They look like pens. They look like USB drives. Some even look like small, slick classroom remote devices. But they’re not used to record or transmit information. These devices are used for vaping.
Over the past five years, vaping—using e-cigarettes—has become increasingly prevalent among both teens and adults, and teachers have no doubt heard students discuss the topic, either in their classrooms or in the hallways at school. But many teachers may be unaware of the statistics about teen vaping and vaping’s link to future marijuana use.
Reducing Test Anxiety in Elementary School Children: Coloring Before a Test
Today, test anxiety is the most prevalent form of anxiety among K-12 students. Researchers Dana Carsley and Nancy L. Heath note that even one third of elementary school students experience test anxiety (1). Test anxiety has been linked to lower grades in school, grade retention, dropout, and mental health problems in students. Moreover, “effects of test anxiety can increase in severity if not treated at a young age” (1). In response to the increasing prevalence of test anxiety among students, school administrations and teachers have incorporated anxiety-reducing measures into schools and classrooms. However, Carsley and Heath remark that “these programs are typically lengthy and include several sessions that span over multiple weeks” (1). They argue that given the extent of test anxiety, it is essential that teachers are aware of effective, easy-to-implement anxiety-reducing strategies that require “no additional teacher training and minimal class time” (1).
Supporting Students with Emotional and Behavioral Disorders
The middle school years are notorious for student behavior challenges and bullying. Even emotionally strong students may find the social world of middle school difficult to manage. It is no surprise then that the middle school years are particularly difficult for students with emotional and behavioral disorders. In their article, “An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders,” authors Tamika La Salle et al. explain that students with disabilities have statistically evident negative experiences in middle school. They constitute 12% of public-school students but are suspended at twice the rate of students without Individualized Education Plans (IEPs). They are also the victims of bullying more often than students without disabilities: “more than half of SWD [students with disabilities] experience peer victimization, in comparison with approximately 32% of students without disabilities” (383).
How School Goals Affect Teacher Motivation and Burnout Rates
In the United States, nearly 40 percent of teachers leave the profession within five years (Skaalvik and Skaalvik 154). Research has shown that this high teacher turnover rate is attributable to high levels of stress, time pressure, and discipline problems, among other things (153). In their paper, “Motivated for Teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction, and emotional exhaustion,” Einar M. Skaalvik and Sidsel Skaalvik argue that school-wide goals also play a significant part in influencing teachers’ job satisfaction and motivation to stay in the teaching profession.
They’re Being Bullied. But Are They Telling You About It?
Look out at the students in your classroom. Do you know for certain which students are being bullied? Having to deal with bullying is an unfortunate reality for many students. Today, students not only have to face the possibility of being bullied in person (traditional bullying), but also being bullied online (cyberbullying). Yet, authors Ylva Bjereld et al. note that parents and teachers are significant counter-forces to bullying. Not only do teachers and parents help victims cope with bullying, but they can help prevent future incidents and end current behaviors as well (347). Indeed, Bjereld et al. explain that when children communicate their experiences as victims of bullying to adults, especially parents, they are better able to manage the bullying and have fewer negative mental health effects, such as depression (347).
The college years are an exciting time in a student’s life, as they present opportunities for transition, growth, and learning. However, authors Ronny Bruffaerts et al. remark that the college years are also a “peak period for the first onset of a broad range of mental disorders” (97). Indeed, previous studies have revealed that up to 50% of college students may have one or more common mental health problems (97). These students are twice as likely to drop out of college without earning a degree, compared to their peers who do not have mental disorders (97).
In their paper, “Mental health problems in college freshmen: Prevalence and academic functioning,” Bruffaerts et al. examine the pervasiveness of mental health problems in college freshmen and how those mental health problems affect student academic functioning.