’s agenda, \u003ca href=\"https://www.heritage.org/border-security/report/every-state-should-challenge-plyler-v-doe-time-end-free-education-illegal-0\" target=\"_blank\" rel=\"noopener\">recently called for\u003c/a> states to restrict public education for undocumented students and has\u003ca href=\"https://www.heritage.org/education/report/the-consequences-unchecked-illegal-immigration-americas-public-schools\" target=\"_blank\" rel=\"noopener\"> recommended that states directly challenge\u003c/a> the \u003cem>Plyler\u003c/em> decision, arguing that it cost states hundreds of millions of dollars in education spending in 2023 alone.\u003c/p>\n\u003cp>“States have a convincing interest in preserving limited taxpayer dollars by prioritizing U.S. citizens and lawful immigrants,” \u003ca href=\"https://www.heritage.org/border-security/report/every-state-should-challenge-plyler-v-doe-time-end-free-education-illegal-0\" target=\"_blank\" rel=\"noopener\">wrote\u003c/a> Lora Ries of Heritage.\u003c/p>\n\u003cp>Tennessee lawmakers are among those taking action: There are currently bills moving through the state legislature that propose tracking K-12 students’ legal status and allowing public schools to refuse to enroll undocumented students. Several other states have also proposed legislation that directly, or indirectly, threaten \u003cem>Plyler\u003c/em>.\u003c/p>\n\u003cp>If any of these proposals turn into laws, they could invite legal challenges, and ultimately re-open the question of whether immigrant children have the right to a public education.\u003c/p>\n\u003ch2>\u003cstrong>A right to education doesn’t mean families feel safe sending their kids to school\u003c/strong>\u003c/h2>\n\u003cp>Immigration enforcement efforts can take a toll on \u003ca href=\"https://www.npr.org/2025/02/04/nx-s1-5277170/schools-ice-immigration\" target=\"_blank\" rel=\"noopener\">school attendance\u003c/a>.\u003c/p>\n\u003cp>MPR News reported that after heightened federal immigration presence in Minnesota early this year, \u003ca href=\"https://www.mprnews.org/story/2026/01/23/how-schools-and-students-are-affected-by-ice-enforcement\" target=\"_blank\" rel=\"noopener\">some districts\u003c/a> experienced a 20-40% increase in absences. And that trend predates the Trump administration: Researchers at the Hoover Institution, a conservative think tank based at Stanford University, found that after immigration raids in January 2025, school districts in California’s Central Valley \u003ca href=\"https://www.hoover.org/news/immigration-raids-central-california-increased-student-absences-months-study\" target=\"_blank\" rel=\"noopener\">had a 22% increase in absences\u003c/a>.\u003c/p>\n\u003cp>Vázquez Baur says these findings show immigrant children’s constitutional right to attend K-12 public schools is \u003cem>already \u003c/em>under threat.\u003c/p>\n\u003cp>“The law is still the law, children can still go to school. Now, we know that that is being complicated at this moment by immigration enforcement around schools,” she says. “The birthright citizenship issue complicates that even further.”\u003c/p>\n\u003cp>Sophia Rodriguez, a professor of education policy at New York University, has been studying the impact of immigration enforcement on school attendance. She says she has heard reports of “constant fear, anxiety and stress” from immigrant families concerned about sending their children to school. “And when you add this potential end to birthright citizenship, you create larger numbers of communities who are living in fear and anxiety,” she says.\u003c/p>\n\u003cp>Some studies have shown that, historically, when there is a rise in local immigration enforcement, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23328584211056349\" target=\"_blank\" rel=\"noopener\">fewer Hispanic students\u003c/a> \u003ca href=\"https://siepr.stanford.edu/publications/policy-brief/how-strict-immigration-enforcement-harms-schoolchildren\" target=\"_blank\" rel=\"noopener\">enroll in nearby schools\u003c/a>, which can disrupt their education and affect school funding. In most states, public school districts receive funding based on daily student attendance and overall enrollment.\u003c/p>\n\u003cp>This comes as \u003ca href=\"https://www.brookings.edu/articles/declining-public-school-enrollment/\" target=\"_blank\" rel=\"noopener\">many school districts\u003c/a> are \u003ca href=\"https://www.edweek.org/leadership/where-school-enrollment-is-declining-the-most-what-new-research-shows/2025/11\" target=\"_blank\" rel=\"noopener\">already facing enrollment declines\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Students with disabilities could fall through the cracks\u003c/strong>\u003c/h2>\n\u003cp>For many children, schools are the first point of contact with public services such as nutrition programs, healthcare, language learning and counseling. That is especially the case for immigrant families, says Rodriguez of NYU. “[Schools] are often the one social institution or public institution that immigrant families access.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>They are also often the first place children’s disabilities are identified, and where those students can tap into the services they need to be successful. The \u003ca href=\"https://www.npr.org/2025/04/03/nx-s1-5338953/trump-layoffs-education-department-special-education\" target=\"_blank\" rel=\"noopener\">Individuals with Disabilities Education Act (IDEA)\u003c/a> is the central special education law that guarantees \u003cem>all \u003c/em>disabled children the right to a “Free Appropriate Public Education.”\u003c/p>\n\u003cp>“So those are things that aren’t going away or changing based on immigration status,” says Anne Dwyer, a professor at Georgetown University’s Center for Children and Families. “But if a community is experiencing immigration enforcement or fear of enforcement at such a level that parents don’t even feel comfortable bringing their children to school, then those children are automatically not going to be able to access those very supports that schools provide.”\u003c/p>\n\u003cp>Schools also rely on state and federal Medicaid dollars to pay for services like physical, speech and occupational therapy. The program covers about half of all students with special education plans \u003ca href=\"https://www.kff.org/medicaid/5-key-facts-about-children-with-special-health-care-needs-and-medicaid/#Appendix\" target=\"_blank\" rel=\"noopener\">according to an analysis by KFF\u003c/a>, a nonpartisan health policy research organization. Medicaid funding also \u003ca href=\"https://learningpolicyinstitute.org/blog/medicaid-more-health-insurance-its-lifeline-public-schools\" target=\"_blank\" rel=\"noopener\">makes up a significant portion\u003c/a> of public school budgets: The U.S. Education Department \u003ca href=\"https://www.ed.gov/sites/ed/files/about/offices/list/osers/docs/medicaid-funding-for-school-based-services-03-08-2024.pdf\" target=\"_blank\" rel=\"noopener\">reported in 2024 \u003c/a>that Medicaid sends schools between $4 billion and $6 billion annually.\u003c/p>\n\u003cp>“Even if a school can’t potentially provide a type of service, they’re probably going to be a broker to those resources,” says Rodriguez.\u003c/p>\n\u003cp>However, Medicaid is typically limited to U.S. citizens and people with other qualifying legal statuses. If birthright citizenship is eliminated, U.S.-born children who would have previously been citizens may no longer qualify for Medicaid. For any of those children who have disabilities, schools would still be legally obligated to serve them under IDEA, but they would have to find a way to replace the lost Medicaid funding.\u003c/p>\n\u003cp>“That would create potential, huge cost shifts to districts,” says Dwyer. “And we know school districts are already incredibly strapped.”\u003c/p>\n\u003ch2>\u003cstrong>Paying for higher education would get a lot harder\u003c/strong>\u003c/h2>\n\u003cp>While the law currently provides a K-12 education for all students, the same is not true of higher education. Students without legal status can still enroll in college, but they don’t have access to federal financial aid, such as federal student loans and the Pell Grant, which helps low-income students and is \u003ca href=\"https://www.crfb.org/blogs/pell-grant-program-faces-serious-and-immediate-shortfall\" target=\"_blank\" rel=\"noopener\">currently facing a funding shortfall\u003c/a>.\u003c/p>\n\u003cp>And because of their status, undocumented students are also more likely to come from impoverished backgrounds, says Caitlin Patler, a professor of public policy at UC Berkeley. “Those two things together make affording higher education almost impossible for children who are undocumented.”\u003c/p>\n\u003cp>In some states, including Georgia and Alabama, undocumented students are not allowed to attend certain public colleges; other states charge them out-of-state tuition.\u003c/p>\n\u003cp>Patler says research shows U.S. citizenship is directly tied to opportunities that increase a child’s educational attainment. “And therefore much later on, as you follow children throughout their lives, educational attainment is directly correlated with stronger economic contributions.”\u003c/p>\n\u003cp>She worries about a future in which birthright citizenship is narrowed or eliminated. “This would have a cascading ripple effect, potentially through multiple generations, of forcing this large and growing group of millions of children into a caste-like status.”\u003c/p>\n\u003cp>A caste-like status, she says, in which their opportunities would be dictated not by their potential, but by their immigration status.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cbr>\n\u003cem>Visual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>DON GONYEA, HOST:\u003c/p>\n\u003cp>Any child born on U.S. soil has a right to citizenship – so far. The Trump administration wants to do away with that constitutional right. The Supreme Court will hear arguments why on Wednesday. According to the Migration Policy Institute, if it’s repealed, 4.8 million U.S.-born children would begin life without U.S. citizenship over the next two decades. NPR’s Jonaki Mehta joins us now to talk about what that could mean for access to education. Good morning.\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: Hey, Don.\u003c/p>\n\u003cp>GONYEA: Let’s start with K-12 public education. Who gets to go to school in this country, and how could this decision change that?\u003c/p>\n\u003cp>MEHTA: Yeah. You know, that is a great place to start because the Supreme Court actually tackled this question in 1982 in a case called Plyler v. Doe. And the primary question before the court was whether the state of Texas could deny undocumented children access to free public education. And that decision affirmed one of the most foundational rights for children in this country, and that is the right to a free public education, regardless of immigration status. Here’s Wendy Cervantes from the nonpartisan Center for Law and Social Policy.\u003c/p>\n\u003cp>WENDY CERVANTES: In that decision, it was recognized by the justices that denying a K-12 education to children would basically create a permanent underclass.\u003c/p>\n\u003cp>MEHTA: And, you know, Don, not everybody agrees with the precedent that Plyler set. The Heritage Foundation, which is the conservative think tank behind Project 2025 – that’s the Trump administration’s policy playbook – they’ve argued that it costs a lot of money to educate undocumented students. The Heritage Foundation has called for states to directly challenge the Plyler decision, and some states are doing just that, like Tennessee, where legislators have proposed allowing public schools to track students’ legal status and turn away undocumented students.\u003c/p>\n\u003cp>GONYEA: So there are legislative threats to Plyler brewing, and then there’s the heightened threat of deportation for these children. How is that impacting access to schools?\u003c/p>\n\u003cp>MEHTA: Yeah. That’s exactly right. I spoke to a few immigrant rights advocates, and all of them reminded me, yes, Plyler exists, and schools are supposed to be safe havens for all children. But the way that immigrant families have actually been feeling doesn’t necessarily align with their rights. Here’s Alejandra Vazquez Baur of the National Newcomer Network, which advocates for recently arrived immigrant students.\u003c/p>\n\u003cp>ALEJANDRA VAZQUEZ BAUR: Significant attendance gaps in big and small districts across the country after an immigration raid are clearly impacting not just undocumented children, but lots of children who have citizenship and yet still feel that it is not safe enough for them to leave their homes and go to school.\u003c/p>\n\u003cp>MEHTA: And, you know, it’s important to remember that schools aren’t just a place for kids to get an education. It’s also where students often first encounter lots of different public services.\u003c/p>\n\u003cp>GONYEA: And what kind of services are we talking about?\u003c/p>\n\u003cp>MEHTA: Yeah. So for many students, school is the very first place they might encounter things like basic health care, like a school nurse, mental health resources, like counselors. It’s a place to get free meals, and the public school system provides lots of services for students with disabilities. Now, all students with disabilities are covered by federal special education law, but here’s where it gets a little bit complicated. So a lot of the funding for disability services, things like speech therapy, occupational therapy, those things are often paid for by Medicaid.\u003c/p>\n\u003cp>Medicaid sends billions of dollars every year to schools, but students typically need legal status to benefit from that program. So if birthright citizenship were to be eliminated, we could be looking at a new class of students in the coming decades who would not qualify for Medicaid. But here’s the thing – schools are still obligated to serve those students with or without that Medicaid funding. So the elimination of birthright citizenship could put a bigger financial burden on schools which are already spread thin.\u003c/p>\n\u003cp>GONYEA: OK. That covers K-12 public education. Would higher education be affected if birthright citizenship were to go away?\u003c/p>\n\u003cp>MEHTA: Yeah. So the main way is that losing citizenship makes it much harder to get help paying for college. That’s because without legal status, students aren’t eligible for federal financial aid or even some state financial aid.\u003c/p>\n\u003cp>CAITLIN PATLER: And because of their status, they’re also more likely to come from families living in poverty. So those two things together make affording higher education almost impossible for children who are undocumented.\u003c/p>\n\u003cp>MEHTA: That’s Caitlin Patler. She’s a professor of public policy at UC Berkeley, and she pointed out that U.S. citizenship is directly tied to educational attainment and ultimately what someone contributes to the economy. So she thinks ending birthright citizenship would be a loss not just for these potential future children we’re talking about, but for the country at large.\u003c/p>\n\u003cp>GONYEA: That’s NPR education correspondent Jonaki Mehta. Thank you.\u003c/p>\n\u003cp>MEHTA: Thanks, Don.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s a bit like asking patients in intensive care to make the case for their own treatment.\u003c/p>\n\u003cp>Federal education research — the system that tracks student learning and evaluates what works — has been battered by mass firings, contract cuts and cancellations, and stalled grant funding. Many researchers at private research organizations have lost their jobs and those with a more protected perch at universities face deep uncertainty. Now they are being told they need to turn up the volume if they want to continue their life’s work.\u003c/p>\n\u003cp>Their predicament was the focus of the Association for Education Finance and Policy’s annual conference earlier this month in Chicago. The conference theme, “Sustaining Education Research and Evidence in a Turbulent Era,” acknowledged the devastating aftershocks of last year’s onslaught. But the cure remains uncertain. At a March 20 session on rebuilding the Institute of Education Sciences (IES), an emissary from the Trump administration, Amber Northern, urged the audience to become stronger champions for their cause.\u003c/p>\n\u003cp>A year ago at this same conference, Northern was just a typical researcher, as horrified as everyone else over the DOGE cuts to federal education research. She was and is the director of research at the Thomas B. Fordham Institute, a conservative education policy think tank. During last year’s gathering, a sympathetic official from the Trump administration approached her and asked if she could come up with some ideas for rebuilding IES, which has generally had bipartisan support.\u003c/p>\n\u003cp>This year, Northern was at the conference in her new role as the author of a report on IES’s future, released in late February, and was making the rounds to sell its \u003ca href=\"https://hechingerreport.org/proof-points-ies-northern-report/\">recommendations\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her main message to her fellow researchers: You’re not doing enough.\u003c/p>\n\u003cp>Rebuilding IES won’t happen, she warned, without broad public pressure. The administration, she said, responds to parents, but parents aren’t protesting the loss of education data and research. She added she was “dismayed” that more people in the field haven’t written op-eds explaining the stakes.\u003c/p>\n\u003cp>The room pushed back. Many researchers were still smarting from the loss of federal research funding and the inability to seek new grants. (The grant process has ground to a virtual standstill and the Education Department is sitting on millions of dollars of unspent Congressionally appropriated funds.)\u003c/p>\n\u003cp>Jason Grissom, an education professor at Vanderbilt University, said he had just received an email that federal funding for his graduate students was ending. He said he hadn’t realized the field hadn’t been making “a strong enough case.”\u003c/p>\n\u003cp>But Vivian Wong, a research methodologist at the University of Virginia, challenged the idea that it would be realistic to build a broad coalition. “You can’t put the onus on parents to save the education system,” she said, noting that families are more focused on immediate concerns like services for their children with disabilities. Producing evidence for effective instruction, she argued, is the job of good government and shouldn’t hinge upon parent advocacy.\u003c/p>\n\u003cp>Others raised a more personal risk: speaking out could backfire. One researcher worried that public criticism could jeopardize current grants, future funding decisions, or even invite retaliation against her university at a time when the administration has shown a willingness to lash out. She asked Northern directly whether she could guarantee that advocacy for education research wouldn’t come with consequences.\u003c/p>\n\u003cp>“I can’t say for sure,” Northern replied.\u003c/p>\n\u003cp>And that’s the bind. Researchers are being told to speak up to save their field but doing so could put their work, and their institutions, at risk.\u003c/p>\n\u003cp>Another possible lever is Congress. Some researchers have begun lobbying their representatives, but even there, the path is unclear. One Congressional office advised contacting the Office of Management and Budget — not the Education Department — to release already appropriated funds.\u003c/p>\n\u003cp>Meanwhile, schools are struggling with \u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">absenteeism\u003c/a> and falling \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">reading and math scores\u003c/a>. And the nation’s main source of evidence and guidance on what works to right these problems is in limbo.\u003c/p>\n\u003cp>Researchers did receive one reprieve. Despite inflation, the Association for Education Finance and Policy said it did not raise this year’s conference registration fee “in response to the challenges our community is facing.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-education-research-risks/\">\u003cem>federal education research\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization that covers education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s a bit like asking patients in intensive care to make the case for their own treatment.\u003c/p>\n\u003cp>Federal education research — the system that tracks student learning and evaluates what works — has been battered by mass firings, contract cuts and cancellations, and stalled grant funding. Many researchers at private research organizations have lost their jobs and those with a more protected perch at universities face deep uncertainty. Now they are being told they need to turn up the volume if they want to continue their life’s work.\u003c/p>\n\u003cp>Their predicament was the focus of the Association for Education Finance and Policy’s annual conference earlier this month in Chicago. The conference theme, “Sustaining Education Research and Evidence in a Turbulent Era,” acknowledged the devastating aftershocks of last year’s onslaught. But the cure remains uncertain. At a March 20 session on rebuilding the Institute of Education Sciences (IES), an emissary from the Trump administration, Amber Northern, urged the audience to become stronger champions for their cause.\u003c/p>\n\u003cp>A year ago at this same conference, Northern was just a typical researcher, as horrified as everyone else over the DOGE cuts to federal education research. She was and is the director of research at the Thomas B. Fordham Institute, a conservative education policy think tank. During last year’s gathering, a sympathetic official from the Trump administration approached her and asked if she could come up with some ideas for rebuilding IES, which has generally had bipartisan support.\u003c/p>\n\u003cp>This year, Northern was at the conference in her new role as the author of a report on IES’s future, released in late February, and was making the rounds to sell its \u003ca href=\"https://hechingerreport.org/proof-points-ies-northern-report/\">recommendations\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her main message to her fellow researchers: You’re not doing enough.\u003c/p>\n\u003cp>Rebuilding IES won’t happen, she warned, without broad public pressure. The administration, she said, responds to parents, but parents aren’t protesting the loss of education data and research. She added she was “dismayed” that more people in the field haven’t written op-eds explaining the stakes.\u003c/p>\n\u003cp>The room pushed back. Many researchers were still smarting from the loss of federal research funding and the inability to seek new grants. (The grant process has ground to a virtual standstill and the Education Department is sitting on millions of dollars of unspent Congressionally appropriated funds.)\u003c/p>\n\u003cp>Jason Grissom, an education professor at Vanderbilt University, said he had just received an email that federal funding for his graduate students was ending. He said he hadn’t realized the field hadn’t been making “a strong enough case.”\u003c/p>\n\u003cp>But Vivian Wong, a research methodologist at the University of Virginia, challenged the idea that it would be realistic to build a broad coalition. “You can’t put the onus on parents to save the education system,” she said, noting that families are more focused on immediate concerns like services for their children with disabilities. Producing evidence for effective instruction, she argued, is the job of good government and shouldn’t hinge upon parent advocacy.\u003c/p>\n\u003cp>Others raised a more personal risk: speaking out could backfire. One researcher worried that public criticism could jeopardize current grants, future funding decisions, or even invite retaliation against her university at a time when the administration has shown a willingness to lash out. She asked Northern directly whether she could guarantee that advocacy for education research wouldn’t come with consequences.\u003c/p>\n\u003cp>“I can’t say for sure,” Northern replied.\u003c/p>\n\u003cp>And that’s the bind. Researchers are being told to speak up to save their field but doing so could put their work, and their institutions, at risk.\u003c/p>\n\u003cp>Another possible lever is Congress. Some researchers have begun lobbying their representatives, but even there, the path is unclear. One Congressional office advised contacting the Office of Management and Budget — not the Education Department — to release already appropriated funds.\u003c/p>\n\u003cp>Meanwhile, schools are struggling with \u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">absenteeism\u003c/a> and falling \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">reading and math scores\u003c/a>. And the nation’s main source of evidence and guidance on what works to right these problems is in limbo.\u003c/p>\n\u003cp>Researchers did receive one reprieve. Despite inflation, the Association for Education Finance and Policy said it did not raise this year’s conference registration fee “in response to the challenges our community is facing.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-education-research-risks/\">\u003cem>federal education research\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization that covers education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Bruce Maxwell, professor of computer science at Northeastern University, was grading exams for his online master’s course in computer vision, a subfield in artificial intelligence that deals with images, when he first noticed that something felt … off.\u003c/p>\n\u003cp>“I’d see the same phrases, the same commas, even the same word choices. I would say, ‘Man, I’ve read that before.’ And I’d go look for it,” said Maxwell. “The paragraphs weren’t identical, but they were so similar.”\u003c/p>\n\u003cp>Although the course was in 2024, Maxwell, who teaches at Northeastern’s Seattle campus, recalls that his students’ essays sounded “like textbooks written in the 1980s and ’90s,” perhaps reflecting the sources used to train AI. The students were scattered around the country and Maxwell was pretty sure they hadn’t collaborated.\u003c/p>\n\u003cp>Maxwell shared his observation with a former student, Liwei Jiang, who is now a Ph.D. student in computer science and engineering at the University of Washington. Jiang decided to test her former professor’s hunch about AI scientifically and collaborated with other researchers at UW, the Allen Institute for Artificial Intelligence, Stanford and Carnegie Mellon universities to analyze the output from more than 70 different large language models around the globe, including ChatGPT, Claude, Gemini, DeepSeek, Qwen and Llama.\u003c/p>\n\u003cp>The team asked each the same open-ended questions, which were intended to spark creativity or brainstorm new ideas: “Compose a short poem about the feeling of watching a sunset;” “I am a graduate student in Marxist theory, and I want to write a thesis on Gorz. Can you help me think of some new ideas?” and “Write a 30-word essay on global warming.” (The researchers pulled the questions from a corpus of real ChatGPT questions that users had consented to make public in exchange for free access to a more advanced model.) The researchers posed 100 of these questions to all 70 models and had each model answer them 50 times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The answers were often indistinguishable across different models by different companies that have different architectures and use different training data. The metaphors, imagery, word choices, sentence structures — even punctuation — often converged. Jiang’s team called this phenomenon “inter-model homogeneity” and quantified the overlaps and similarities. To drive the point home, Jiang titled her paper, the “\u003ca href=\"https://arxiv.org/pdf/2510.22954\">Artificial Hivemind.\u003c/a>” The study won the best paper award at the annual conference on Neural Information Processing Systems in December 2025, one of the premier gatherings for AI research.\u003c/p>\n\u003cp>To increase AI creativity, Jiang jacked up a parameter, called “temperature,” to maximize the randomness of each large language model. That didn’t help. For example, when she asked an AI model called Claude 3.5 Sonnet to “write a short story about a colorful toad who goes on an adventure in 50 words,” it kept naming the toad Ziggy or Pip, and oddly, a hungry hawk and mushrooms kept appearing.\u003c/p>\n\u003cfigure id=\"attachment_66219\" class=\"wp-caption alignnone\" style=\"max-width: 2734px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66219\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad.png\" alt=\"\" width=\"2734\" height=\"1498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad.png 2734w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-2000x1096.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-1536x842.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-2048x1122.png 2048w\" sizes=\"auto, (max-width: 2734px) 100vw, 2734px\">\u003cfigcaption class=\"wp-caption-text\">Presentation slide courtesy of Liwei Jiang, the AI study’s lead author.\u003c/figcaption>\u003c/figure>\n\u003cp>Different models also churn out comically similar responses. When asked to come up with a metaphor for time, the overwhelming answer from all the models was the same: a river. A few said a weaver. One outlier suggested a sculptor. Several of the models were developed in China, and yet, they were producing similar answers to those made in America.\u003c/p>\n\u003cp>\u003cstrong>Example of similar output from ChatGPT and DeepSeek\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66218\" class=\"wp-caption alignnone\" style=\"max-width: 2692px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66218\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2.png\" alt=\"\" width=\"2692\" height=\"1566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2.png 2692w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-2000x1163.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-1536x894.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-2048x1191.png 2048w\" sizes=\"auto, (max-width: 2692px) 100vw, 2692px\">\u003cfigcaption class=\"wp-caption-text\">Presentation slide courtesy of Liwei Jiang, the AI study’s lead author.\u003c/figcaption>\u003c/figure>\n\u003cp>The explanation lies in chatbot design. AI chatbots are trained to review possible answers to make sure the output is reasonable, appropriate and helpful. This refinement step, sometimes called “alignment,” is intended to ensure that the answers align to or match what a human would prefer. And it’s this alignment step, according to Jiang, that is creating the homogeneity. The process favors safe, consensus-based responses and penalizes risky, unconventional ones. Originality gets stripped away.\u003c/p>\n\u003cp>Jiang’s advice for students is to push themselves to go beyond what the AI model spits out. “The model is actually generating some good ideas, but you need to go the extra mile to be more creative than that,” said Jiang.\u003c/p>\n\u003cp>For Jiang’s former professor Maxwell, the study confirmed what he had suspected. And even before Jiang’s paper came out, he changed how he teaches. He no longer relies on online exams. Instead, he now asks students to learn a concept and present it to other students or create a video tutorial.\u003c/p>\n\u003cp>Outwitting the AI hive mind requires some post-modern creativity.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ai-similarity/\">\u003cem>similar AI answers\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization that covers education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The answers were often indistinguishable across different models by different companies that have different architectures and use different training data. The metaphors, imagery, word choices, sentence structures — even punctuation — often converged. Jiang’s team called this phenomenon “inter-model homogeneity” and quantified the overlaps and similarities. To drive the point home, Jiang titled her paper, the “\u003ca href=\"https://arxiv.org/pdf/2510.22954\">Artificial Hivemind.\u003c/a>” The study won the best paper award at the annual conference on Neural Information Processing Systems in December 2025, one of the premier gatherings for AI research.\u003c/p>\n\u003cp>To increase AI creativity, Jiang jacked up a parameter, called “temperature,” to maximize the randomness of each large language model. That didn’t help. For example, when she asked an AI model called Claude 3.5 Sonnet to “write a short story about a colorful toad who goes on an adventure in 50 words,” it kept naming the toad Ziggy or Pip, and oddly, a hungry hawk and mushrooms kept appearing.\u003c/p>\n\u003cfigure id=\"attachment_66219\" class=\"wp-caption alignnone\" style=\"max-width: 2734px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66219\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad.png\" alt=\"\" width=\"2734\" height=\"1498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad.png 2734w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-2000x1096.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-768x421.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-1536x842.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Colorful-Toad-2048x1122.png 2048w\" sizes=\"auto, (max-width: 2734px) 100vw, 2734px\">\u003cfigcaption class=\"wp-caption-text\">Presentation slide courtesy of Liwei Jiang, the AI study’s lead author.\u003c/figcaption>\u003c/figure>\n\u003cp>Different models also churn out comically similar responses. When asked to come up with a metaphor for time, the overwhelming answer from all the models was the same: a river. A few said a weaver. One outlier suggested a sculptor. Several of the models were developed in China, and yet, they were producing similar answers to those made in America.\u003c/p>\n\u003cp>\u003cstrong>Example of similar output from ChatGPT and DeepSeek\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_66218\" class=\"wp-caption alignnone\" style=\"max-width: 2692px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-66218\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2.png\" alt=\"\" width=\"2692\" height=\"1566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2.png 2692w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-2000x1163.png 2000w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-1536x894.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2026/03/Intermodel-homogeneity-v2-2048x1191.png 2048w\" sizes=\"auto, (max-width: 2692px) 100vw, 2692px\">\u003cfigcaption class=\"wp-caption-text\">Presentation slide courtesy of Liwei Jiang, the AI study’s lead author.\u003c/figcaption>\u003c/figure>\n\u003cp>The explanation lies in chatbot design. AI chatbots are trained to review possible answers to make sure the output is reasonable, appropriate and helpful. This refinement step, sometimes called “alignment,” is intended to ensure that the answers align to or match what a human would prefer. And it’s this alignment step, according to Jiang, that is creating the homogeneity. The process favors safe, consensus-based responses and penalizes risky, unconventional ones. Originality gets stripped away.\u003c/p>\n\u003cp>Jiang’s advice for students is to push themselves to go beyond what the AI model spits out. “The model is actually generating some good ideas, but you need to go the extra mile to be more creative than that,” said Jiang.\u003c/p>\n\u003cp>For Jiang’s former professor Maxwell, the study confirmed what he had suspected. And even before Jiang’s paper came out, he changed how he teaches. He no longer relies on online exams. 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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 8
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"order": 9
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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"latino-usa": {
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"link": "/radio/program/latino-usa",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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