#StudentVoice Podcast

(00:00) Introduction to the Student Voice Podcast(00:20) Skylar M, 12th Grade, Ontario, Canada - “Technology”Skylar share her poem, which discusses the distraction caused by technology and how it's intertwined in her daily life.(02:55) Leah M, 8th Grade, Wisconsin, United States - “Tech Takeover”Leah reflects on the generational differences in growing up with technology and its pervasive influence over lives.(06:11) Raz O, 13th Grade, Auckland, New Zealand - “The Sound of Silence”Raz presents a powerful piece highlighting experiences as an immigrant from Kurdistan, touching upon persecution, conflicts, and the impact of historical trauma on individuals.(11:25) Nanala W, 9th Grade, Wisconsin, United States - “Forward Chaining”Nanala describes the challenges students face with educational pressures and the appeal of using AI and technology to ease their workload.(14:31) Stacey G, 12th Grade, Minnesota, United States - “Our Technology”Stacey’s poem explores the rapid growth of technology, its potential benefits, and concerns about its future impact on humanity.(16:42) Marwa Y, 11th Grade, Ontario, Canada - “Learning in a Digital World”Marwa shares her thoughts on the role of technology in education and its effects on her transition from Afghanistan to Canada.(19:45) Jiatong L, 12th Grade, Ontario, Canada - “The Dance of Technology”Jiatong recites a poem reflecting on the interplay between technology and humanity.(21:48) Jasmine M, 9th Grade, Greymouth, New Zealand - “Pollution”Jasmine's poem highlights pollution issues in New Zealand and the world.(24:11) Conclusion and Sponsor Message

(00:00) Introduction to the Student Voice Podcast(00:20) Skylar M, 12th Grade, Ontario, Canada - “Technology”Skylar share her poem, which discusses the distraction caused by technology and how it's intertwined in her daily life.(02:55) Leah M, 8th Grade, Wisconsin, United States - “Tech Takeover”Leah reflects on the generational differences in growing up with technology and its pervasive influence over lives.(06:11) Raz O, 13th Grade, Auckland, New Zealand - “The Sound of Silence”Raz presents a powerful piece highlighting experiences as an immigrant from Kurdistan, touching upon persecution, conflicts, and the impact of historical trauma on individuals.(11:25) Nanala W, 9th Grade, Wisconsin, United States - “Forward Chaining”Nanala describes the challenges students face with educational pressures and the appeal of using AI and technology to ease their workload.(14:31) Stacey K, 12th Grade, Minnesota, United States - “Our Technology”Stacey’s poem explores the rapid growth of technology, its potential benefits, and concerns about its future impact on humanity.(16:42) Marwa Y, 11th Grade, Ontario, Canada - “Learning in a Digital World”Marwa shares her thoughts on the role of technology in education and its effects on her transition from Afghanistan to Canada.(19:45) Jiatong L, 12th Grade, Ontario, Canada - “The Dance of Technology”Jiatong recites a poem reflecting on the interplay between technology and humanity.(21:48) Jasmine M, 9th Grade, Greymouth, New Zealand - “Pollution”Jasmine's poem highlights pollution issues in New Zealand and the world.(24:11) Conclusion and Sponsor Message

(00:00) Introduction to the Student Voice Podcast(00:19) Kelly, 9th Grade, Ontario, Canada – “The Digital Stride”Kelly, a student from Ottawa, explores her writing journey and shares her thoughts on AI's evolving role in society.(02:43) Aleah M, 7th Grade, Kentucky, United States – “The Future is Us”Aleah shares a poem inspired by the digital curriculum and emphasizes the need for diverse learning methods.(07:41) Lauren H, 7th Grade, Christchurch, New ZealandLauren from New Zealand discusses environmental issues through the lens of poetry.(09:28) Sami M, 8th Grade, Ontario, CanadaSami reflects on AI's impact on education and ethics in her poetic exploration.(14:09) Hayden T, 9th Grade, Arkansas, United States – “AI in Disguise”Hayden addresses technology's effects on learning through their poems.(16:37) Lukas G-H, 7th Grade, Ontario, Canada – “The Winds of Time”Lucas draws inspiration from a book series and real-world observations to craft his poem.(18:57) Paytin V, 9th Grade, Wisconsin, United States – “A Servant and a Master”Paytin discusses the dual role of technology in shaping personal connections.(22:36) Claire M, 8th Grade, Wisconsin, United States – “How Long Until”Claire expresses concerns about AI and the uniqueness of human experiences in her poem.(24:59) Conclusion and Sponsor Message

1:02: This episode features a group of students from the Equi-Talks podcast team in Ontario, Canada, who discuss the purpose of their podcast. They explain that Equi-Talks aims to address important topics, support the school community, and engage in activities to make a positive impact. 2:00: They describe their efforts in fundraising for their sister school in Kenya, where they have raised over $600 to provide essential resources like gutters and tanks for clean water.2:51: The students reflect on the impact of their actions, expressing pride in contributing to global causes and helping individuals achieve their dreams. They emphasize the importance of building community, addressing bullying, and promoting inclusivity, sharing insights from podcast episodes where they interviewed students of different ages to understand various perspectives.7:24: The discussion extends to the role of technology in mental health, with students acknowledging the risks of excessive screen time and its potential impact on loneliness and well-being. They discuss strategies for managing screen time and the importance of balancing technology use with outdoor activities and social interaction.17:03: The students also express appreciation for their teachers, recognizing their support and dedication to nurturing their growth. They emphasize the significance of treating everyone with respect and kindness and advocating for inclusivity and understanding in school communities.

1:05 A fifth grade winner explains their video project for the contest. They were inspired by their family and wanted to teach their younger sisters about digital safety.2:08 The fifth grade student says that you should only use social media for a short amount of time because too much is not good for your health. They also only use electronic devices for one hour a day outside of school.04:12 The fifth grade student gives advice about keeping your devices safe with strong passwords. 05:24 The fifth grade student discusses cyberbullying. 07:00 The fifth grade student explains what phishing is.12:55 Bella talks about her winning song entry for the contest about how to be safe online.13:48 Bella gives advice about how to protect yourself from people you don’t know online.14:38 Bella discusses why digital citizenship is important. 14:59 Bella talks about what teachers need to know about what it’s like for seventh graders to be online.16:45 Peyton shares why the digital world is not a safe place.17:26 Peyton talks about why laws and copyright are important and how to follow the laws.19:55 Amy explains her winning infographic digital citizenship entry and why it’s your responsibility to stay safe online.21:33 Joseph discusses why he chose a video for the contest.22:10 Joseph gives digital citizenship advice, such as creating passwords, using privacy settings and creating screen names.24:11 Joseph talks about why digital citizenship is important to him.25:15 Joseph shares digital citizenship instruction tips for teachers.

The Yale Center for Dyslexia and Creativity defines dyslexia as “an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader.” Dyslexia is a common learning disability that affects about 20% of the population. When students with dyslexia receive specialized instruction from trained professionals they can go on to be quite successful adults. However, students who do not receive the help they need face a lifelong uphill struggle. In fact, some studies suggest that more than half of those incarcerated in the United States have dyslexia. In this episode of the Student Voice Podcast, you’ll hear about how Alice struggled until she got the help she needed and is now a happy, thriving sixth grader. [0:00:19] - Host Robert Bailey introduces 11-year-old Alice from Texas to talk about her experience with dyslexia.[0:00:53] - Alice says her favorite subject is math because it follows rules. [0:01:38] - Alice enjoys lip-syncing and dancing in theater class.[0:01:59] - Alice prefers sports like basketball.[0:02:24] - Alice explains that dyslexia means the brain is wired differently and learns differently.[0:02:46] - Alice says she struggles most with reading and spelling, but using strategies helps her bounce back. [0:03:30] - Alice gets accommodations like a calculator in math and extra help from a dyslexia teacher.[0:04:02] - Alice learns strategies through workbooks using different "levels" or "kits."[0:05:04] - Alice’s teachers are helpful and approachable for asking questions.[0:06:16] - Alice finds it hard to explain dyslexia to others who don't experience it.[0:08:23] - Alice had one frustrating teacher in the past who taught too quickly.[0:09:25] - Alice's mom discusses signs she noticed when Alice was younger.[0:11:06] - Alice's previous school didn't provide adequate support.[0:17:05] - Good teacher communication is important for parents of students with dyslexia.

0:01 - Host Robert Bailey interviews Calliegh, Kinsley and Faith from the Irma School to discuss their project and final year of high school.2:14 - Indigenous culture and reconciliation in a small town. Small town of 600 people, sports-oriented and volunteer-run, with a new school built in 2018.3:42 - We focused on indigenous learning, met Elder Clifford, and made connections with real-life experiences, leading to fulfilling hands-on activities. Students were enthusiastic, took initiative, and ran with it, learning through field trips, drum-making, and rattle-making, and forming strong bonds.5:21 - Building relationships with indigenous elders and cultural education. 6:38 - Miss Thompson, our teacher, took us to see a mosaic at Rogers Place that symbolized indigenous culture, sparking our curiosity and creativity.8:30 - We built a relationship with our community elder, learning about aboriginal culture through drum-making and other activities, feeling comfortable and engaged under Miss Thompson's guidance.9:00 - Clifford's informal and kind personality helped the group bond and feel comfortable asking questions.10:15 - The group presented to top educators in Alberta on how to incorporate indigenous knowledge in the classroom.11:55 - Bringing in indigenous teachers to share their knowledge and experiences, as non-indigenous teachers may not have the background or right to teach indigenous culture.The importance of respecting indigenous people's boundaries and reasons for not wanting to discuss their culture, and being open to understanding their perspectives.Indigenous learning and cultural connection. 15:00 - "Knowledge is power"15:25 - Small rural school students can have a voice and make a difference.16:00 - The impact of the project on their class. It brought them closer together and helped them build connections with minority groups.17:30 - The biggest takeaway from the project is the importance of asking questions, as it can lead to meaningful conversations and connections with others.18:00 - Indigenous education and legacy building.19:00 - The importance of curiosity and learning, and their journey of discovery and growth.20:00 - Miss Thompson helped them learn and find others to lead the way, highlighting the value of collaboration and mutual growth.21:15 - "We're passing the torch down to the next generation, building a legacy and tradition within our school and community."26:00 - "We made indigenous studies fun by tying it into trips and activities, holding us accountable to keep learning and enjoying the experience."

(01:08) Rylee, 5th grade, Kamuela, Hawaii, “Where I Come From” Rylee’s poem is about learning, her experience at school, the places she’s traveled and history about her island.(03:44) Brooklyn, 5th grade, Lincoln, Nebraska, “Our Class is Like”Brooklyn was inspired by a time she created craft animals at Easter, and they reminded her of her class. (05:39) Alina, 5th grade, Gulliver Prep Miami, Florida, “Our School is Cool” Alina’s poem takes listeners through a day of school, starting in the morning until she finishes her homework. (07:28) Levi, 4th grade, Kamuela, Hawaii, “Where I Come From” His creative writing teacher, Mrs. Leahey, inspired him to write this poem about his Hawaiian culture, family and school friends. (11:14) Savannah, 7th grade, Spartanburg, South Carolina, “What the World Gives” Savannah’s poem is about the fear and anxiety felt about school shootings. (12:25) Bella, 7th grade, Spartanburg, South Carolina “School Years” Bella has written several poems about social anxiety and depression, finding it helpful to put her feelings into writing and artwork. (16:05) Bella (Isabella), 7th grade, "Camaraderie," Florence, AlabamaBella was inspired by her love of sports and the friends she has made along the way. (20:36) Violet, 8th grade, New Glarus, Wisconsin, "Unachieved, Achievable, Unachievable" Violet’s poem is about trying not to stress about eighth grade. (23:53) Ifeoluwapo, 8th grade, New York, New York, "Where I am From" According to Ifeoluwapo, this poem is about “what makes me me,” including Nigerian culture.(26:45) Arielle, 8th grade, Bethesda, Maryland, "To Tell the World" Arielle’s poem follows her journey through her last year in middle school, starting with apprehension and finding her voice as time went on. (28:50) Hayden, 8th grade, Batesville, Arkansas, "Reality . . . Death . . .2023" Hayden’s poem is about society and the hateful words that hurt people’s feelings. (31:55) Avery, 8th grade, Essex Junction, Vermont, “My People” Avery’s poem is about why friends are so meaningful while navigating through school.(33:01) Anixia, 11th grade, Gonzales, California, "To Be a Junior"Anixia’s poem is about being overwhelmed junior year by AP classes, extra-curricular activities and preparing for college.(35:24) Mika, high school student, Alberta, Canada, "Escaping the Prison" Mika wrote about why moving to Alberta felt like escaping a prison due to previous mental abuse and school challenges.(40:49) Weeam, year 8, Hamilton, New Zealand, “A Little Spark” Weeam’s poem is about the little spark that brings hope even during times of struggle.(42:09) Natalia, year 6, Auckland, New Zealand, “What is it like being a student in 2023?” Natalia was inspired by her teacher to write a poem about her final year in primary school.(44:03) Aasiyah, year 4, Auckland, New Zealand, “A Poem” Aasiyah loves writing and learning and was inspired to put her feelings into a poem.(44: 58) Bryanna, grade 12, Alberta, Canada, "The Test" Bryanna’s poem is about the stress and nervousness felt when preparing for and taking a test.(45:58) Chiara, grade 9, Ontario, Canada, "In a Room Full of People" Chiara’s poem is about seeking help and the people who can pull you out of low moments. (52:33) Ashlyn, grade 9, Alberta, Canada, "Happiness is Blue" Ashlyn wrote her poem during winter and was inspired by thoughts of summer and the chance to spend time with friends and family.

(0:01) Why it’s important for educators to honor Autism Acceptance MonthAs host Robert Bailey introduces the episode, he explains that according to the Lurie Center for Autism, one in thirty-six students has autism. This means that educators most likely have at least one autistic student in their class right now. Many general educators don’t receive training to support learners with autism, leaving these children at a disadvantage in the general education classroom. This episode will dispel some of the misconceptions about autism and what Oliver and Ethan, as unique individuals, need from the education system. (2:37) Robert welcomes Oliver, a high school student with autismOliver is a gifted and talented student, and he likes to sing a lot. He sings in two choirs, and he also longboards on the weekends. (3:52) What it’s like to be a student with autismFor Oliver, it’s a little bit harder but sometimes a little bit easier to be a student with autism. He understands geometry and English really well. He also does well with the arts, including singing, theater and band. Additionally, he’s in AP World History and does well in that class. Chemistry, though, is hard for him to keep up with. (4:37) Why chemistry is a challenging subjectFor Oliver, the challenge is that if a learner gets behind in chemistry, they’re way behind. He also has trouble with the tests because he’s gotten so behind. In his opinion, it’s difficult to catch up week to week, especially with taking notes. (5:37) What the best teachers do that make a difference Oliver feels that most of his teachers are very helpful. For him, though, working with his permanent teachers is better than having substitute teachers. It’s because covering teachers don’t know him, so they don’t understand his learning needs. (7:14) What teachers should know about students with autismOliver says that teachers could be more understanding toward students with autism, but he wants to emphasize that his teachers have all been helpful. (7:55) What it’s like interacting with other studentsOliver says that other students hardly notice that he has autism. He’s able to interact with students very well. He’s not socially awkward like stereotypes about autism would have people believe.(8:21) What people should know about autismOliver wishes others knew that not all autistic people are socially awkward introverts. In fact, he’s not that at all. He also doesn’t need that much help, and he’s self-functioning, or independent. (9:41) What teachers in the earlier years did to make a differenceOliver said that when he was younger, he was a lot less scheduled and not as controllable. He said that there were places in the classroom where students could go if they were upset. These places made him feel safe. (10:34) Why consistency and a schedule are important for OliverOliver’s teacher just left for maternity leave, and there are security changes at school that take longer. Both of these situations are challenging for him, and he’s trying not to be tardy because of the security changes. (12:26) Why Oliver enjoys certain subjectsOliver is more of a biology person than a chemistry person. He has more of an interest in biology and how it connects to life. He also likes theater and singing because he’s been doing it since he was eight years old. He’s naturally good at them, and it makes him feel accomplished. His favorite roles have been Simba, as well as Charlie from Charlie and the Chocolate Factory.(15:06) Advice for educatorsOliver suggests that teachers should focus on what their students are good at doing. What they want to do later in life is most important. (18:50) Robert welcomes Ethan, a third-grade student with autismEthan says his favorite subject in school is math, and he also likes art class. 19:13 Why Ethan is a big fan of MinecraftEthan enjoys Minecraft because he can build anything he wants with it. His favorite thing that he’s built in Minecraft is his house, and what makes it special is a secret escape area. 19:53 What it’s like to be a student with autismEthan says the lunchroom is really loud, and he doesn’t like the noise, so he got headphones to block out some of it. He also uses a “Crazy Eight” strategy during lunchtime. He traces the number eight on a piece of paper, which helps him feel calm. Also, he gets frustrated when something is confusing and he can’t fix it. 21:31 A favorite teacherEthan’s favorite teacher instructs him in math and helps him get ahead in class.

(0:09) Introduction to Cameron Samuels and his advocacy effortsCameron is an LGBTQ student activist. In this episode of the podcast, our guest talks about their advocacy efforts, why they became an activist and how adults and educators can support LGBTQ youth.(1:12) Cameron spoke out against an internet filter that blocked LGBTQ content Cameron is currently a college freshman, but their advocacy efforts started when they were a high school student in Katy, Texas. They rose to national prominence when they began advocating with other students in Nov. 2021 against the LGBTQ internet filter that their school district used that blocked LGBTQ websites like the Trevor Project. They also set up a book distribution program to give out hundreds of banned books to students. (1:59) “School should support my wellbeing and success” Cameron felt unsupported by their school district when they put a content filter in place that blocked LGBTQ resources and news sites, and removed books from the libraries that affirmed queer identity. Cameron decided to speak up.(8:11) “The internet filter was dismantled in August this year” (2022)It required 10 months of hard work to get this done, showing up and speaking at school board meetings, accumulating thousands of signatures and going through legal channels to make this happen. (9:55) Book banning is happening nationwide and students are fighting back“Student voices are powerful. A voice is powerful and it is because of our voices being heard that we are seeing these changes. We have to show up, we have to get involved in advocacy and stand up for ourselves and we will see changes be made. It could take a year which just shows you can't give up. You have to be persistent.”(13:26) Dismantling barriers that prevent students from accessing mental health resourcesContent filters like the one at Cameron’s school block LGBTQ students from accessing vital mental health resources online like The Trevor Project, a suicide prevention service for LGBTQ youth. When a student cannot access suicide prevention lifelines and affirming resources that are vital to navigating their queer identities, LGBTQ youth are at risk of suicide ideation.(18:17) How teachers can show support for LGBTQ studentsEducators can make sure that content and resources in the library are a reflection of the learners that attend the school. The library is the heart of knowledge and learning, and it benefits students to see themselves there. They can request to purchase books like this for the following school year. Cameron recounts how one teacher wore a rainbow pin to quietly show solidarity with students. Knowing that students can go to their teachers and that someone at school cares about their well being is a huge support. School should be a safe space. (23:28) How schools can be more inclusive in the libraryOne issue in Cameron’s school is that the district sends a notification to parents when a child checks out a young adult fiction novel. That can be a violation of privacy for queer students who want to check out these books that affirm their identity. That has been a significant barrier.(27:17) What’s next for Cameron? Cameron is now a freshman at Brandeis University and was the youth honorary chair of Banned Books Week in 2022, and is currently advocating for the Right to Read Act in Congress. They continue to stand up to censorship across the country. (28:42) We empowered ourselvesLooking back Cameron says they and their classmates empowered themselves to speak out, but they had many supportive adults along the way. They say students are the victims in all of this. (29:38) It’s adults’ responsibility to help students and youthIt’s important to attend school board meetings and advocate for students. It can’t just be students, especially when they are struggling and afraid. (30:10) Businesses are often the ones that have the chance to make the changeIt's a business level decision. They need to make choices that are right for our youth. (32:20) Find a supportive communityFind friends who support you and find trusted adults. Go to school board meetings. Continue to build a movement. You have to speak up. Cameron achieved policy change by showing up and speaking up.

(0:55) What is EnlightGenment?Along with a couple of friends, Bella founded the nonprofit EnlightGenment to give young activists a platform to talk about issues that aren't widely discussed, such as the beauty standard and immigration. (1:51) How did your school support you?Bella and her friends started the movement on their own but then decided to make it a club within her school. Her school has lots of opportunities for students to participate in clubs as well as to form new ones. (2:40) The harmful impact of unrealistic TV that targets teenagersBella shares that having adults play roles as teenagers is unrealistic and potentially harmful to teens because it glamorizes problems like drug addiction and dating violence. Bella felt like her school didn’t prioritize talking to students about the potential problems with this so she decided to create a platform to talk about issues like these. (4:58) “Teachers need to be more open with their students.”At Bella’s school she says that teachers are very personable and care about their students. She expresses gratitude and says that it’s not like that at other schools. In some schools, students are just people who come through the door and teachers don’t build relationships with them. Bella says that not only does having supportive teachers help her do better academically, but she thinks that it will help her develop positive relationships later on in life. (6:04) Being intentional about highlighting student success mattersTeachers pointing out her strengths and giving her guidance has made a big difference in her life. She really likes getting to know her teachers. Kids really need validation from their teachers. (7:24) What learning is like at Bella’s schoolThe school and the teachers offer a lot of programs and projects that encourage students to be open minded. Students feel seen and heard when they are allowed to openly express their opinions. Kids want to be heard. Growing up isn’t just about your age, but about maturity. Teachers at Bella’s school really allow students to formulate their own opinions and express them freely through facilitation of class discussions where they leave it up to students to decide what they think is right. (10:12) What’s next for your organization EnlightGenment?Growing the platform and inviting more students to participate is the primary goal right now. The members recently competed in the Believe Intellect Competition and became finalists. They plan to do more service projects in their communities like visiting the local children’s hospital, serving meals to the homeless and volunteering for the American Heart Association. (11:10) A passion for service and activismBella has an innate desire to help her community, especially her generation so they can grow into a better society as a whole. She wants to be a lawyer and work directly with the community. (12:08) What Gen Z needs Older generations seem unwilling to accept that the world is changing and are defensive when Gen Z’s speak up about it and say, “This is something that you cannot change.” Bella implores older generations to give everyone the respect they deserve no matter their identity. Everyone’s opinions are relevant regardless of age. Bella is fighting for young people to be heard now, not when they “grow up.” Gen Z is a more open minded generation and is willing to talk about issues like gender identity and mental health. (15:50) On the pandemicGen Z had a lot of time during the pandemic to think about social issues and talk about them out in the open. (19:23) What teachers need to hearStudents want specific feedback and guidance, not just a pat on the back. Bella attributes a lot of her success to her strong relationships with her teachers and the supportive environment they have created for learning and growing. Bella says students need to be taken seriously regardless of their age. Be authentic with your students and find ways to connect with them.

(1:00) What school is like for EsmeEsme has attended the same private girls school for her entire K-12 education. She says that for most of her education it was a typical school and very traditional where teachers asked them to memorize things and copy notes from the board. A few years ago, her school underwent major changes implementing a makerspace and a whole new philosophy that encourages students to be more creative thinkers and problem solvers. (2:52) Think outside the boxTeachers at Esme’s school encourage students to find their own answers and guide them along the way, rather than telling them something is right or wrong. Esme participates in a lot of project based learning and that’s how she came to work on creating an app to deter catfishing online as part of an extracurricular activity with her classmates. (3:45) What is catfishing? Catfishing is when someone tricks you into a relationship online by using a fictional or stolen persona. (4:44) The process Esme and her classmates defined the problem, researched existing possible solutions, and then got to work designing the app and trying to imagine what would be needed to solve this real-world problem. (7:10) A supportive environment It wasn’t just one teacher that helped Esme and her friends, but a group of dedicated educators that all worked together to support and mentor their students. They incorporated pretty much all of the academic disciplines into this one project. (8:30) What’s next for Esme? The classmates are still programming and testing the app and are hoping to get people to download it from the app store and give them feedback so they can keep improving it. Esme is already dreaming up new projects to work on after this one. She plans to address the problem of girls being drugged at parties by creating a tool to test the pH of a drink. She hopes to attend university in the United States next year and credits her creativity to her school and her teachers for always telling her that she can change the world.

Listen to Robert Bailey as he meets with Moss, a student from North Dakota who discusses their experience in school.(0:54) What’s school like?Robert opens up by asking Moss what school is like for them. They explain that school is interesting with a lot of great courses and teachers to experience. They also have many options when it comes to courses such as music or math classes. Moss’ school has counselors that help students decide which classes to take and the path forward. For example, because Moss took algebra in eighth grade, they had a set track for all of the math courses to take going forward that set them up for success.(1:55) How teachers improve the learning experience for students like MossOn the math side, Moss had an amazing geometry teacher who was patient and helpful. Moss felt like they could ask her anything and the teacher would take the time to run through every question without judgment. Many students might shy away from asking questions in class. So educators need to establish a safe environment where students feel comfortable asking questions and making mistakes. This type of environment helps learners build confidence both in the classroom and for the rest of their lives. (2:46) Negative experiences with teachersOn the other hand, Moss did have a teacher they were afraid to interact with. They note that most students in their class also didn’t want to talk to or ask the teacher questions, so they banded together to support one another.(3:41) Great teachers can make all the differenceMoss talks about their band and choir teachers and their impact on their lives. They go on to share that these teachers feel almost like second parents. The teachers notice when Moss is feeling down or needs to take a break. They note how caring the teachers are and how much they care about each and every student. Moss goes on to say, “It’s an amazing thing that I’m going to remember for the rest of my life.”Research by the Search Institute has found that young people who experience strong developmental relationships across different parts of their lives are more likely to show signs of positive development in many areas, including:Increased academic motivation;Increased social-emotional growth and learning;Increased sense of personal responsibility; andReduced engagement in a variety of high-risk behaviors.(4:43) Teacher relationships while learning at homeDuring Moss’ freshman year of high school, along with millions of other students around the world, experienced the difficulties that came with learning from home during the pandemic. They note that it was harder to make connections with teachers than before the pandemic. Moss also faced the disadvantage of being new to the high school and unfamiliar with the teachers. They felt that if learning at home happened now, they would be able to forge new or maintain relationships with teachers because there’s more familiarity.(5:29) Current major frustrations as a studentFor Moss, the musical season is a difficult time for them at school. They explain that teachers don’t take the busy period into consideration and how difficult it is to complete homework. Moss faced a particularly difficult situation with a teacher who dismissed athletes from deadlines while they recovered, but didn’t adjust expectations for those in the musical. They go on to explain how busy their lives are during the musical season while they’re constantly at school with little time for classwork and homework. Moss agrees with Robert that it’s a heavy burden to place on students’ shoulders– the expectation to manage it all.(7:14) Keeping their mental health on trackMoss shares how they would take breaks to recharge and focus on their mental health. They wouldn’t always go to rehearsals. Instead, they would opt to go home, spend time with their pets, take a breather and then jump back into the daily demands of life. Moss admits that they haven’t completely gotten there yet and that it’s an ongoing process to work on their self-care. (8:18) Teachers making the differenceMoss circles back to their math teacher and how he would work with the musical students to ensure they could succeed in the classroom and their extracurricular. He would give the students extensions and offer after-school support in person and online to help students. Moss explains that he was constantly available to support them and ready to answer questions at any time. No question felt too simple for Moss to ask. Moss’ musical teacher also helped them and other students balance their workload. The musical teacher was also Moss’ band teacher. To help his students, he would let them work on homework during band, so that they could do well academically but also have time to dedicate to the musical. Moss also highlights that he treated all students equally. For example, he made the same allowances for the athletes as he did for the students in the musical. Moss found this amazing and noted how much it helped them and other students. (10:08) Technology in the classroomWhile some students have classes completely offline, Moss has mostly online classes. Their math course and book were both online and accessible to students. For band class, students had to be in class (for obvious reasons). Most of Moss’ teachers made learning accessible for students. Each student in Moss’ school has their own device and teachers post the class material on different platforms for students to access anytime. For example, if Moss was sick, they would call their teachers through Microsoft to listen to the lessons. While recovering from COVID-19, Moss was able to continue learning. (11:29) Keeping students on task Moss explains that most of the time it’s easy to tell when students are off-task. They explain that the tech department blocks most games on their Chromebooks, so it’s easier to stay on task. Most of Moss’ teachers also split their teaching. For half of the class, they would lecture about the material, and then during the other half, students had their own work time. Moss believed that this was helpful for students who were struggling to concentrate. It made the class more digestible for them. (12:58) A message to teachersFor Moss, they believe that teachers are doing really great right now. They have noticed the immense amount of burnout that teachers are going through. Moss has witnessed firsthand the toll that burnout takes on teachers, and how bad it makes them feel. They believe that teachers should be able to take more time for themselves. As a teacher’s assistant for the band director, Moss has seen the pure exhaustion their teachers face. Moss also sees how poorly teachers are treated and believes this needs to change because they have such a huge impact on students. Robert closes with the belief that “students need to be there for the teachers as much as teachers need to be there for the students.”Host: Robert BaileyProducers: Lindsay Dixon-Garcia and Joshua RodriguezIntro/Closing voice: Tessa GarciaIntro/Closing music: "Wholesome" Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/

Listen to Robert Bailey as he speaks with Matt, a current high school student taking Advanced Placement (AP) courses and navigating the resulting stress and pressure. Matt covers the expectations and the mental health implications of students who take AP classes and how schools can work to support them.A few statistics on students in AP classesResearch has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students' academic and mental health problems. (Source)AP students, including those with average scores of 1 or 2, are more likely to enroll in a four-year college compared to academically similar students who did not take AP in high school. (Source) AP students who earn a score of 1 or 2, or average a score of 1 or 2 across their AP Exams in high school, have better college outcomes than academically similar college students who did not take an AP course and exam. (Source) (1:13) Issues facing studentsAdvanced Placement or AP classes are college-level courses students can take in high school that allow them to earn college credits and placements while helping them save money and stand out to colleges. While these programs have many benefits, including notoriety on college applications, preparation for college-level courses and learning higher-level material, they also have negative implications for learners. Students face mental health issues such as stress, anxiety or depression and can burn out from taking these high-level courses. Many students take AP classes, which can open many doors for them, but they must learn how to manage their mental health and their class load. This action is complex since most schools don't have enough social-emotional support for their students.(1:52) The negative effects of AP classesIn the quest for students to take AP classes, they can face peer or parental pressure. Many parents, often with good intentions, pressure their children to succeed in their AP classes or to take on more work without realizing it. Parents want their students to keep outshining themselves, so the pressure on learners to study and continuously improve is constant. For example, Matt explains that even though his parents have their best intentions at heart, they pressure him quite a bit. While he notes that not all of the pressure is bad, it does result in stress and often creates anxiety. In addition, Matt brings up a good point because AP classes can foster overly competitive environments for students in school that can also trickle down to their home life. (2:55) Teachers can help combat stress Last year, Matt had an AP Euro teacher who he found extremely supportive when dealing with stress. Outside of school, she organized study and review sessions, which were helpful and thoughtful for students preparing for their tests. He mentions that she was also very positive and helped the learners get through the anxiety leading up to the actual AP tests. For example, a week before the AP test, Matt explains that his teacher positively reinforced them every day. She affirmed that they would do well and get a top score, which boosted morale and helped the students through mental roadblocks. For Matt, having his teacher there supporting him was an important factor in his success. He goes on to say that while his class is taking college courses, they're still high school students, so they might not grasp everything they're learning and it's important to acknowledge that.(4:27) Breaking down the information in AP classesFor more complex or vague subjects, Matt had teachers who would compare the information to real-life scenarios the students were familiar with. This method is one of the teachers' most powerful ways to connect students with the learning material. By using meaningful or relevant information with the students, they're more likely to care or be interested in what they're learning. Still, they're also more likely to understand and remember the information. It puts the information into an even playing field for the students by forging meaningful connections, making learning relevant and providing students with a sense of belonging. Matt explained how his teacher made learning these high-level topics relatable easier by tying in the material with pop culture. (5:27) Mental health during remote learning and COVID-19Matt explains that while he was learning remotely during this time, it was very "do it yourself" because they didn't have reliable meetings, and everyone was going at their own pace, among other factors. He said that it was very challenging and stressful to end the school year and then carry on that knowledge from middle to high school. Once he entered high school, they used Google Meets for class, which became more reliable for learning. (6:51) Staying motivated during remote learningDuring both times of remote learning, Matt mentions the constant distractions and lack of motivation. He said that his friends would text each other for motivation and direct the group to focus on the upcoming summer vacation or having a more normal next school year. Regarding distractions, Matt would set reminders and make notes for himself to stay on task. However, he did notice that other students weren't as lucky and some became very distracted or unmotivated during this time, whether it was from issues related to COVID-19 or learning at home.(7:54) Navigating learning in class on a computerIn the transition from middle school to high school, Matt started using Google Chromebooks. At first, this change was a little weird for him, but he found it beneficial as it restored a sense of normality to the classroom and helped everyone get back on track for high school. For the first semester of school, the teachers gave students a transition phase where they didn't have hard deadlines and were more flexible. Then, in the second semester, everything returned to normal and to almost a pre-pandemic environment.(10:10) What decisions would you make to have a big impact on students?If Matt was in a leadership position, he explained that he would first focus on mental health issues due to taking higher academic level classes. Then, he would make students feel like they're not alone in their situation, provide resources, and the overall sentiment that things will get better. Matt would also set up programs or clubs to help students help each other and for the administration to provide resources to them. Providing these extra resources could also encourage students who may not think they're capable of taking AP classes to do so, which will further help their success in college.About MattMatt is a high schooler and teen from Arizona and is currently in 11th grade. He loves listening to music, creating art and hanging out with friends. Aside from school, he participates in swim and dive, HOSA and Environmental Alliance. As an adult, he would also like to pursue medicine and become a cardiologist since he has a strong interest in medicine and all things bio-related. He chose to do the podcast since he wants to share his opinion and voice with the world and educate others about mental health and how it relates to the school system.Host: Robert BaileyProducers: Lindsay Dixon-Garcia and Joshua RodriguezIntro/Closing voice: Tessa GarciaIntro/Closing music: "Wholesome" Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/

Listen to Sonya, a high school student from northwest Ohio, discuss her passion for dance and the performing arts. She shares with us how the arts are often an afterthought in the curriculum and lack the proper funding to provide more opportunities for students to explore their interests.Facts about the arts in education:Students with high arts participation and low socioeconomic backgrounds have a 4 percent dropout rate—five times lower than their low socioeconomic status peers. Low-income students highly engaged in the arts are twice as likely to graduate college as their peers with no arts education.Two-thirds of public school teachers say that other subjects “get crowded out by extra attention being paid to math or language arts,” such as art, music, foreign language, and social studies.More information about the benefits of the arts in education.(00:43) A little bit about SonyaSonya is a big supporter and active participant in the arts. For the last eight years, Sonya has been a dancer. In addition, she’s been a singer for two years and recently started acting. She’s looking to attend a performing arts school in the near future such as Juilliard or Michigan.(1:18) The arts as an afterthought While Sonya looked for a high school to attend, she found that many of them tended to think of the arts as an afterthought, or as something for students to do when they are bored. She notes how they don’t notice or understand that the arts provide a setting to teach students life skills. Sonya highlights that acting, in particular, has been helpful for men and women in the business world. She explains how former actors and actresses are able to better project and present themselves.(2:13) Involvement in the arts outside of schoolRobert notes that with the lack of arts opportunities in school, Sonya, among other students, have to seek outside sources, which can often be costly. When students are provided with opportunities to practice their singing, acting, dancing, painting or whatever else they enjoy in the arts in school, it’s one less barrier they have to overcome. They don’t have to look or pay for outside classes or clubs to meet this interest. While the arts do require funding to run successfully in a school, the benefits and skills they provide to learners are invaluable. (2:44) Dance as a passionSonya explains that dance is helpful even for everyday life. Having practiced ballet for eight years, among other dances, she had other opportunities in the arts open up to her, including acting and singing. In regards to becoming a Broadway performer, she notes that many people get their start by doing ballet as it helps them branch out to other types of dances and skills. Ballet or dance also helps participants build confidence and skills such as time management, creativity, accountability and so much more.(4:19) What are some of the ways that educators or schools can help support the artist?Sonya suggests that educators intertwine their subjects with the arts more. For example, her social studies teachers ties art in through history, which makes learning more interesting for Sonya as she’s able to make connections between the two seemingly different subjects. Or the play Romeo and Juliet that many high school students read as a requirement connects with acting and dancing.(5:02) Using project based learning to support arts in the classroomIn education, project based learning or PBL, encourages students to research something they are passionate about and tie it back to something else. Robert explains how Sonya could look at history through the lens of art to spark her interest in learning about it. Picking up off this idea, Sonya talks about all of the different subjects that connect to art such as music and math, and further dives into art supporting students in paying attention during class. Drawing can aid students in learning and remembering information. (6:53) Multitasking for learnersWhether multitasking is a good thing or not, students today often experience this constantly. While these multitasking abilities are being established, children devote more of their newfound skills to the various digital technologies at their disposal. They have multiple devices to manage with multiple tabs, and that’s all while still interacting with the world around them. Sonya explains that she often multitasks at home, listening to music while studying or doing homework. (7:49) Monitoring in the classroomRobert poses the question to Sonya whether her teachers use any software in the classroom to see what the students are doing. Sonya explains that her school uses GoGuardian and that the experience is frustrating because the software will watch what they are doing and send them notifications. Sonya tends to draw during the class, which she believes helps her learn and stay on task, but mentions how the software flags that as an off-task activity. She uses drawing as a way to make connections to the information and refers back to that during tests.(9:47) Who are the teachers that get you the most excited?As educator Rita F. Pierson said during her TED Talk, "Kids don't learn from people they don't like.” During her presentation, she made an inspiring call to educators to “believe in their students and actually connect with them on a real, human, personal level.” This idea is something that Sonya highlights. Being able to have an open dialogue between educators and learners creates a positive relationship, where the students feel more comfortable and supported. Sonya advises teachers to try and make those connections by having conversations with their learners.About SonyaSonya is a high school student from northwest Ohio. She is a lover of the performing arts. Sonya shares her passion for dance and how the arts are often an afterthought in the curriculum and lack the proper funding to provide more opportunities for students to explore their interests.Host: Robert BaileyProducers: Lindsay Dixon-Garcia and Joshua RodriguezIntro/Closing voice: Tessa GarciaIntro/Closing music: "Wholesome" Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/

Listen up to Daniel and Von as they share what it was like to attend a secure school for incarcerated youth in New Orleans. They talk about what helps them learn best, how the secure school was a wonderful environment for learning and their dreams for the future. It was a truly inspiring conversation with two young men that are starting a hopeful new chapter in their lives.Host: Robert BaileyProducers: Lindsay Dixon-Garcia and Joshua RodriguezIntro/Closing voice: Tessa GarciaIntro/Closing music: "Wholesome" Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/