education solve social problems

Greater Good Science Center • Magazine • In Action • In Education

How to Empower Students to Take Action for Social Change

Young people are increasingly aware and concerned about the problems our world is confronting, from climate change to racial disparities in society. When facing social problems, how can educators transform a child’s sense of helplessness toward hope and action?

Educators must not allow our adolescents to languish in the face of social problems and injustice. In James Baldwin’s 1963 Talk to Teachers , he reminds us of this charge: “Our obligation as educators is to entrust in our students the abilities to create conscious citizens who are vocal about reexamining their society.” It is the moral imperative of public education to foster student agency to nurture an engaged citizenry.

At the Rutgers University Social-Emotional Character Development Laboratory’s Students Taking Action Together project , we have developed a social problem-solving and action strategy, PLAN, that makes it possible for teachers to transform students’ sense of hopelessness into empowerment. It allows students to investigate a particular social problem to get to the root cause, then design an action plan to challenge the dominant power structure to make change. It emphasizes considering the issue from multiple viewpoints to develop a solution that is inclusive and viable. 

Below, we’ll describe the four components of PLAN and demonstrate how to use PLAN to empower students in grades 5-12 to take action. We hope these strategies can help you encourage your students to be more deeply engaged with today’s problems and inspired to take social action. 

P: Create a Problem description

Problems are an inherent part of our daily lives, and one of the key problem-solving skills is the ability to define a problem.

To define a problem, students working collaboratively in groups of four or five start by reviewing background sources, such as articles, speeches, and podcast episodes, and then draft a problem description . They can discuss the following questions to frame their thinking. Not all questions will be answered, yet the discussion will guide and stretch their thinking to begin defining the problem:     

• Is there a problem? How do you know?
• What is the problem?
• Who is impacted by the problem?
• What are the issues from each perspective/party involved? What is the impact on the different individuals/groups involved?
• Who is responsible for the problem? What internal and external factors might have influenced this issue?
• What is causing those responsible to use these practices?
• Who were the key people involved in making important decisions?

To illustrate this process, let’s use the example of a recent issue: Texas’s refusal of federal funding to expand health care under the Affordable Care Act for all citizens of the state. For this issue, students might write the following problem description:

Along with Texas, 13 other states have refused to accept federal funding to expand Medicaid for citizens under the Affordable Care Act (ACA). State refusals can be attributed to a variety of factors. State lawmakers fear the loss of support from voters and their political party if they accept the federal funding to expand access to health care for lower-income communities and communities of color. Public perceptions of expanding social programs and the political costs of supporting bi-partisan reform also play a role. Political obstructionism harms all citizens, causing people to go without needed medical care and perpetuating inequalities in public health.  

L: Generate a List of options to solve the problem and consider the pros and cons


Organizing for change is a skill that can be taught, even though problem solving in the political arena may feel novel and uncertain for students. Stress that while there is no guarantee of a positive outcome as they tackle a problem, brainstorming effective and inclusive solutions can help stimulate deeper awareness and discussion on the need for change. According to Irving Tallman and his colleagues , this process teaches students to apply reasoning to anticipate how solutions may play out and, ultimately, arrive at an estimate of the probability of a specific result. 

That’s where the second step of PLAN comes into play: listing the possible solutions and considering the optimal plan of action to pursue. Students will revisit the background sources that they consulted during step one to consider how the actual current-event problem has been addressed over time and reflect on their own solutions. We encourage you to facilitate a whole-class discussion, guided by the following questions:

• What options did the group consider to be acceptable ways to resolve the problem?
• What do you think about their solution? 
• What would your solution be?
• What solution did they ultimately decide to pursue?

For example, here are some solutions that students may generate as they brainstorm around health care funding in Texas: 

• Launch a letter writing campaign to Senators and Congressional representatives communicating that obstructionism of federal funding to expand health care hurts all citizens and public health.
• Develop a social media-based public service announcement about the costs of refusing federal funding to expand health care, tagging state Senators and local Congressional representatives. 
• Team up with a public health advocacy organization and learn about how to support their work in key states.

Students would then weigh the pros and cons of each solution, as well as apply perspective-taking skills to consider the needs and interests of all relevant stakeholders (e.g., government officials, insurance companies, and patients) to select what they deem to be the most effective and inclusive option. In evaluating the pros and cons of all of the solutions presented above, they may determine:

• Solutions have direct routes to communicating to politicians and have a wide audience reach.
• Solutions build student’s advocacy skills and can send a clear message to lawmakers. 
• Solutions enable students to rehearse the skills of correspondence, networking, and communicating their ideas and plans with outside agencies.
• Solutions require substantial time for additional research.
• In some solutions, students may not be addressing issues in the state they live.
• In the letter-writing solution, letters lack a broad reach and the identified state(s) may already be developing reasonable alternatives to accepting federal funds to expand health care access. 
• The solutions will require efforts to be sustained over time and will demand additional time in or beyond the classroom to orchestrate.

This essential problem-solving skill will support students in making objective, thoughtful decisions. 

A: Create an Action plan to solve the problem

After students select what they assess to be the most effective solution, they collaborate with one another to develop a specific, measurable, attainable goal and a step-by-step action plan to implement the solution. Together, researchers refer to this as the solution plan. 

For example, the goal might be to develop a one-minute public service announcement about the costs of a state’s refusal to accept federal funding to expand Medicaid under the ACA.  

The step-by-step solution plan should align with the goal to resolve the problem and increase positive consequences, while minimizing potential negative effects. Your students should keep the following in mind when developing their plans:

• Make steps as specific as possible.
• Consider who is responsible for implementing each step.
• Determine how long each action step will take to execute.
• Anticipate any challenges that you may face and how you will address them.
• Identify the data that you can collect to determine whether or not your action plan was successful.

Below is a sample action plan that students may develop to meet their public service announcement goal:


• Convene a group of students to conduct research on the ACA’s expansion of Medicaid and the states that have accepted federal aid and those that refused federal aid.
• Conduct research by interviewing school nurses, county health commissioners, and the state’s Department of Health for additional content.
• Collaborate with visual arts teachers and students to design and develop the video, and course-level teacher to review the video. 
• Post the social media public service announcement on YouTube and share on social media, tagging the appropriate audiences. 

N: Evaluate the action plan by Noticing successes

The final step of PLAN involves evaluating the success of the action plan, using the evidence collected throughout in order to notice successes. As a whole class, students consider how similar problems were solved historically, as compared to the success of their plan. They also consider aspects of the plan that went well and those that could be improved upon moving forward. Connecting to past examples of social action affirms the understanding that you don’t always get it right in the initial push for change, and that the legacy and knowledge of incomplete change is passed from one generation to the next. 

A Sample Lesson

To check out how to infuse PLAN using a historic event, check out our ready-made lesson on Fredrick Douglass’s 1852 Speech: "What to the Slave is the Fourth of July?" .

Noticing successes is essential to instilling confidence in students to exercise their voice and choice by organizing for and taking social action. Research suggests that problem-solving skills help buffer against distress when people are experiencing stressful events in life. With PLAN, we have discovered that equipping our students with problem-solving skills is a strong predictor of student agency and social action . By teaching a deliberate social problem-solving strategy, we nurture hope that change can be made. 

In her 2003 Teaching Community: A Pedagogy of Hope , bell hooks reminds us of the transformative power to upend the dominant power structure by bridging the gap between complaining and hope and action: “When we only name the problem, when we state a complaint without a constructive focus or resolution, we take away hope. In this way critique can become merely an expression of profound cynicism, which then works to sustain dominator culture.”

It is not enough to witness and criticize injustice. Students need to learn how to overcome injustice by developing solutions and gaining a sense of empowerment and agency. 

About the Authors

Lauren Fullmer

Lauren Fullmer, Ed.D. , is the math curriculum chair and middle school math teacher at the Willow School in Gladstone, NJ; instructor for The Academy for Social-Emotional Learning in Schools—a partnership between Rutgers University and St. Elizabeth University—adjunct professor at the University of Dayton’s doctoral program, and a consulting field expert for the Rutgers Social-Emotional Character Development (SECD) Lab.

Laura Bond, M.A. , has served as a K–8 curriculum supervisor in central New Jersey. She has taught 6–12 Social Studies and worked as an assistant principal at both the elementary and secondary level. Currently, she is a field consultant for Rutgers Social Emotional Character Development Lab and serves on her local board of education.

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Learning to live together: How education can help fight systemic racism

Subscribe to the center for universal education bulletin, rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development.

June 5, 2020

The protests raging across the United States in the aftermath of George Floyd’s death all call for an end to systemic racism and inequality, which have been alive and well since the very founding of the United States. There is much that needs to be done to address systemic racism from police reform to opening ladders of economic opportunity. Education too has a role to play.

The strategy of “divide and conquer” has been used for literally thousands of years to expand empires and extend control of authoritarian leaders. The military strategy of Nazi Germany was, as former Secretary of Defense James Mattis recently so eloquently reminded us, to divide and conquer, and the American response was “in unity there is strength.” This applies not only to military strategy and morale but also to the fabric of society and our ability as Americans to bridge our differences and connect with each other. It is why after World War II, a U.N. organization dedicated to education was founded, stating “since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.”

This remains true to this day and it is why education in its broadest sense must be a part of the solution to build unity across our country. Education does play a crucial role in social mobility and ensuring economic opportunity and it is why so many school districts across the U.S. are concerned with helping all young people develop academic mastery and 21st century job skills such as digital literacy, creativity, and teamwork. This is why there are such deep concerns about equity of access to quality schools and the disturbing legacy of tracking African American students into less prestigious avenues of study.

But education also plays a powerful role in shaping worldviews, connecting members of a community who might have never met before, and imagining the world we want. It is this power to shape values and beliefs that has made education susceptible to manipulation by those who want to divide and conquer (e.g., why extremists such as the Taliban in Afghanistan prioritized interfering in education as a top priority for achieving their agenda). Hence it is this power that we must turn to in an effort to fight inequality and racism. In 1996, a UNESCO global commission chaired by Jacques De Lors released a report—now affectionately known in education circles as the “ De Lors Report” —and spelled out the four purposes of education:

• Learning to know . A broad general knowledge with the opportunity to work in depth on a small number of subjects.
• Learning to do . To acquire not only occupational skills but also the competence to deal with many situations and to work in teams.
• Learning to be . To develop one’s personality and to be able to act with growing autonomy, judgment, and personal responsibility.
• Learning to live together . By developing an understanding of other people and an appreciation of interdependence.

These four purposes all remain urgent and relevant today but it is the fourth, learning to live together, that we must as a country pay more attention to. Luckily there are many in the education community that have for years been working on helping young people develop the mindsets and skills to live together. A number of organizations have long included fighting systemic racism in this effort, working tirelessly and more often than not with little visibility and recognition. Some of the best places to begin exploring this work include the nonprofit education organization Facing History, Facing Ourselves , which has been working for the past 45 years with teachers and schools across the United States to combat bigotry and hate and help build understanding across difference. Education International, a federation of the world’s teacher organizations and unions, has put forward the top 25 lessons from the teaching profession for delivering education that supports democracy for all and hence must foster inclusion and fight racism. More well-known to most Americans is Sesame Street, the children’s media organization that has for generations modeled tolerance to America’s youngest children.

On Saturday, June 6, Sesame Street and CNN will host a town-hall meeting titled “ Coming Together: Standing Up to Racism .” Finally, the new Smithsonian Museum of African American History and Culture has a host of resources for parents and families, schools and educators, and young people and adults for talking about race .  

As Brookings President John R. Allen so eloquently stated in his recent piece on the need to condemn racism and come together, the leadership for this is not going to come from national political leaders, but every teacher, principal, school superintendent, and parent of students can do their part to make sure education is playing its part and contributing to all of us learning to live together.

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3.2 Education as a Social Problem

The stories that open this chapter illustrate core issues in education. Sociologists define education as a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms. On one hand, the institution is essential. In modern societies, people need the ability to read, write, and think in order to succeed in their societies. On the other hand, not everyone can attain their educational goals.

As we remember from Chapter 1 , a social problem is “a social condition or pattern of behavior that has negative consequences for individuals, our social world, or our physical world (Leon-Guerrero 2018:4). In this case, because not everyone has access to the education that they need to succeed, we experience negative consequences for individuals, families, and even global communities.

The story of modern education is a story of a significant social shift. As the video in figure 3.1 noted, most people in the world can read and write, something that wasn’t true even a hundred years ago. Although men and boys historically have had more chances to go to school than women and girls, the gender gap in education is closing in the United States and around the world (Roser and Ortiz-Espinosa 2022). Recently, evidence shows that young women are more likely to attend and complete college in the United States than men (Pew Research 2021). These positive results in creating equal access to education don’t tell the whole story, though.

Like every social problem, our social identities and social locations discussed in Chapter 1, play a significant role in the kind of education that is available to us. Social identities and social locations also influence how much school we can finish. When sociologists study education, they find that race, gender, geographical location, socioeconomic status, and all the combinations of these locations have a role in predicting a particular group’s likelihood of succeeding in school. Introductory textbooks commonly focus on race and gender as important predictors of educational success, and they are.

In this section, though, we will focus on the dimensions of diversity that students like you are most interested in understanding—education for d/Deaf, neurodiverse, LGBTQIA+, and Indigenous students. However, if you’d like to learn more about how race and gender affect education, you may be interested in this chapter:  An Overview of Education in the United States .

3.2.1 d/Deaf and Black: Intersectional Justice

When sociologists examine the social problems of education, they look at who is defining the problem or claim. We examine the evidence that supports the claims. We evaluate what activists and community members suggest can be done about it. We review law and policy changes to understand their consequences. Finally, we explore how changes might feed subsequent social action.

When we examine educational access and outcomes for d/Deaf students in general and for Black and d/Deaf students in general, we see conflicting claims, different outcomes, and unexpected consequences of law and policy changes. This section explores the experiences of being d/Deaf and being d/Deaf and Black to highlight how inequality is intersectional and why intersectional justice is crucial to attain equity.

Figure 3.3 Being a Deaf Student in a Mainstream School [YouTube Video] . Please watch the first 5 minutes of this video. What experiences does this student have that are the same or different than yours?

As we begin our exploration, you may have noticed that we are using d/Deaf as a general term. This unexpected spelling highlights the first conflict in this area. The more common usage of deaf refers to the medical condition of being physically unable to hear. This traditional definition reflects the perspective of doctors and other medical professionals who define deafness as a medical disability, needing intervention, treatment and special support to enable deaf people to function in a hearing world.

When the word Deaf is capitalized, on the other hand, it refers to a culturally unique group of people. According to Dr. Lissa D. Stapleton, a Deaf Studies professor, “The upper case D in the word Deaf refers to individuals who connect to Deaf cultural practices, the centrality of American Sign Language (ASL), and the history of the community” (Ramirez-Stapleton 2015:569). In this idea of Deafness, Deaf communities have their own language, culture, and practices that are different from hearing cultures but just as valuable. We use d/Deaf in this book to acknowledge the complexity of deafness and Deafness and to discuss both a physical condition and a social location.

Figure 3.4 A family signing using American Sign Language

You may be d/Deaf or know people who are d/Deaf. In that case, you can draw upon your own experiences. The video that opens this section documents one student’s experience. The related picture in figure 3.4 shows people using American Sign Language.

Dr. Stapleton and her collegues explore why college graduation rates for d/Deaf women of color are particularly low. As of 2017, Only 13.7% of d/Deaf Black women get a bachelors degree. In comparison, 26.5% of Black hearing women graduate college. (Garberoglio et al 2019) You may remember from earlier chapters that many social problems are intersectional. People experience them differently based on their various social locations. In this case, Dr. Stapleton looks at how gender, race, and d/Deafness intersect in order to understand the unique experiences of these students. She explains that part of the difficulty for these students is related to being able to be d/Deaf, female and people of color. She shares one story about herself and an Asian d/Deaf student:

I have had several one-on-one interactions with Amy over her two years at the institution. She struggled with shifting identities between her life at home and school. At home, her family treated her like a hearing person; she spoke her ethnic language, participated in all her ethnic cultural practices, and used hearing aids. When she came to school, she only signed and did not interact with other Asian students, as most of the d/Deaf* students on campus were White. She did not feel hearing, Asian, or d/Deaf enough to fit into the residential or campus community. She struggled. Afraid, because of cultural taboos,to tell her parents that she needed counseling and was unable to find a counselor to meet her communication needs (simultaneously signing and speaking), she started to shut down.

The lack of congruency and peace she felt affected her schoolwork, her friendship circles, and now her ability to stay at school because her behavior had become unpredictable and distant.

These stories highlight the experiences of a d/Deaf female Asian student. In some situations being d/Deaf is the most important part of identity. In others, race is a shared experience, either of power or of discrimination. In this story, we begin to see how inequalities in social location set the stage for social problems in education.

Beyond these stories, though, do we see unequal outcomes in education for d/Deaf students? Let’s look at a small slice of the quantitative data. The table in figure 3.5 addresses the overall educational attainment for Black Deaf, Black Hearing, White Deaf and White Hearing students.

Figure 3.5 Overall Educational Attainment for Black d/Deaf, Black Hearing, White d/Deaf and White Hearing Students, Figure 3.5 I mage Description

We notice that hearing people have higher educational attainments than d/Deaf people with the exception of the PhD, JD, or MD levels, in which Black hearing and White d/Deaf people comprise only .7 percent of each population attained that level of education. Black d/Deaf people had the lowest level of educational achievement of any category.

3.2.1.1 Audism and Racism

One factor in explaining the suffering in these students’ stories, and the different outcomes of d/Deaf students is audism. Audism is “the notion that one is superior based on one’s ability to hear or behave in a manner of one who hears” (Humphries 1977:12). Students who are d/Deaf experience discrimination because others assume that hearing people are superior, and design education with hearing people in mind.

In the words of one student:

Society assumes and exerts superiority over their capabilities of hearings. In Deaf schools, deaf youths are [likely] to experience being discriminated against based on their deafness because the culture is too deep-rooted with the belief that deaf people can do what hearing people do, only that they can’t hear.

…In mainstream schools, I know this because I experienced this more than often. Sometimes I have teachers or interpreters who think I need some assistance with what to say. They think they know our needs. Sometimes we will have someone jump in to “help” us communicate. It is very embarrassing when speaking to a hearing student, especially if we are attracted to them and always have interpreters jump in act like we need their help to talk.

Hearing people misunderstood our facial, body and gesture expressions and avoided us; even told us to “dial down.” (SOC 204 student 2021)

A second factor in the experience is racism. Racism starts with a belief that one race is superior to another, most commonly a belief that White people are superior to Black, Brown or Indigenous people. We’ll dive deeper into race and racism in Chapter 6 , but as we saw in the stories of the d/Deaf students, people who are d/Deaf can experience prejudice based on the constellation of their social locations.

3.2.2 Inequality In Education: What’s with All the -isms?

3.2.3 Neurodiversity

Figure 3.7 What is Neurodiversity? [YouTube Video] . As you watch the first 5 minutes of this video, consider the experience of this neurodiverse person. How does inequality in education show up for her?

Activists and scholars notice a parallel between the experiences of Deaf people and neurodiverse people. Deaf people assert that Deaf people form a cultural group. Deafness is not a disability but a normal human variation. Neurodiversity activists use a similar argument. To learn more, you may want to watch the videos in figure 3.7.

Neurodiversity is a term that means that brain differences are naturally occurring variations in humans. The neurodiversity perspective sees brain differences rather than brain deficits. Instead of viewing differences as disordered or needing to be cured, a neurodiverse perspective sees differences as welcome variants of the human population (Walker 2014; Pollack 2009; Play Spark n.d.).

People whose brains are wired differently than expected are called neurodivergent . Neurodivergent people have significantly better capabilities in some categories, and significantly poorer capabilities in other categories (Doyle 2020).You may hear many labels and diagnosis that make up neurodivergence: ADHD, autism, Asperger’s, dyslexia, dyscalculia, learning difference, and many more words.

Researcher David Pollack provides a model of neurodivergence in figure 3.8 which relates several of the labels we listed at the beginning of this section. People experience many different and overlapping learning differences as part of being neurodivergent.

Figure 3.8 Neurodiversity is complicated. (Image created by Genius Within CIC , Source: Dr Nancy Doyle, based on the highly original work of Mary Colley), Figure 3.8 Image Description

As we move from the individual experience to the social experience, we begin to define the particular social problem. Although estimates differ, Nancy Doyle, a psychologist writing for the British Medical Journal writes that approximately 15 to 20 percent of people worldwide are neurodivergent (Doyle 2020). We see that being neurodivergent is not just the experience of individuals. Rather, it is the shared experience of a group, a needed condition for a social problem.

We also see conflict between how people understand and explain neurodiversity. On one hand, we have a medical model, based on pathology or abnormality (Walker and Raymaker 2021). In this model, differences in reading, calculating, writing or interacting with others is considered a problem, something to be treated or cured.

In the 1990s, adults with these labels began to push back against these categorizations. Their alternate claim was that these conditions should be considered as normal human variants of neurology. Patient-centered care advocate Valerie Billingham coined the phrase, “nothing about me, without me” (1998). She was talking about the need to include the patient at the center of decision-making around patient health and patient treatment choices.

Figure 3.9 Positive experiences of Neurodiversity, Figure 3.9 Image Description

This phrase is used widely today by autism awareness activists, who have expanded the meaning to include the idea that people who are neurodivergent should be the ones describing their own experiences. The letter in figure 3.9 provides one example of this. People with autism are the ones who should make choices about what they need to fully participate in school and in life. They should propose the laws, policies and practices that make their participation possible.

Some experts see neurodiversity itself is a civil rights challenge. They argue that society privileges people who are considered neurotypical. Not only are neurodiverse people stigmatized with a label that implies disease, or symptom or medical problem, social institutions themselves are unequal. They propose that we strive for “ neuro-equality (understood to require equal opportunities, treatment and regard for those who are neurologically different)” (Fenton and Khran 2007:1). Likewise, Nick Walker , a queer, transgender, autistic scholar, encourages us to see beyond the medical model. She writes,

The neurodiversity paradigm starts from the understanding that neurodiversity is an axis of human diversity, like ethnic diversity or diversity of gender and sexual orientation, and is subject to the same sorts of social dynamics as those other forms of diversity —including the dynamics of social power inequalities, privilege, and oppression. (Walker 2021)

In this brief explanation, we see the shared experience of a group of people. We see disagreement in how we understand the experience of that group. We see unequal outcomes in school and in life. Activists propose changes, and our government enacts legal and policy changes. This activity leads to new formulations of the problem and requests for action. In short, we see a social problem.

3.2.4 Can You Display A Rainbow Flag at School?

Figure 3.10 Newberg’s ban on pride flags at schools gets national attention [YouTube Video] . Newberg School bans Black Lives Matter and Pride symbols.

In 2021, the school board of the small town of Newberg, Oregon, voted to ban the display of Black Lives Matter and Gay pride symbols at school and found themselves in the national spotlight. The video in figure 3.10 describes the school board’s reasoning and the community’s reaction. This local experience is not unique. In school boards, state legislatures, and national forums students, teachers, parents and community members discuss these questions. For example, on March 28, 2022, Florida governor Ron DeSantis signed the Parental Rights in Education Bill, which prohibits teachers from teaching about sexual orientation or gender identity in kindergarden through third grade.

The debate over these decisions reflects a larger social problem for another unique group of students, as shown in figure 3.11. LBGTQIA+ is an acronym which stands for lesbian, gay, bisexual, transgender, queer, intersex asexual and more. We’ll explore the importance of terminology later in this chapter in “Inequality in Education: Why Do I Say Queer?”

Figure 3.11 People who are queer, Black, and disabled in front of a rainbow flag

The social problem in this case isn’t that the students are LGBTQIA+. It’s that these students face bullying, discrimination, homelessness, and violence because of their gender and sexual identities. When we look at experience in school, most research shows that queer youth are more likely to drop out of high school and less likely to attend college than their straight, cisgender peers (Sansone 2019). When we look at the recent data for Oregon in the 2020 Safe Schools report , LGBTQIA+ youth were twice as likely to be bullied or harassed at school (Heffernan and Gutierez-Schmich 2020).

The Safe Schools report takes an intersectional approach by examining gender identity, sexual orientation, and race and ethnicity. The report finds that the more of these marginalized identities a student holds, the more likely they are to be bullied or to be threatened by a weapon at school (Heffernan and Gutierez-Schmich 2020). As the chart in figure 3.12 demonstrates, a person who is transgender or nonbinary, queer, Native American, or mixed race is far more likely to have thought about ending their life or tried to end their life, even as early as eighth grade. The weight of this evidence is compelling. Our LGBTQIA+ students experience bullying, discrimination and violence at school and in the wider world.

Figure 3.12 Safe Schools Report: Eighth grade suicidality by gender, sexual orientation and race, Figure 3.12 Image Description

3.2.5 Why Do I Say Queer?: A Badge of Courage or a Bad Word?

3.2.6 Residential Schools

As we continue our exploration of education and inequality, we see that the institution of education can also support violent and oppressive social change. For this, we look at the history of residential schools in the United States and Canada designed with the explicit intention of disrupting the families and the cultures of Indigenous people.

By establishing boarding schools for Indigenous and First Nations peoples as part of a government-sanctioned attempt to solve the “Indian problem,” colonizers committed genocide , the systematic and widespread extermination of a cultural, ethnic, political, racial, or religious group. Many indigenous children died in residential schools. The Federal Indian Boarding School Initiative Investigative Report , released in May 2022. documents at least 500 deaths of children buried in 53 burial sites (Newland 2022:8). However, they caution that the work of finding and identifying the remains of the children has been limited due to COVID-19. They anticipate finding even more evidence of death. Recent discoveries in Canada indicate that up to 6,000 First Nations children died in Canadian residential boarding schools (AP News 2021). These deaths are only the start of supporting the claim of genocide. According to Jeffrey Ostler, a historian at the University of Oregon claims of genocide are contested by scholars and activists (like many social problems). Let’s look deeper.

The federal report details some of the basic facts. The United States established 408 federal boarding schools between 1891 and 1969. Congress established laws that required Native American parents to send their children to these boarding schools (Newland 2022:35). Government records document, “[i]f it be admitted that education affords the true solution to the Indian problem, then it must be admitted that the boarding school is the very key to the situation” (Newland 2022:38). Because students were required to learn English and agriculture, and punished, sometimes beaten, if they spoke their Indigenous languages and practiced their own religious and spiritual practices, families and cultures were indeed destroyed.

Figure 3.15 Deb Haaland U.S. Secretary of the Interior

Deb Haaland, the U.S. Secretary of the Interior, describes this history in the following way:

Beginning with the Indian Civilization Act of 1819, the United States enacted laws and implemented policies establishing and supporting Indian boarding schools across the nation. The purpose of Indian boarding schools was to culturally assimilate indigenous children by forcibly relocating them from their families and communities to distant residential facilities where their American Indian, Alaska Native, and Native Hawaiian identities, languages and beliefs were to be forcibly suppressed. For over 150 years, hundreds of thousands of indigenous children were taken from their communities. (Haaland 2021)

Secretary Haaland, shown in figure 3.15, also recounts the suffering in her own family. She writes, “My great grandfather was taken to Carlisle Indian School in Pennsylvania. Its founder coined the phrase ‘kill the Indian, and save the man,’ which genuinely reflects the influences that framed the policies at that time” (Haaland 2021). The 2022 U.S. federal report documents at least 500 deaths of children buried in 53 burial sites (Newland 2022:8). However, they caution that the work of finding and identifying the remains of the children has been limited due to COVID-19. They anticipate finding even more evidence of death. Recent discoveries in Canada indicate that up to 6,000 First Nations children died in Canadian residential boarding schools (AP News 2021).

Figure 3.16 Chemawa Indian School

The U.S. government forced hundreds of thousands of Indigenous children to attend residential schools (National Native American Boarding School Healing Coalition n.d.). Oregon shares this painful history. Historian Eva Guggemos and volunteer historian SuAnn Reddick from Pacific University combed the historical record for the Forest Grove Indian Training School in Forest Grove which became the Chemawa Indian School in Salem, Oregon (figure 3.16). They found that at least 270 children had died while at these schools. Most of these deaths were due to infectious diseases. “ The Forest Grove Indian Training School, 1880–1885 [YouTube Video] ” tells more of the story.

Even in cases where the children didn’t die, colonizers accomplished cultural assimilation , the process by which the members of a subordinate group adopt the aspects of a dominant group. In this case, the colonizers valued their own White European culture and forced other groups to conform. These pictures in figure 3.17 and 3.18 tell the story.

Figure 3.17 A group portrait of students from the Spokane tribe at the Forest Grove Indian Training School, taken when they were “new recruits.”

Figure 3.18 Seven months later — the students pictured are probably the Spokane students who, according to the school roster, arrived in July 1881: Alice L. Williams, Florence Hayes, Suzette (or Susan) Secup, Julia Jopps, Louise Isaacs, Martha Lot, Eunice Madge James, James George, Ben Secup, Frank Rice, and Garfield Hayes.

In the Pacific University magazine, Mike Francis writes about these photos in more detail:

A particularly poignant pair of photos in the Pacific University Archives vividly show what it meant for native youths to leave their families to come to Forest Grove. An 1881 photo of new arrivals from the Spokane tribe shows 11 awkwardly grouped young people, huddled together as if for protection in an unfamiliar place. Some have long braids of dark hair; some girls wear blankets over their shoulders; some display personal flourishes, including beads, a hat, a neckerchief.

A second photo of the group is purported to have been taken seven months later, after the Spokane children had lived and worked for a time at the Indian Training School. In this photo, the same children are seated stiffly on chairs or arranged behind them. The six girls wear similar dresses; the four boys wear military-style jackets, buttoned to the neck.

Further, one girl is missing in the second photo — one of the children who died after being brought to Forest Grove, said Pacific University Archivist Eva Guggemos, who has extensively studied the history of the Indian Training School. The girl’s name was Martha Lot, and she was about 10 years old. Surviving records tell us she had been sick for a while with “a sore” on her side and then took a sudden turn for the worse.

The before-and-after photos of the Spokane children were meant to show that the Indian Training School was working: Young native people were being shaped into something “civilized” and unthreatening, something nearly European. But today the before-and-after shots appear desperately sad — frozen-in-time witnesses to whites’ exploitation of indigenous children and the attempted erasure of their cultures. (Francis 2019)

The function of education in the case of Native American boarding schools doesn’t stop with cultural assimilation. Education functioned to purposefully disrupt families and cultures. Beyond that, the government policies and practices related to education of Indigenous children were part of a wider strategy of land acquisition. As early as 1803, President Thomas Jefferson wrote that discouraging the traditional hunting and gathering practices of the Indigenous people would make land available for colonists. Jefferson wrote:

To encourage them to abandon hunting, to apply to the raising stock, to agriculture, and domestic manufacture, and thereby prove to themselves that less land and labor will maintain them in this better than in their former mode of living. The extensive forests necessary in the hunting life will then become useless, and they will see advantage in exchanging them for the means of improving their farms and of increasing their domestic comforts. (Jefferson 1803, quoted in Newland 2022:21)

By removing people from the land, and children from families, the U.S. government made the land available to colonists, who were mainly from Europe, using education as one method of enforcement.

3.2.7 Licenses and Attributions for Education as a Social Problem

“Education as a Social Problem: d/Deaf Education, Neurodiversity and Rainbow Flags” by Kimberly Puttman is licensed under CC BY 4.0 .

Figure 3.3 “ Being Deaf in a Mainstream School ” by Rikki Poynter . License Terms: Standard YouTube license.

Figure 3.4 ASL family by David Fulmer . License: CC BY 2.0 .

Figure 3.5 “ Overall Educational Attainment ” (p.12) by © National Deaf Center on Postsecondary Outcomes Postsecondary Achievement of Black Deaf People in the United States . License : BY-NC-ND 4.0.

Figure 3.6 “Social Ecology of Interdependence: The Individual and the Interpersonal” by Kimberly Puttman is licensed under CC BY 4.0 .

Figure 3.7 “ What is neurodiversity? ” by The Counseling Channel . License Terms: Standard YouTube license.

Figure 3.8  Neurodiversity is complicated © Genius Within CIC / Source: Dr Nancy Doyle, based on the highly original work of Mary Colley. All rights reserved. Used with permission.

Figure 3.9 Photo by walkinred . License: CC BY-SA 2.0 .

Figure 3.10 “ Newberg School BLM and Pride are Banned ” by KGW News . License Terms: Standard YouTube license.

Figure 3.11 Photo by Chona Kasinger , Disabled And Here . License: CC BY 4.0.

Figure 3.12 “8th Grade Suicidality by Gender, Sexual Orientation and Race” in Safe Schools Report by Julie Heffernan and Tina Gutierez-Schmich. Used under fair use.

Figure 3.13 “ Tyler Ford Explains The History Behind the Word ‘Queer’”.  by them . License Terms: Standard YouTube license.

Figure 3.14:  LGBTQIA+ acronym © 2021 by Harold Tinoco-Giraldo , Eva María Torrecilla Sánchez .and Francisco J. García-Peñalvo License: CC BY 4.0 .

Figure 3.15  Deb Haaland by the U.S House Office of Photography is in the Public domain .

Figure 3.16 Chemawa Indian School by Library of Congress is in the Public domain .

Figure 3.17 Caption from A Tragic Collision of Cultures by Mike Francis. Fair Use.

Figure 3.18 Caption from A Tragic Collision of Cultures by Mike Francis. Fair Use.

Social Problems Copyright © by Kim Puttman. All Rights Reserved.

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The costs of inequality: Education’s the one key that rules them all

When there’s inequity in learning, it’s usually baked into life, Harvard analysts say

Corydon Ireland

Harvard Correspondent

Third in a series on what Harvard scholars are doing to identify and understand inequality, in seeking solutions to one of America’s most vexing problems.

Before Deval Patrick ’78, J.D. ’82, was the popular and successful two-term governor of Massachusetts, before he was managing director of high-flying Bain Capital, and long before he was Harvard’s most recent Commencement speaker , he was a poor black schoolchild in the battered housing projects of Chicago’s South Side.

The odds of his escaping a poverty-ridden lifestyle, despite innate intelligence and drive, were long. So how did he help mold his own narrative and triumph over baked-in societal inequality ? Through education.

“Education has been the path to better opportunity for generations of American strivers, no less for me,” Patrick said in an email when asked how getting a solid education, in his case at Milton Academy and at Harvard, changed his life.

“What great teachers gave me was not just the skills to take advantage of new opportunities, but the ability to imagine what those opportunities could be. For a kid from the South Side of Chicago, that’s huge.”

If inequality starts anywhere, many scholars agree, it’s with faulty education. Conversely, a strong education can act as the bejeweled key that opens gates through every other aspect of inequality , whether political, economic , racial, judicial, gender- or health-based.

Simply put, a top-flight education usually changes lives for the better. And yet, in the world’s most prosperous major nation, it remains an elusive goal for millions of children and teenagers.

Plateau on educational gains

The revolutionary concept of free, nonsectarian public schools spread across America in the 19th century. By 1970, America had the world’s leading educational system, and until 1990 the gap between minority and white students, while clear, was narrowing.

But educational gains in this country have plateaued since then, and the gap between white and minority students has proven stubbornly difficult to close, says Ronald Ferguson, adjunct lecturer in public policy at Harvard Kennedy School (HKS) and faculty director of Harvard’s Achievement Gap Initiative. That gap extends along class lines as well.

“What great teachers gave me was not just the skills to take advantage of new opportunities, but the ability to imagine what those opportunities could be. For a kid from the South Side of Chicago, that’s huge.” — Deval Patrick

In recent years, scholars such as Ferguson, who is an economist, have puzzled over the ongoing achievement gap and what to do about it, even as other nations’ school systems at first matched and then surpassed their U.S. peers. Among the 34 market-based, democracy-leaning countries in the Organization for Economic Cooperation and Development (OECD), the United States ranks around 20th annually, earning average or below-average grades in reading, science, and mathematics.

By eighth grade, Harvard economist Roland G. Fryer Jr. noted last year, only 44 percent of American students are proficient in reading and math. The proficiency of African-American students, many of them in underperforming schools, is even lower.

“The position of U.S. black students is truly alarming,” wrote Fryer, the Henry Lee Professor of Economics, who used the OECD rankings as a metaphor for minority standing educationally. “If they were to be considered a country, they would rank just below Mexico in last place.”

Harvard Graduate School of Education (HGSE) Dean James E. Ryan, a former public interest lawyer, says geography has immense power in determining educational opportunity in America. As a scholar, he has studied how policies and the law affect learning, and how conditions are often vastly unequal.

His book “Five Miles Away, A World Apart” (2010) is a case study of the disparity of opportunity in two Richmond, Va., schools, one grimly urban and the other richly suburban. Geography, he says, mirrors achievement levels.

A ZIP code as predictor of success

“Right now, there exists an almost ironclad link between a child’s ZIP code and her chances of success,” said Ryan. “Our education system, traditionally thought of as the chief mechanism to address the opportunity gap, instead too often reflects and entrenches existing societal inequities.”

Urban schools demonstrate the problem. In New York City, for example, only 8 percent of black males graduating from high school in 2014 were prepared for college-level work, according to the CUNY Institute for Education Policy, with Latinos close behind at 11 percent. The preparedness rates for Asians and whites — 48 and 40 percent, respectively — were unimpressive too, but nonetheless were firmly on the other side of the achievement gap.

In some impoverished urban pockets, the racial gap is even larger. In Washington, D.C., 8 percent of black eighth-graders are proficient in math, while 80 percent of their white counterparts are.

Fryer said that in kindergarten black children are already 8 months behind their white peers in learning. By third grade, the gap is bigger, and by eighth grade is larger still.

According to a recent report by the Education Commission of the States, black and Hispanic students in kindergarten through 12th grade perform on a par with the white students who languish in the lowest quartile of achievement.

There was once great faith and hope in America’s school systems. The rise of quality public education a century ago “was probably the best public policy decision Americans have ever made because it simultaneously raised the whole growth rate of the country for most of the 20th century, and it leveled the playing field,” said Robert Putnam, the Peter and Isabel Malkin Professor of Public Policy at HKS, who has written several best-selling books touching on inequality, including “Bowling Alone: The Collapse and Revival of the American Community” and “Our Kids: The American Dream in Crisis.”

Historically, upward mobility in America was characterized by each generation becoming better educated than the previous one, said Harvard economist Lawrence Katz. But that trend, a central tenet of the nation’s success mythology, has slackened, particularly for minorities.

“Thirty years ago, the typical American had two more years of schooling than their parents. Today, we have the most educated group of Americans, but they only have about .4 more years of schooling, so that’s one part of mobility not keeping up in the way we’ve invested in education in the past,” Katz said.

As globalization has transformed and sometimes undercut the American economy, “education is not keeping up,” he said. “There’s continuing growth of demand for more abstract, higher-end skills” that schools aren’t delivering, “and then that feeds into a weakening of institutions like unions and minimum-wage protections.”

“The position of U.S. black students is truly alarming.” — Roland G. Fryer Jr.

Fryer is among a diffuse cohort of Harvard faculty and researchers using academic tools to understand the achievement gap and the many reasons behind problematic schools. His venue is the Education Innovation Laboratory , where he is faculty director.

“We use big data and causal methods,” he said of his approach to the issue.

Fryer, who is African-American, grew up poor in a segregated Florida neighborhood. He argues that outright discrimination has lost its power as a primary driver behind inequality, and uses economics as “a rational forum” for discussing social issues.

Better schools to close the gap

Fryer set out in 2004 to use an economist’s data and statistical tools to answer why black students often do poorly in school compared with whites. His years of research have convinced him that good schools would close the education gap faster and better than addressing any other social factor, including curtailing poverty and violence, and he believes that the quality of kindergarten through grade 12 matters above all.

Supporting his belief is research that says the number of schools achieving excellent student outcomes is a large enough sample to prove that much better performance is possible. Despite the poor performance by many U.S. states, some have shown that strong results are possible on a broad scale. For instance, if Massachusetts were a nation, it would rate among the best-performing countries.

At HGSE, where Ferguson is faculty co-chair as well as director of the Achievement Gap Initiative, many factors are probed. In the past 10 years, Ferguson, who is African-American, has studied every identifiable element contributing to unequal educational outcomes. But lately he is looking hardest at improving children’s earliest years, from infancy to age 3.

In addition to an organization he founded called the Tripod Project , which measures student feedback on learning, he launched the Boston Basics project in August, with support from the Black Philanthropy Fund, Boston’s mayor, and others. The first phase of the outreach campaign, a booklet, videos, and spot ads, starts with advice to parents of children age 3 or younger.

“Maximize love, manage stress” is its mantra and its foundational imperative, followed by concepts such as “talk, sing, and point.” (“Talking,” said Ferguson, “is teaching.”) In early childhood, “The difference in life experiences begins at home.”

At age 1, children score similarly

Fryer and Ferguson agree that the achievement gap starts early. At age 1, white, Asian, black, and Hispanic children score virtually the same in what Ferguson called “skill patterns” that measure cognitive ability among toddlers, including examining objects, exploring purposefully, and “expressive jabbering.” But by age 2, gaps are apparent, with black and Hispanic children scoring lower in expressive vocabulary, listening comprehension, and other indicators of acuity. That suggests educational achievement involves more than just schooling, which typically starts at age 5.

Key factors in the gap, researchers say, include poverty rates (which are three times higher for blacks than for whites), diminished teacher and school quality, unsettled neighborhoods, ineffective parenting, personal trauma, and peer group influence, which only strengthens as children grow older.

“Peer beliefs and values,” said Ferguson, get “trapped in culture” and are compounded by the outsized influence of peers and the “pluralistic ignorance” they spawn. Fryer’s research, for instance, says that the reported stigma of “acting white” among many black students is true. The better they do in school, the fewer friends they have — while for whites who are perceived as smarter, there’s an opposite social effect.

The researchers say that family upbringing matters, in all its crisscrossing influences and complexities, and that often undercuts minority children, who can come from poor or troubled homes. “Unequal outcomes,” he said, “are from, to a large degree, inequality in life experiences.”

Trauma also subverts achievement, whether through family turbulence, street violence, bullying, sexual abuse, or intermittent homelessness. Such factors can lead to behaviors in school that reflect a pervasive form of childhood post-traumatic stress disorder.

[gz_sidebar align=”left”]

Possible solutions to educational inequality:

• Access to early learning
• Improved K-12 schools
• More family mealtimes
• Reinforced learning at home
• Data-driven instruction
• Longer school days, years
• Respect for school rules
• Small-group tutoring
• High expectations of students
• Safer neighborhoods

[/gz_sidebar]

At Harvard Law School, both the Trauma and Learning Policy Initiative and the Education Law Clinic marshal legal aid resources for parents and children struggling with trauma-induced school expulsions and discipline issues.

At Harvard Business School, Karim R. Lakhani, an associate professor who is a crowdfunding expert and a champion of open-source software, has studied how unequal racial and economic access to technology has worked to widen the achievement gap.

At Harvard’s Project Zero, a nonprofit called the Family Dinner Project is scraping away at the achievement gap from the ground level by pushing for families to gather around the meal table, which traditionally was a lively and comforting artifact of nuclear families, stable wages, close-knit extended families, and culturally shared values.

Lynn Barendsen, the project’s executive director, believes that shared mealtimes improve reading skills, spur better grades and larger vocabularies, and fuel complex conversations. Interactive mealtimes provide a learning experience of their own, she said, along with structure, emotional support, a sense of safety, and family bonding. Even a modest jump in shared mealtimes could boost a child’s academic performance, she said.

“We’re not saying families have to be perfect,” she said, acknowledging dinnertime impediments like full schedules, rudimentary cooking skills, the lure of technology, and the demands of single parenting. “The perfect is the enemy of the good.”

Whether poring over Fryer’s big data or Barendsen’s family dinner project, there is one commonality for Harvard researchers dealing with inequality in education: the issue’s vast complexity. The achievement gap is a creature of interlocking factors that are hard to unpack constructively.

Going wide, starting early

With help from faculty co-chair and Jesse Climenko Professor of Law Charles J. Ogletree, the Achievement Gap Initiative is analyzing the factors that make educational inequality such a complex puzzle: home and family life, school environments, teacher quality, neighborhood conditions, peer interaction, and the fate of “all those wholesome things,” said Ferguson. The latter include working hard in school, showing respect, having nice friends, and following the rules, traits that can be “elements of a 21st-century movement for equality.”

In the end, best practices to create strong schools will matter most, said Fryer.

He called high-quality education “the new civil rights battleground” in a landmark 2010 working paper for the Handbook of Labor Economics called “Racial Inequality in the 21st Century: The Declining Significance of Discrimination.”

Fryer tapped 10 large data sets on children 8 months to 17 years old. He studied charter schools, scouring for standards that worked. He champions longer school days and school years, data-driven instruction, small-group tutoring, high expectations, and a school culture that prizes human capital — all just “a few simple investments,” he wrote in the working paper. “The challenge for the future is to take these examples to scale” across the country.

How long would closing the gap take with a national commitment to do so? A best-practices experiment that Fryer conducted at low-achieving high schools in Houston closed the gap in math skills within three years, and narrowed the reading achievement gap by a third.

“You don’t need Superman for this,” he said, referring to a film about Geoffrey Canada and his Harlem Children’s Zone, just high-quality schools for everyone, to restore 19th-century educator Horace Mann’s vision of public education as society’s “balance-wheel.”

Last spring, Fryer, still only 38, won the John Bates Clark medal, the most prestigious award in economics after the Nobel Prize. He was a MacArthur Fellow in 2011, became a tenured Harvard professor in 2007, was named to the prestigious Society of Fellows at age 25. He had a classically haphazard childhood, but used school to learn, grow, and prosper. Gradually, he developed a passion for social science that could help him answer what was going wrong in black lives because of educational inequality.

With his background and talent, Fryer has a dramatically unique perspective on inequality and achievement, and he has something else: a seemingly counterintuitive sense that these conditions will improve, once bad schools learn to get better. Discussing the likelihood of closing the achievement gap if Americans have the political and organizational will to do so, Fryer said, “I see nothing but optimism.”

Correction: An earlier version of this story inaccurately portrayed details of Dr. Fryer’s background.

Illustration by Kathleen M.G. Howlett. Harvard staff writer Christina Pazzanese contributed to this report.

Next Tuesday: Inequality in health care

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Here's what schools are doing to try to address students' social-emotional needs

Anya Kamenetz

Grimsley High School teacher Sierra Hannipole checks in with a student at the Greensboro, N.C., school's learning hub. According to new federal data, 6 in 10 schools around the U.S., including Grimsley, have given extra training to teachers to support students socially and emotionally this school year. Cornell Watson for NPR hide caption

Grimsley High School teacher Sierra Hannipole checks in with a student at the Greensboro, N.C., school's learning hub. According to new federal data, 6 in 10 schools around the U.S., including Grimsley, have given extra training to teachers to support students socially and emotionally this school year.

U.S. Surgeon General Vivek Murthy issued an advisory this month saying the youth mental health crisis is getting worse.

"The pandemic era's unfathomable number of deaths, pervasive sense of fear, economic instability, and forced physical distancing from loved ones, friends, and communities have exacerbated the unprecedented stresses young people already faced," Murthy wrote . But he also emphasized that mental health conditions are treatable and preventable.

Children's Health

The u.s. surgeon general issues a stark warning about the state of youth mental health.

And newly released data from the U.S. Department of Education suggests that schools all over the country are trying to play their part. A federal survey of 170 schools in September found that 97% are taking some steps to support student well-being now that they are back to teaching in person. This includes one or more of the following:

• 59% are offering specialized professional development to existing staff members so they can support students in turn. 
• 42% have hired new staff, such as counselors and social workers. 
• 26% have added student classes to address topics related to social, emotional or mental well-being.
• 20% have created community events and partnerships. 

Educators at Grimsley High School in Greensboro, N.C., have seen the toll the coronavirus pandemic has taken on students, socially and emotionally.

"A lot of our kids are still struggling with ... being acclimated to the reality that a couple of years ago they were in middle school, and then they were just dropped here [in high school]. So there are some struggles there, [as well as] kids who may be going through things emotionally at home," says Assistant Principal Christopher Burnette.

Back To School: Live Updates

We know students are struggling with their mental health. here's how you can help.

Guilford County Schools, which includes Grimsley High School, has partnered with outside donors, including the Walton Family Foundation and the Michael & Susan Dell Foundation, to offer "learning hubs" that run after school and in some schools on weekends. (Dell Technologies is a financial supporter of NPR.) The hubs are places to catch up on schoolwork, but they're also places to check in on students' states of mind, says Burnette.

"A lot of it is not always about homework or schoolwork — it's about kind of how you're doing, how you're feeling. And if they start to open up, we'll, you know, pull them to the side and we'll be able to identify certain things that support them in that particular way as well."

The hubs have a school counselor on hand, and the school has trained other staff members to handle these kinds of supportive conversations.

How Teachers Can Promote Social Change in the Classroom

The philosopher John Dewey wrote, “Education is not a preparation for life but is life itself.” Dewey reflected extensively on the page about the role of education in a healthy, ever-evolving democratic society, and he believed classrooms aren’t just a place to study social change, but a place to spark social change. Dewey wrote about these topics in the early twentieth century, at a time when debates raged about whether teachers should be tasked with preparing students to conform or to actively push for progress and improvement where they are necessary.

These same debates continue today with real implications for education policy. Dewey remains one of our clearest voices on the argument that the classroom ought to be seen as an important locus of social change. For present and future teachers, it’s one thing to appreciate Dewey’s views on education and social change and quite another to create a classroom environment that embodies them. So, how can teachers build real classrooms that exemplify Dewey’s ideals for education in society?

Here are a few ideas:

1. encourage active participation and experimentation with ideas among students..

Unfortunately, teachers and students who want to see some kind of paper-based progress often push for a lot of memorization of dates, facts, and definitions. However, this type of learning is not the society-shifting classroom activity of which Dewey wrote. Instead, teachers should construct active learning opportunities, where students can be fully engaged with the material and play with ideas without being reprimanded for going too far afield. A few ways teachers might facilitate such a learning environment include letting students teach each other, setting up a system for occasionally letting students ask anonymous questions, and assigning open-ended projects in which students aren’t given the impression that they’re expected to take prescribed steps until they get to the “right” answer.

2. Teach students how to think instead of teaching them what to think.

Starting to make strides in this area may be as simple as rethinking common assumptions about which subjects are suitable for which students and when. For example, multiple studies suggest that philosophical inquiry is not above the heads of elementary-aged students. A Washington Post article on the topic describes the Philosophy for Children movement, in which a teacher offers a poem, story, or other object and employs the Socratic method to stimulate classroom discussion – not necessarily about the prompt, but around it. The students’ impressions and quandaries are what take center stage, not an actual philosophical mode or text. In other words, students are being taught how to think (and that their thoughts have weight and value and should be pursued) rather than what to think. Evidence suggests that students respond well to the Philosophy in the Classroom exercise, which, when performed just once a week, has been shown to improve students’ reading levels, critical thinking skills, and emotional wellbeing.

Socrates himself said, “Education is a kindling of a flame, not a filling of a vessel.” It follows, then, that using Socrates’ method of discourse as a teaching tool would line up well with Dewey’s goals for the classroom.

3. Prepare students to expect the need for change and to believe in their own ability to take positive steps for the benefit of society.

One step teachers can take to encourage students to play a part in larger societal improvement is to create a classroom where they’re given the responsibility and authority to make some significant decisions. If teachers have all the answers, it’s implied that students are expected to receive knowledge, not offer solutions or improvements. But if teachers make it clear that, especially when it comes to the big questions we all face, even those in authority don’t know it all, then students have more room to rely on their own cognitive powers and problem-solving skills.

Teachers might try offering lessons in, for example, how ethical decisions are made and the role of empathy and considered argument, and then setting up situations in which students can apply these skills in solving problems.

It’s also important to create a learning environment in which students learn to see the benefit of a worthy failure – rather than learning to fear the possibility of doing something wrong.

4. Make classroom processes democratic to establish the idea that if we actively participate in our communities, we can help make decisions about how they function.

Dewey noted that if we want our education systems to benefit the larger cause of a healthy democratic society, then it’s important that we keep democracy as a central “frame of reference” in our classrooms. Too often, he adds, we forget that participating in a democracy is a skill that needs to be honed in our daily lives. The classroom is a good place to learn to do just that: Consider making classrooms more democratic than authoritarian, starting at a young age. What decisions can you put to students in the classroom? Before organizing a vote, can you encourage those on opposing sides to clearly state their positions and try to understand and respond to the counterarguments?

Students who spend time in classrooms with such processes will be learning more than how to cast a vote when that opportunity is presented to them; they’ll be learning that their thoughts and ideas count and can be applied to benefit their larger community—all while welcoming opposing sides on an issue.

5. Facilitate discussions among teachers as a group – starting with student teachers – about the decisions they can make to drive social change.

Dewey made it clear that he believed teachers and schools had great influence over society, whether they were aware of that fact or not. If you think Dewey was on to something with this point, then it most likely follows that you’d agree teachers ought to be intentional about how they’re influencing our society. The best way to do that is to come together as a group to share ideas, experiences, reading, and successes. As these group discussions get bigger and broader, teachers can start to take on questions of policy—questions that should be decided with an eye on the influence that teachers have.

If we can begin to take these steps consistently in our classrooms, then we’ll be fostering a stronger societal fabric, building a healthier democratic process, and benefitting people far from our schools, one classroom at a time. As lives are being lived in classrooms and societies are being forged, certainly that’s change we can all get behind.

To learn more about American University’s online education programs, click here .

https://www.forbes.com/sites/danielnewman/2017/01/10/how-to-build-an-innovative-workplace-culture-with-experimentation/#46b963c7c222

http://www.teachhub.com/top-12-ways-increase-student-participation

http://theconversation.com/we-need-to-teach-children-how-to-think-not-what-to-think-33060

https://www.washingtonpost.com/news/answer-sheet/wp/2015/07/22/an-under-appreciated-way-of-teaching-kids-to-think-rationally/?utm_term=.c1c4e7ce94c2

https://www.facultyfocus.com/articles/effective-teaching-strategies/10-ways-to-promote-student-engagement/

https://www.gutenberg.org/files/852/852-h/852-h.htm

https://www.commonsense.org/education/blog/how-you-can-build-democracy-in-the-classroom

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Getting smart collective, impact update, 7 real-world issues that can allow students to tackle big challenges.

Ever since I started teaching in 1990, I have been a student voice advocate. Whether it was as a media/English teacher, student leadership advisor or a site leader. I have always believed that students not only have good ideas, but that they may just have new, unique or even better ones. In an effort to find their own voice and place in the world, they may see things that we don’t see or have long been paralyzed to do anything about. In 1999, I saw students address a school’s racial divide and cultural issues by creating a school-wide learning experience (see Harmony at Buchanan High School ). Ever since then, I have believed that projects with real-world outcomes hold some of the greatest potential for helping students become driven, empathetic and engaged citizens. The outpouring of student voice  in the wake of the recent tragedy in Parkland, Florida, is a great example.

When we begin the project design process in PBL, we can start either with a challenging problem or question and then tie it to our standards, or we can start with our standards and connect them to a real-world challenge. This second approach is more foundational to project based learning, for many reasons, including student engagement, student voice, relevance and authenticity. But beyond that, we also do it because this is where jobs are. Jobs are created and grown as we work to address the real problems facing our world and peoples. Our students are ready to tackle the problems facing our world. They have a voice. They have the tools and resources. And they are not afraid to collaborate and form new communities poised for the problem-solving work that needs to be done.

As an educator, parent and advocate for an engaged/empowered citizenry, I could not be prouder of how the students in Parkland, Florida – along with their peers across the nation – have both found their voice, as well as changed the narrative. These students, as well as many others across the nation, are not afraid to collaborate, and use new technologies and form new professional networks in order to address our current and future challenges. Let’s be honest, our best hope of improving the status of our planet’s many issues truly lie with our youth.

With all of this in mind, there are a number of current and ongoing real-world challenges that we currently face (and probably will for a long time). I don’t like the term “problem-solving” in this context, as it implies that we can fix, cure or eradicate a problem or challenge, but by going after our problems with new solutions, we can certainly move progress forward. And in that movement, there is magic. There is innovation. There is change. There is our collective human mission: how can we creatively collaborate, critically think and communicate in ways that make our world a better place to live.

New Pathways Handbook

Over the last few years, we’ve shared hundreds of stories about connecting students to work (and skills) that matters through our blog, podcast, and various publications. To synthesize these key learnings, we compiled the New Pathways Handbook, a great jumping-off point to our numerous resources and launchpad for getting started with pathways.

Our students are ready to exercise their collective voices and create calls to action. The following seven ideas are not ranked, but are rather my go to “top seven” that naturally lend themselves to projects that excite student interest, rely on available resources, and maintain relevance and authenticity. Moreover, they are not subject-specific. Indeed, there are many opportunities for English, science, social science, math and others to connect to these project challenges. They are:

1) Climate Change – Climate Change will have a significant impact on our students’ lives. Indeed, there may not be one issue that will impact them more comprehensively. Students have seen the data and witnessed the changes, and are listening to the science community. They know that this an urgent issue that will affect almost everything, including, but not limited to, weather, sea levels, food security, water quality, air quality, sustainability and much more. Many organizations – such as NASA , The National Park Service , National Center for Science Education , National Oceanic Atmospheric Association  and SOCAN  to name a few – are working to bring climate change curriculum and projects to teachers and students.

2) Health Care  – Since this has become a prominent topic in the national debate, students are becoming aware of the issues in our country related to rising costs, access, quality and equity. They are beginning to understand the importance both individually and societally. Like the aforementioned topic of climate change, students are also (and unfortunately) learning that we are not necessarily leading the world in this area. They know that this problem is connected to profits, insurance, bureaucracy and more, but they also have a fresher sense of how it could be different, and how we could learn from others around the world. The work on this topic, like many others, is being led by our universities. Institutions such as University of Michigan , Johns Hopkins  and Stanford are leading the way.

3) Food Insecurity   – as our students become more aware of their surrounding communities, as well as the peers they interact with daily, they begin to see differences. Differences in socioeconomic status, opportunities for growth, housing, security, support services and more. And since 13 million young people live in food-insecure homes, almost all of our students, as well as educators, know someone who is hungry on a daily basis. This may often start with service-based projects, but can also lead to high quality project based learning complete with research, data analysis, diverse solutions and ultimately a variety of calls to action. If you want to see how one teacher and his students transformed not only their school, but entire community related to food insecurity, check out Power Of A Plant author Stephen Ritz and the Green Bronx Machine .

4) Violence  – This is a natural given current events taking the nation by storm. However, the related topics and issues here are not new. And yes, they are politically charged, but young people care about these issues . They care about their collective safety and futures, but also know something can be done. In addition to the specifics related to school violence and safety, students can study details of how to advocate, organize, campaign and solicit support, learn that this is a complex problem that has many plausible causes, and, perhaps most importantly, hope for progress. They also know that although they are concerned about attending school in safe environments, our society and culture have violence-related problems and issues that they want to see addressed. Following the recent incident in Florida and the subsequent response from students, the New York Times has compiled a list of resources  for educators on this topic.

5) Homelessness  – We often hear the expression “think globally, act locally.” The topic of homelessness has garnered more attention than ever as more and more communities wrestle with a growing homeless population. In addition to opportunities for our students and schools to partner with local non-profit organizations dealing with homelessness, this topic, like others, is also a great way to elicit empathy in our students. We often hear from educators, employers and others that we want to raise adults that are able to solve problems, improve our communities, and have the ability to see beyond themselves. This topic can provide a number of options for helping students develop those skills. Finally, we also have a growing population of homeless students. So, the relevancy and urgency are all there. Many have laid the groundwork for us to address this within our curriculum. Organizations like Bridge Communities , National Coalition For The Homeless , Homeless Hub  and Learning To Give  are some of the many leading the way.

6) Sustainability  – This is an extremely global issue that affects everything from energy, to food, to resources, economics, health, wellness and more. Students are becoming more and more aware that our very future as a species depends on how we address sustainability challenges. They are aware that this challenge requires new ways of thinking, new priorities, new standards and new ways of doing things. Sustainability is all about future innovation. Students have tremendous opportunities to collaborate, think critically, communicate, and be creative when questioning if a current practice, method, resource or even industry is sustainable without dramatic change and shifts. Students who tackle these challenges will be our leaders – business, political and cultural – of the future. Educators and students can find almost infinite resources and partners. A few of these are Green Education Foundation , Green Schools Initiative , Strategic Energy Innovations , Facing the Future  and Teach For America .

7) Education  – It seems that each and every day, more and more of us (though maybe still not enough) are moving closer to realizing that our educational systems are seemingly unprepared to make the big shifts needed to truly address the learning needs of 21st-century students. The related challenges are many – new literacies, skills, economic demands, brain research, technology, outcomes and methodologies. It’s a good thing that more and more people – both inside and outside of education – are both demanding and implementing change. However, one of the continued ironies within education is that we (and I recognize that this is a generalization) rarely ask the primary customer (students) what they think their education should look, feel and sound like. We have traditionally underestimated their ability to articulate what they need and what would benefit them for their individual and collective futures. One of the many foundational advantages of project based learning is that we consult and consider the student in project design and implementation. Student “voice & choice” creates opportunities for students to have input on and make decisions regarding everything from the final product, to focus area within a topic or challenge, and even whom they may partner with from peers to professionals. It’s this choice that not only helps elicit engagement and ownership of learning, but offers opportunities for students to enhance all of the skills that we want in our ideal graduates. As one might guess, there is not a lot of formal curriculum being developed for teachers to lead students through the issue of education reform. This may need to be an organic thing that happens class by class and school by school. It can start as easily as one teacher asking students about what they want out of their education. Some other entry points are The Buck Institute for Education , Edutopia’s Five Ways To Give Your Students More Voice & Choice , Barbara Bray’s Rethinking Learning  and reDesign .

This is not intended to be an exhaustive or comprehensive list. However, these seven broad topics present hundreds of relevant challenges that our students can and should have opportunities to address. If they do, they will not only be more prepared for their futures, but also poised to positively impact all of our futures.

For more, see:

• High Quality PBL Case Study: School21
• In Broward County, Student Voice Impacts the Classroom and Beyond
• Introducing a Framework for High Quality Project Based Learning

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Using Psychology to Address Social Problems

Dr. wolff and dr. glassgold speak on psychology's problem solving ability..

Posted October 24, 2020

Psychology affects every aspect of our lives. How can we use this on an individual, communal, and structural level to address social problems?

Joshua R. Wolff , Ph.D. (he/him) is a Licensed Clinical Psychologist and Adjunct Professor in the Department of Psychology (Psy.D. Program) at Adler University in Chicago, IL. Dr. Wolff co-chairs the APA Division 44 (Society for the Psychology of Sexual Orientation & Gender Diversity) Subcommittee on Higher Education Accreditation & Policy. Dr. Wolff’s research and publications center on the experiences of LGBTQ+ students in religious university settings, higher education policy, and social determinants of health.

Judith Glassgold, Psy.D. is a licensed psychologist and an expert in applying psychology to problems of public policy, focused on mental health. She is a consultant to national civil rights organizations on legislative efforts to improve mental health at the federal, state, and local levels. She is a part-time lecturer at Rutgers University Graduate School of Applied and Professional Psychology.

Jamie Aten: How would you personally define psychological training pathways?

Joshua Wolff and Judith Glassgold : Professional psychology spans multiple settings and serves very diverse groups of people. Thus, psychological training must also be diverse and give students the training they need for multiple career pathways. Professional psychology needs to expand opportunities for students to go beyond traditional health settings. This means that we need to think broadly about where our students get 'real world' experience — not just in traditional settings (e.g., hospitals, university research labs), but in settings and domains that haven’t been as well explored or may still be underutilized.

Examples that come to mind include forensic settings (jails, prisons), community non-profit organizations, government agencies, K-12 schools, workplace, military and veterans, and early childhood centers. Training also needs to span teaching our students how to communicate beyond academic and medical settings, but also with mainstream media, politicians, and the public.

JA: What are some ways these expanded opportunities can help us live more resiliently?

JW and JG : Psychology affects every aspect of our lives — the ways we make decisions, our motivation , how we feel, how we connect to other people, what types of job responsibilities we enjoy, etc. Thus, psychologists can be useful and improve a person’s quality of life in almost any setting.

We need to think about this on an individual level (e.g., how do we help the person who comes to my office for mental health treatment?), on a community level (e.g., how do we encourage everyone in my city or state to prevent the spread of COVID-19 ?) and structural level (what policies encourage or reduce health and wellbeing?). This means that psychological research needs to think in innovative ways to address social problems that build resiliency in a broad range of settings.

We also need to be better at quickly sharing the results of our research so that the data is useful to the people and communities that might benefit from it the most.

JA: What are some ways people can influence psychological policy?

JW and JG : We find it exciting that there are lots of ways to influence policy! For example, this can be at the institutional level where you advocate for changes to your curriculum or learning. I have seen students get engaged by running for their Student Government Association and making a big impact in their college or graduate school program. This can also be at the systems and structural level — this might include sending an elected official an email about a topic you care about, attending a town hall, joining efforts within professional associations, meeting in person with elected officials or their staff, seeking employment in government or media, and running for office.

There is no ‘one size fits all’ approach – thus, advocacy is diverse, and everyone can engage in different ways. One tip though is ‘don’t go it alone’ (i.e., find other people who share your interests and want to influence policy together).

JA: Any advice for how we might use this knowledge to support a friend or loved one struggling with a difficult life situation?

JW and JG : There are several recent studies that demonstrate that many individuals are struggling, especially those grieving the loss of friends and families, individuals from ethnic minority communities, and essential workers, College and graduate students are experiencing a lot more stress and worry right now due to the COVID-19 pandemic as important life transitions are disrupted. This includes financial stress, worry about loved ones, and social isolation due to remote learning. Thus, I try to remind individuals that it is ‘normal’ to feel discouraged, down, or different right now. I want to keep reminding them that they are not alone in feeling this way because so many of us are in the same boat together.

One option is to stay connected through virtual resources that focus on wellness. Many health insurance companies, state and local governments, clinics, and non-profits are now offering free or low-cost mental health and substance use care for virtual, and telehealth sessions. Now is a great time to speak with a mental health professional to get extra support if that is something you have been thinking about or may need (though always check with your insurance first, since plans and coverage can vary widely!).

JA: What are you currently working on that you might like to share about?

JW : I recently co-authored a report on the impact of COVID-19 on psychology training and education. We sampled a diverse group of leaders within Divisions, affiliates, and a committee of the American Psychological Association (APA). I’m really proud of the Report because people shared some very important concerns, and also identified ways that we can advocate and better support students. You can obtain a free copy of the Report here .

JG : My academic institution committed itself to focusing on social justice during the 2020-2021 academic year. I have made my course relevant to the stresses and issues that we are currently facing in society. For example, my mental health policy class includes material relevant to the COVID-19 pandemic and health equity. I focus on the important research on social determinants of health that can build resilience , slow the pandemic through proactive behavior change, reduce discrimination , and increase equitable policies. Graduate students seem engaged in making a positive difference in areas as diverse as increasing resources for people with neurodiversity , reducing institutional violence, support for immigrants, children’s mental health during the pandemic, and equitable school policies.

Glassgold, J.M. ,& Wolff, J.R (2020). Expanding Psychology Training Pathways for Public Policy Preparedness Across the Professional Lifespan. American Psychologist, 75(7), 933-944. http://dx.doi.org/10.1037/amp0000696

Jamie Aten , Ph.D. , is the founder and executive director of the Humanitarian Disaster Institute at Wheaton College.

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Social problem-solving might also be called ‘ problem-solving in real life ’. In other words, it is a rather academic way of describing the systems and processes that we use to solve the problems that we encounter in our everyday lives.

The word ‘ social ’ does not mean that it only applies to problems that we solve with other people, or, indeed, those that we feel are caused by others. The word is simply used to indicate the ‘ real life ’ nature of the problems, and the way that we approach them.

Social problem-solving is generally considered to apply to four different types of problems:

• Impersonal problems, for example, shortage of money;
• Personal problems, for example, emotional or health problems;
• Interpersonal problems, such as disagreements with other people; and
• Community and wider societal problems, such as litter or crime rate.

A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla.

This model includes three basic concepts or elements:

Problem-solving

This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.

A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

Problem-Solving

Problem-solving includes four key skills:

• Defining the problem,
• Coming up with alternative solutions,
• Making a decision about which solution to use, and
• Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

The skills required for positive problem orientation are:

Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

For more about this, see our page on The Importance of Mindset ;

Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of Positive Thinking ;

Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

See our page on Building Confidence for more;

Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience ; and

Motivating yourself to solve problems immediately, rather than putting them off.

See our pages on Self-Motivation and Time Management for more.

Those who find it harder to develop positive problem orientation tend to view problems as insurmountable obstacles, or a threat to their well-being, doubt their own abilities to solve problems, and become frustrated or upset when they encounter problems.

The skills required for rational problem-solving include:

The ability to gather information and facts, through research. There is more about this on our page on defining and identifying problems ;

The ability to set suitable problem-solving goals. You may find our page on personal goal-setting helpful;

The application of rational thinking to generate possible solutions. You may find some of the ideas on our Creative Thinking page helpful, as well as those on investigating ideas and solutions ;

Good decision-making skills to decide which solution is best. See our page on Decision-Making for more; and

Implementation skills, which include the ability to plan, organise and do. You may find our pages on Action Planning , Project Management and Solution Implementation helpful.

There is more about the rational problem-solving process on our page on Problem-Solving .

Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

• Rush things without thinking them through properly (the impulsive/careless approach), or
• Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This ‘ avoidance ’ is not the same as actively and appropriately delegating to someone with the necessary skills (see our page on Delegation Skills for more).

Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.

An Academic Term for a Human Process?

You may be thinking that social problem-solving, and the model described here, sounds like an academic attempt to define very normal human processes. This is probably not an unreasonable summary.

However, breaking a complex process down in this way not only helps academics to study it, but also helps us to develop our skills in a more targeted way. By considering each element of the process separately, we can focus on those that we find most difficult: maximum ‘bang for your buck’, as it were.

Continue to: Decision Making Creative Problem-Solving

See also: What is Empathy? Social Skills

The 10 Education Issues Everybody Should Be Talking About

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What issues have the potential to define—or re define—education in the year ahead? Is there a next “big thing” that could shift the K-12 experience or conversation?

These were the questions Education Week set out to answer in this second annual “10 Big Ideas in Education” report.

You can read about last year’s ideas here . In 2019, though, things are different.

This year, we asked Education Week reporters to read the tea leaves and analyze what was happening in classrooms, school districts, and legislatures across the country. What insights could reporters offer practitioners for the year ahead?

Some of the ideas here are speculative. Some are warning shots, others more optimistic. But all 10 of them here have one thing in common: They share a sense of urgency.

Accompanied by compelling illustrations and outside perspectives from leading researchers, advocates, and practitioners, this year’s Big Ideas might make you uncomfortable, or seem improbable. The goal was to provoke and empower you as you consider them.

Let us know what you think, and what big ideas matter to your classroom, school, or district. Tweet your comments with #K12BigIdeas .

No. 1: Kids are right. School is boring.

Out-of-school learning is often more meaningful than anything that happens in a classroom, writes Kevin Bushweller, the Executive Editor of EdWeek Market Brief. His essay tackling the relevance gap is accompanied by a Q&A with advice on nurturing, rather than stifling students’ natural curiosity. Read more.

No. 2: Teachers have trust issues. And it’s no wonder why.

Many teachers may have lost faith in the system, says Andrew Ujifusa, but they haven’t lost hope. The Assistant Editor unpacks this year’s outbreak of teacher activism. And read an account from a disaffected educator on how he built a coalition of his own. Read more.

No. 3: Special education is broken.

Forty years since students with disabilities were legally guaranteed a public school education, many still don’t receive the education they deserve, writes Associate Editor Christina A. Samuels. Delve into her argument and hear from a disability civil rights pioneer on how to create an equitable path for students. Read more.

No. 4: Schools are embracing bilingualism, but only for some students.

Staff Writer Corey Mitchell explains the inclusion problem at the heart of bilingual education. His essay includes a perspective from a researcher on dismantling elite bilingualism. Read more.

No. 5: A world without annual testing may be closer than you think.

There’s agreement that we have a dysfunctional standardized-testing system in the United States, Associate Editor Stephen Sawchuk writes. But killing it would come with some serious tradeoffs. Sawchuk’s musing on the alternatives to annual tests is accompanied by an argument for more rigorous classroom assignments by a teacher-practice expert. Read more.

No. 6: There are lessons to be learned from the educational experiences of black students in military families.

Drawing on his personal experience growing up in an Air Force family, Staff Writer Daarel Burnette II highlights emerging research on military-connected students. Learn more about his findings and hear from two researchers on what a new ESSA mandate means for these students. Read more.

No. 7: School segregation is not an intractable American problem.

Racial and economic segregation remains deeply entrenched in American schools. Staff Writer Denisa R. Superville considers the six steps one district is taking to change that. Her analysis is accompanied by an essay from the president of the American Educational Research Association on what is perpetuating education inequality. Read more.

No. 8: Consent doesn’t just belong in sex ed. class. It needs to start a lot earlier.

Assistant Editor Sarah D. Sparks looked at the research on teaching consent and found schools and families do way too little, way too late. Her report is partnered with a researcher’s practical guide to developmentally appropriate consent education. Read more.

No. 9: Education has an innovation problem.

Are education leaders spending too much time chasing the latest tech trends to maintain what they have? Staff Writer Benjamin Herold explores the innovation trap. Two technologists offer three tips for putting maintenance front and center in school management. Read more.

No. 10: There are two powerful forces changing college admissions.

Some colleges are rewriting the admissions script for potential students. Senior Contributing Writer Catherine Gewertz surveys this changing college admissions landscape. Her insights are accompanied by one teacher’s advice for navigating underserved students through the college application process. Read more.

Wait, there’s more.

Want to know what educators really think about innovation? A new Education Week Research Center survey delves into what’s behind the common buzzword for teachers, principals, and district leaders. Take a look at the survey results.

A version of this article appeared in the January 09, 2019 edition of Education Week as What’s on the Horizon for 2019?

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The Pathway 2 Success

Solutions for Social Emotional Learning & Executive Functioning

Teaching Social Problem-Solving with a Free Activity

February 3, 2018 by pathway2success 5 Comments

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Kids and young adults need to be able to problem-solve on their own. Every day, kids are faced with a huge number of social situations and challenges. Whether they are just having a conversation with a peer, working with a group on a project, or dealing with an ethical dilemma, kids must use their social skills and knowledge to help them navigate tough situations. Ideally, we want kids to make positive choices entirely on their own. Of course, we know that kids don’t start off that way. They need to learn how to collaborate, communicate, cooperate, negotiate, and self-advocate.

Social problem solving skills are critical skills to learn for kids with autism, ADHD, and other social challenges. Of course, all kids and young adults benefit from these skills. They fit perfectly into a morning meeting discussion or advisory periods for older kids. Not only are these skills that kids will use in your classroom, but throughout their entire lives. They are well worth the time to teach!

Here are 5 steps to help kids learn social problem solving skills:

1. Teach kids to communicate their feelings. Being able to openly and respectfully share emotions is a foundational element to social problem solving. Teaching I statements can be a simple and effective way to kids to share their feelings. With an I statement, kids will state, “I feel ______ when _____.” The whole idea is that this type of statement allows someone to share how their feeling without targeting or blaming anyone else. Helping kids to communicate their emotions can solve many social problems from the start and encourages positive self-expression.

2. Discuss and model empathy. In order for kids to really grasp problem-solving, they need to learn how to think about the feelings of others. Literature is a great way teach and practice empathy! Talk about the feelings of characters within texts you are reading, really highlighting how they might feel in situations and why. Ask questions like, “How might they feel? Why do you think they felt that way? Would you feel the same in that situation? Why or why not?” to help teach emerging empathy skills. You can also make up your own situations and have kids share responses, too.

3. Model problem-solving skills. When a problem arises, discuss it and share some solutions how you might go forward to fix it. For example, you might say, “I was really expecting to give the class this math assignment today but I just found out we have an assembly. This wasn’t in my plans. I could try to give part of it now or I could hold off and give the assignment tomorrow instead. It’s not perfect, but I think I’ll wait that way we can go at the pace we need to.” This type of think-aloud models the type of thinking that kids should be using when a problem comes up.

4. Use social scenarios to practice. Give a scenario and have kids consider how that person might feel in that situation. Discuss options for what that person might do to solve the problem, possible consequences for their choices, and what the best decision might be. Kids can consider themselves social detectives by using the clues and what they know about social rules to help them figure out the solution. These are especially fun in small groups to have kids discuss collaboratively. Use these free social problem solving cards to start your kids off practicing!

5. Allow kids to figure it out. Don’t come to the rescue when a child or young adult has a problem. As long as it’s not a serious issue, give them time to think about it and use their problem-solving skills on their own. Of course, it’s much easier to have an adult solve all the problems but that doesn’t teach the necessary skills. When a child comes to you asking for your help with a social problem, encourage them to think about it for five minutes before coming back to you. By that point, they might have already figured out possible solutions and ideas and might not even need you anymore.

If you are interested in helping your kids learn social problem solving skills right away, consider trying out these Social Problem Solving Task Cards . They highlight real social scenarios and situations that kids can discuss. The scenarios include a variety of locations, such as in classrooms, with family, with friends, at recess, and at lunch. This set is targeted for elementary-age learners.

Of course, older kids need social problem solving skills, too! If you work with older kids, you will love these Social Problem Solving Task Cards for Middle and High School Kids. These situations target age-appropriate issues that come up in classes, with friends, with family, in the hallway, in the cafeteria, and with online and texting.

Remember that teaching social problem skills does take a little bit of planning and effort, but it will be well worth the time! Kids will use these skills to help them make social decisions in their everyday lives now and in the future!

Share this:

February 22, 2018 at 12:03 am

Thank you for sharing>

March 3, 2018 at 8:59 am

Good thought ful

March 20, 2018 at 9:24 pm

They are not free

March 21, 2018 at 8:58 am

They are! Here is the link (it’s listed under number 4): https://www.teacherspayteachers.com/Product/Free-Social-Problem-Solving-Task-Cards-2026178 I also have a paid version with a bunch more cards (for both elementary and older kids), but that will give you the freebie. Enjoy!

July 15, 2018 at 3:41 am

Awesome way to teach the skill of social problem solving.

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⭐ Kristina 💖 SEL & Executive Functioning 💻 Blogger at www.thepathway2success.com 👩‍🏫 Special Educator turned Curriculum Specialist Links here 👇

Social Problems at Schools and Solutions

Team Desklib

Published: 2024-03-01

Today when we have come so far after leaving the school, we all miss and remember those days as cherished memories; it was fun for most of us. However, going to school and the experiences may differ a lot for everyone. There are some troublesome things which we all have faced, such as fear of homework or an angry teacher. Some have an issue in making friends or simply in socialising; others have trouble juggling with their homework or assignments. We all have social issues in education; however, many kids have to face the social problems present in the school.   

What are Social Problems? This term is usually used for the conditions or the prevailing critics of the society, which leads to damaging and constructing a negative society image and perspective. It includes crime, racism, harmful social beliefs, such as female feticide, LGBTIQ racism, etc.  We have come across individuals who face certain problems in school that we didn't recognise to be a social problem and didn't care enough to be affected by it, but some of us were deeply impacted. Not having friends to share lunch with, getting bullied by older students while going to school, or a lunch break. Most females have faced that awkward situation in school with a stain on their clothes and feeling ashamed and scared of menstruation. These social problems can impact a student deeply, and mostly it goes unidentified by the teachers, classmates, and even parents.  

Traits of an Unhappy Child in school premises

The first step that can help save kids who are the victims of a social problem is identifying the main root of the issue.  When the child seems uninterested in meeting friends and playing with them or reacting to withdrawing from their social contact indicates an issue of being unhappy. Not wanting to leave the bed, sleeping more than usual, and in some cases not falling asleep at all can also be a sign of trouble. When a kind indicates low self-esteem, such as feeling socially conscious about their looks or clothes, saying things like, "I am of no good", "I don't like myself" are huge red signs.  Lacking energy or enthusiasm to do anything and always saying I'm tired is a sign of an unhappy and mentally exhausted child. Other physical changes such as getting thin or fat suddenly, losing appetite or eating more, always having a sad mood always, and not being able to express any feeling such as happiness or sadness.   

Social Problems Faced by Students in School

The various social problems faced by students in school are as follow:

Financial Status Difference

The most common social problem found in schools is the difference in financial status between kids. Even with similar uniforms, a similar level of attention, and education, kids are impacted if their social status varies from their classmates. School events, after-school playdates, and birthdays are a struggle for these kids, as, at these events, they feel obliged to showcase their status similar to their friends. Those kids who cannot pretend to end up losing friends and confidence result in mental trauma for life.

Dropout Influence

We all have seniors or juniors who dropped out, and at that point, it sounded so cool, like "oh nice, now he will never have to study or sit during a boring class, and will end up being a millionaire, pop star, or a movie star". So, have all of those ended up being who they admired to be. The answer is no; it's not demotivating by saying that dreams don't come true, but dropping out of school to achieve that can never lead to those dreams. Most of the kids get influenced by getting inspired from dropout success stories and then end up being troublesome adults.

Teenage Pregnancy

In 2020, approximately 12 million girls of age group 15-19 got pregnant, and among those, 777,000 under the age group of 15 gave birth around all the developing countries. The statistics of underdeveloped and developed countries are also high. Teen pregnancy is the most dreadful social problem of every parent who sends their girls to school. The girls who get pregnant face the most trauma and health conditions resulting in leaving their education and being young mothers of their children. Pregnancy can be sexual abuse unsafe sex, but this cause is very much an issue.

Bullying and Ragging

Even when most countries have strict laws against ragging and bullying, it is as present in school as earlier. Some kids bully other kids not to be the victim of this cycle, and others are due to the psychological trauma they face somewhere else. However, the victim of this cycle gets affected by it so much that it impacts their physical and mental health, leading to negative outcomes.

One of the outcomes of social problems always leads to another problem which is suicide. Students get so frustrated with everything going around them that they find the easiest way to disappear or die. Children suffering from social troubles might often attempt suicide. However, this issue affects not only that single person, but it eventually affects every child within the school, especially those in contact with the kid who passed away.

Racism and Discrimination

The diversity in schools, as much as it helps towards the growth of the society, impacts more on the children from the diverse class. Such as, black kids or kids from different cultures and backgrounds often feel left out and different from the other kids, which extracts negative feelings in a kid.  

Being overweight is already hard, as doctors and parents want them to be fit and healthy, which is upsetting for a kid. However, on top of that, getting called out by names such as 'fatso' 'fatty' is another social problem that impacts a body-shaming and conscious mindset that becomes a start for another social problem.  

How to Effectively Solve Social Problems at School?

The following effective solutions can be taken To curb this social situation at school: 1. Analyzing the situation - Teachers and counsellors at school should identify the major issue that a kid might be feeling. Kids that do not seem unhappy or in trouble have an issue that might be driving them to the edge, which is self-harm. So, the guardians and teachers should analyze the situation carefully and determine how and what should be done to resolve it.  2. Creating counselling sessions - Counselling sessions where kids can come and share their problems, either anonymous or by sharing their names. It can provide every kid in trouble a help centre to feel safe and understood.  3. Teaching about social issues - Talking about social issues, and explaining how to deal with them, such as talking about the menstrual cycle, safe sex, suicide, drinking, adultery, in one or another seminar at school, by sharing experiences, stories, and providing ways to deal with it can help a lot of children.   4. Have group and one-on-one conversations - If school authorities are aware of any ongoing social problem at school or if they suspect the weird behaviour of students. They should apply one on one meetings and group conversations, whichever works. This can work because children might open up and talk about the issue of their friends who are in trouble, but if they try to hide it, their actions and reactions can indicate some hint about the problems.  5. Providing specific training and opportunities - Specific training such as dealing with stress, yoga and meditation classes, sex education classes, and dealing with bullies. Teachers can also provide authority such as class representatives, guiding or monitoring students who face discrimination and bullying can help. However, keeping an eye on these kids is necessary because as much as it can reserve the situation, it can also worsen it in some cases.

Role of Students, Teachers, and Parents in Solving Social Problems at School

Everyone has a different approach towards the social issues in the education system. Be it student, teachers or parents, let us see how they react to these social issues:

Teachers' role

Teachers are the sole individuals who can reach and monitor every student's behaviour in a school environment. Besides providing education, they are also responsible for taking care of these kids and providing them with knowledge of right and wrong. They can create a trustful and safe environment where students can trust them to share their issues. Teachers analyze the issue by being close to the students for almost half of their day. Teachers are also responsible for educating them about dealing with a problem with a good spirit, open mind, and critical thinking. 

Students' Role

Students in that problem need to communicate the situation with an adult. Students who want to help others at school can encourage social problems education and volunteer for such causes. They can also report the crime attempted by other students who might be behind those problems. 

Parent's role

Parents and families, who discover a sudden change in their kid, should try to communicate and identify the reason behind that change. Parents can also get more involved in their kids' life and ask them about their day, ensuring safety and trust. If they identify any negative thing, they should contact the school authority, or even teach their kids how to deal with such problems. 

Every kid is beautiful and has to face their fight. They face as many issues as a grown-up adult; their issues should be acknowledged and solved before it is too late for them to resolve the problem. Recognizing and addressing these social problems is essential for creating a safe and supportive learning environment for all students. By analysing the root causes of these issues, implementing counselling sessions, and educating students about social issues, schools can effectively address and mitigate the impact of these challenges. Additionally, involving students, teachers, and parents in the process of identifying and resolving social problems is crucial for fostering a collaborative and proactive approach to problem-solving. Ultimately, every child deserves a positive and nurturing school experience, free from the burdens of social problems. By working together and prioritising the well-being of students, schools can create inclusive and supportive environments where every child can thrive. Frequently Asked Question  

Q1- Can education help in solving social problems?

Education teaches a person about right and wrong; it also evolves a person to become responsible and understand their role within society. A better-educated person is aware of their rights and reacts accordingly to the social problem. Also, education provides confidence that lets a person fight and even realize their mistake when causing a social problem to others. 

Q2- How to teach social problem-solving skills?

• Letting a child be comfortable and accepted with communication
• Providing a model of problem-solving with basic tricks and techniques. 
• Allowing a child to identify their solution and learn to form them. 
• Applying role-play and social scenarios where the child faces the issue in an enactment. 
• Providing block puzzles and problem-solving activities. 

Q3- What is the impact of the social problem on students?

When a child faces a social problem, some react defensively, try to engage in bad company, and do negative things to not end up as a victim. Others who are the victim suffer from severe illnesses such as depression and anxiety and sometimes harm themselves. Kids who don't harm themselves are dysfunctional adults who are trouble for others. 

Read More 1.  Essay on Social Media   2.  Pros and Cons of Technology 3.  Persuasive Speech – Power of words to influence others

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Using innovative thinking to solve social problems

Ducere Global Business School

Planet earth is slowly dying, millions of people are being forced to flee their homes, the human race is the loneliest (and the fattest) it has ever been in recorded history and citizens in nation states are becoming increasingly divided and pitted against one another. These are just a few of the social problem we are facing today, the ‘tip’ of a rapidly melting iceberg.

Given the horrors of our current reality, it wouldn’t be surprising if all most of us wanted to do was to huddle up in ‘child’s pose’ and rock back and forth on our highly mortgaged lounge room floors.

Thankfully, at such a pivotal time in the human race humanity is showing its true strength and resilience and it is indeed fighting back. All around the world, people from different backgrounds, of various ages, and from completely diverse walks of life are putting their heads together to brainstorm innovative solutions to tackle these social problems. As a result, they are coming up with new and improved responses to such societal needs.

Using innovative thinking to solve social problems is commonly known as social innovation. It concerns the process of developing and deploying new effective solutions to address often systemic social and environmental issues and challenges. Despite there being no universally accepted definition of social innovation, it is widely accepted to be about ‘ideas that are social in their ends and in their means’ and these ‘ideas’ can take various forms and may include products, services, processes or organisational models.

What is social innovation?

Ironically given the widely held stereotypes about innovation being synonymous with invention, Social Innovation is not a completely new phenomenon. Despite it gaining popularity and prominence as a term over the last decade, the act of applying new ideas, services or ways of thinking to solve social problems features prominently in history.

The use of penicillin to treat wounded soldiers in WWII, for example, was an innovative solution which made a major difference in the number of deaths and amputations caused by infected wounds, but the invention itself originated from years of hard work by various individuals mixed with a stroke of luck and then a change in the field of application.

Throughout history the fundamentals of social innovation has stayed the same, being about connecting people, ideas and resources, and leveraging a shared intelligence and diverse perspectives, however our understanding of the value has potentially increased, and our approaches to implementing social innovation thinking has sophisticated.

How to implement innovative solutions

So how exactly can you use innovative solutions to solve social problems, either as an individual, as an organisation, in your workplace, home, local community or global community?

There are many ways in which you can learn more about social innovation and the various approaches is includes in order to adopt them. Undertaking formal tertiary studies, including the Bachelor of Applied Entrepreneurship , offers the opportunity to learn fundamental concepts of innovation, as well as undertake subjects which explore unique strategies including social activism and corporate social responsibility.

Thankfully, due to the recent rise in popularity of the concept of social innovation as a result of its new-founded validation, a range of organisations are also taking on board innovative approaches to service and product design and sharing their learnings with the general public. The Australian Centre for Social Innovation is a national centre dedicated to helping create better lives by shifting systems, demonstrating what is possible with different thinking, and developing replicable approaches to social innovation. They are also working to move social innovation from the margins to a national priority and building the understanding of individuals and organisation of the new ideas, tools and mindsets needed for innovation.

The Australian Red Cross’s Problem Solver’s Toolkit is a suite of best practice tools and methods available to the general public for free, which has been designed to help individuals and organisations understand the people they are designing for and the problems they are working on solving. It does this by utilising a process which involves three main stages; explore, validate and deliver. The ‘explore’ stage discusses the importance of accurately defining your chosen problem, challenge or opportunity, understanding its scope and the context, developing a clear hypothesis of the change and embarking on a process of ideation. The ‘validate’ stage then discusses how you test and validate assumptions about your users and problem, and test your chosen solution(s), aiming to build ‘lean’, low-effort, high value versions of it.

Finally, the ‘deliver’ stage covers things like planning and resourcing to fund, build, scale, promote and improve your product and service, executing and, incorporating continuous improvement and Agile techniques to ensure a process of continuous learning. Also, if you are not quite sure what concepts like ‘human-centred design’, ‘co-design’, ‘agile’, ‘lean’ and ‘value proposition design’ are, then be sure to check out the context card of this toolkit which talks you through these.

Looking at social innovation overseas

We can also look internationally where in Europe, for example, many organisations also exist that are working on promoting social innovation and have produced high quality publicly available resources. This Social Innovation Toolkit , created by the European Commission Social Innovation Competition, which covers the essential building blocks of building a social venture including framing a problem, prototyping, revenue generation, stakeholder engagement and communications, sustainability and impact measurement.

This toolkit takes a slightly different approach, leading a journey through problem definition and ideation all the way through to scaling. It also covers the essential building blocks of building a social venture, covering issues such as framing a problem, prototyping, revenue generation, stakeholder engagement and communications, sustainability and impact measurement.

At the end of the day, the reality is that innovation is often messy, unpredictable and risky, and the ‘high stakes’ involved in social innovation make it even more so. However the range of information and resources now available to us to help navigate this is playing a valuable role in helping people and organisations use innovative thinking to solve social problems, making the world a better place one step at a time.

Topics:--> Entrepreneurship ,--> Innovation -->