Pay more attention to mental health than to test scores

By Peter Smagorinksy

Republished with permission from The Atlanta Journal-Constitution

Mental health has emerged as a critical social and educational topic during the COVID 19 crisis. My contact with my University of Georgia students throughout the shutdown has found many of them struggling with mental health issues. Many of them had pre-existing conditions of anxiety, depression, and other mood and neurological challenges that were ramped up by their return home.

The home is often celebrated as a sanctuary from the world’s ills and evils, but many homes are very insecure. Some of my students left their college dorms for homes characterized by abuse, alcoholism, crowded quarters, anxious and frustrated parents, and other sources of stress and fear. Others developed anxiety and other challenges when cut off from friends and social lives and forced into baby-sitting or home schooling duties with their younger siblings by parents who were deeply stressed by demands of their own.

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Trending in 2020: Mindfulness for Adolescents

Twenty years ago, “mindfulness” was nearly absent from conversations in the education world. Fast forward to 2020, and we’ve witnessed an incredible surge of interest in integrating mindfulness from teachers, administrators, policymakers and researchers.  What accounts for this interest?

We suspect one key reason is that under the stress of expanding classrooms and standardized assessments, the teacher-student relationship has suffered. Sharing mindfulness helps reclaim the emotional poignancy of learning, which is, in the end an exchange between two people. The following excerpt from our book about teaching mindfulness to adolescents focuses on the power of self-disclosure by both teacher and student as they build and navigate an authentic relationship that facilitates deep learning.

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