Volume 3, Issue 1 | January 2023
Deemphasizing Assignment Tracking; Reemphasizing Play and Antiracism
2023! Welcome to all HeartMind eNews subscribers. As we gaze into our crystal balls and try to envision the future, we can see a way through – we can see a throughpoint, even if the future is not all that clear. And of course, a part of what we are uncertain about is whether, how, and when schools will find their way out of their current predicament.
 
Anxiety and dysregulation are two huge factors impinging upon the vitality, positivity, and well-being of staff and students. This month, I have written the second in a series of articles on anxiety – this one focuses on student and staff stress – with some unique suggestions for revising our current educational systems, including the systems we have established as norms for teachers to follow. CEI has repeatedly said that as we give suggestions to schools we must help find things to take off the plates of teachers and staff. This month we provide a direct recommendation for lessening the load that teachers have. However, please review my recommendation carefully; it must be implemented with careful consideration for how to avoid what could be unnecessary side effects.
 
Also this month, two CEI Research Assistants explore innovations in early childhood education that can contribute to greater equity and bring joy to more young children. The articles by Kristol Cleaton and Hallie Williams are reminders about simple evidence-based practices that can be implemented without much background research or planning.
 
And finally, this month we have a few announcements about resources to guide your efforts, including our latest book, scheduled to be released in February, Leading with Vitality and Hope: Embracing Equity, Alleviating Trauma, and Healing School Communities. This book serves as an anthology of how leaders in education, mindfulness, organizations serving families, and trauma-informed communities have grown their visions. It ends with a conclusion about sustainability and scaleability, inviting readers to “follow your heart[s] and pursue your dreams and your passions” and as you proceed, to listen to others, leave room for serendipity, have patience, and find ways to take in the joy along the way.

Featured Articles
Anxiety: Decreasing Student and Teacher Stress
Christine Mason, CEI Executive Director
This is the second in a series on Anxiety and Dysregulation. Last month, Christine Mason focused on some broad school- and class-wide policies and strategies that might help. This month, we provide concrete ideas for how teachers can reduce their workload, elevate student engagement, and improve their vitality and sense of well-being.

As time ticks by, schools and educators are reporting some improvements in the almost unbearable circumstances that have been with them since the return to school in the fall of 2021. Yet, educators are still leaving schools in droves, and student behavior is a major source of angst and aggravation. As our students have become less cooperative, teaching has become more difficult. 

If you have not yet read last month’s article on anxiety, I encourage you to take a moment. In that article, I explore the need for psychological safety, a focus on active student engagement, the use of PBIS and token systems to help keep things under control, and returning to some things that worked a few decades ago. I also recommend de-emphasizing testing and assignment tracking. I note that recently other educational leaders are making similar recommendations.
Early Childhood Education and the Importance of Play
Hallie Williams, CEI Intern
Playtime is not only fun – it is integral for children’s social and psychological development. The term is broad and encompasses a vast range of activities – there is no consensus on how academics should define the word. However, a large body of evidence supports play’s positive contributions to child development (Schick et al., 2022), meaning that while the definition is unclear, its effects are not. 

Play Facilitates Learning

Not all students learn the same; the same goes for play. Not all children have the same preferences or approach play in the same way. Play, whether adult-supervised or not, allows for diverse learning experiences. When we put a student at the center of their learning, there is opportunity for greater engagement and retention of learned material. Not only does play aid with learning, it is also significantly positively correlated with increased mental well-being. Independent and self-chosen play allows children to develop cognitively through creativity, build skills and competencies, and develop social skills when play is interactive with others (Gray, 2020). 
National Centers that Support Antiracism Efforts in Early Childhood Education
Kristol Cleaton, CEI Research Assistant
Unfortunately, racism continues to be a pervasive and pernicious force. During the Covid-19 pandemic, many Americans reckoned with the current, historical, and structural racism within our country. In general, Blacks face higher rates of police brutality (Bunn, 2022), and Blacks and Latinos face higher Covid-19 infection and fatality rates (Millett et al., 2020) and have lower incomes and generational wealth compared to the average White household (Federal Reserve, 2021). Racism has an adverse effect on individuals' mental and physical health, and is associated with depression, anxiety, and stress, as well as poorer general and physical health (Paradies et al., 2015).

As educators and early childhood well-being advocates, we have a unique opportunity to address racism as we support and enrich the lives of our students. We can nurture protective factors and help our students become more resilient. To do this effectively, we need to understand racism, its effects, and how we can prevent and mitigate them when students enter our classrooms. We need to be in tune with the ever-changing society around us and investigate how we can create a protected and nurturing environment for our students. Let’s take advantage of readily available resources, such as those mentioned in this article, to create a safe space for our students and guide them to develop respect, empathy, and appreciation for one another.  
Upcoming Events and Announcements
Learn More About the Compassionate School Leadership Academy

The CSLA aims to prepare school leaders in high-need districts to be culturally responsive and proactive in implementing trauma-conscious practices in the classroom and meet the urgent mental health needs of American children.
Seeking Schools in MA and MI for the Compassionate School Leadership Academy

Are you an education leader in MA or MI interested in supporting educational leadership, adopting culturally competent and evidence-based strategies, and supporting compassionate and trauma-conscious schools? If so, consider participating in our Feasibility Study conducted in conjunction with our colleagues at Yale University. We will begin with listening sessions with a leader from your school. Our focus is currently on middle schools. Contact chrismason@edimprovement.org for more information.
Explore Ways to Address Anxiety and Dysregulation in School

Check out this guide for ways educators, parents, counselors, and others can support children and youth who may be feeling anxious or dysregulated.
Our new book is coming soon! Leading with Vitality and Hope: Embracing Equity, Alleviating Trauma, and Healing School Communities

Leading with Vitality and Hope provides a practical resource for educators who want to move beyond the challenges schools are facing today. It both provides inspirational ideas from an impressive group of educational leaders and also practical ideas that you can take back to your local schools and communities for implementation. Learn what educational leader Michael Fullan says in his endorsement and get the promo code for a 20% discount here.
You are also invited to join the HeartMind Community to receive discounts on publications and workshops, networking opportunities, and special offers for virtual consultations and additional resources from the Center for Educational Improvement.
Editor: Lauren Kiesel. Co-Editor: Meghan Wenzel
CENTER FOR EDUCATIONAL IMPROVEMENT
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