Tapping Into Young People's Innate Curiosity

Source: www.pexels.com

By Sam Piha

“Childhood curiosity is an innate, powerful internal drive to acquire new information, understand how the world works, and fill knowledge gaps. It acts as a primary motivator for learning, characterized by eager exploration, constant questioning, and a ‘Goldilocks’ desire for optimally challenging information.” [i] 

Afterschool youth programs should tap into young people’s innate curiosity. This involves assessing where the program is in engaging young people’s curiosity. This blog explores these issues and provides information related to youth curiosity, including ways afterschool programs can support curiosity. (We relied on articles and AI research to develop this blog.)

WHY CURIOSITY IS IMPORTANT

“Curiosity is one of the main ways children learn about the world. When kids ask ‘why?’ or ‘how does this work?’, they’re not just being playful—they’re actively building understanding, problem-solving skills, and creativity.” [ii]

According to Penn State Extension, “Curiosity is an important trait that leads to learning. When children are comfortable and feel safe, they are naturally able to explore their worlds. The more your child explores, the more he learns. Curiosity drives kids to try new things.



Strong curiosity gives children confidence to try new things. Trying new things opens up new worlds to your child. It brings excitement to life. Children who are curious enjoy their lives. They are less likely to get bored and find life dull or routine. They feel that there are always new, interesting things just around the corner. It can lead them to have adventurous and interesting lives.” [iii]

WHY DOES CURIOSITY MATTER?
CuriOdyssey writes, “Curiosity is the desire to learn, to understand new things and to know how they work. ‘We can teach a new generation to observe patterns in our world and in science, technology, engineering and math by taking advantage of their natural tendency to be curious, thereby enhancing the likelihood of new discoveries and inventions,’ says CuriOdyssey Executive Director Rachel Meyer. ‘We need people who are curious and who feel free to tinker and explore without fear of failure. When curious people fail, they analyze their failure to understand it so they can do better the next time.’  

Curiosity is at the very root of the scientific process. After observation the first step is to ask, ‘Why?’ Supporting kids’ natural curiosity at an early age about what makes the world work is the best way to excite their interest in STEM. Whether kids aspire to become scientists or artists, science fluency, like being fluent in a language, will make them better at it. If we do not spark curiosity, future generations will not understand the benefits of being science-fluent. 

Curiosity is the mark of an active, open, observant mind and helps us see learning as fun, fueling imagination, creativity and innovation. It prepares the brain for learning and makes subsequent learning more rewarding. Research also shows that curiosity is just as important as intelligence in determining how well students do in school.” [iv] 

Source: Resilient Educator

CURIOSITY: SCHOOL AND AFTERSCHOOL
How Traditional Schooling Kills Curiosity  

“’Children enter school as question marks and leave as periods,’ so said educator and social critic Neil Postman.” [v] 

John Larmer writes, “You likely know that young children are intensely curious creatures who ask lots of questions, perhaps hundreds a day. But when a child starts school, the rate drops precipitously, nearing zero by the time they reach middle school. Some of this is due to brain development, and some to social factors; children in a large group in the school setting might feel inhibited from asking too many questions. A big part of the drop, though, is due to the nature of typical schooling today. 



Education researcher Susan Engel, in her paper Children’s Need to Know: Curiosity In Schools, reports on a remarkable observation she and her graduate students made when visiting K-5 school classrooms to study curiosity. They planned on examining individual differences between children, seeing whether specific places or activities in a classroom elicited more or less curiosity, and comparing classrooms to one another. However, they were shocked to find out that, “It turned out to be impossible to make the kinds of comparisons we wanted. Why? Because there was such an astonishingly low rate of curiosity in any of the classrooms we visited.” [vi] 

“If teachers are to promote curiosity, administrators and policy makers will need to emphasize its value. We need to imagine schools as places where curiosity not only survives but flourishes. If curiosity is understood as essential, no less so than solving a geometry problem or writing a good essay, we might see very different classrooms and very different graduates.”  [vii] - Susan Engel, Education Researcher  

John Larmer continues, “Similarly, after listing some ways teachers can nurture curiosity, Alfie Kohn notes, ‘Alas, these recommendations for teachers often run smack into structural constraints: an inflexible schedule that doesn’t leave time for exploration; a principal who insists on quiet, orderly classrooms; a central office that imposes a standardized curriculum; a school board that cares more about test scores than about meaningful learning... Much of the problem comes from construing learning as a list of facts to be memorized or discrete skills to be practiced. This premise tends to promote teacher-centered direct instruction, which is often scripted or otherwise tightly controlled.’

Warren Berger, author of A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, agrees: ‘Our current system of education does not encourage, teach, or in some cases even tolerate questioning. Harvard’s Tony Wagner says: ‘Somehow, we’ve defined the goal of schooling as enabling you to have more ‘right answers’ than the person next to you. And we penalize incorrect answers. And we do this at a pace—especially now, in this highly-focused test prep universe—where we don’t have time for extraneous questions.’” [viii]

 

ENDNOTES
[i] Jill Anderson, How Curiosity Can Unlock Learning for Every Child
[ii] IBID.
[iii] Penn State Extension, Curiosity is the Wick in the Candle of Learning*
[iv] CuriOdyssey, CuriOdyssey and Curiosity, Engines of Discovery
[vi] IBID.

[v] John Larmer, Another Argument for PBL: It Promotes Curiosity

[vii] IBID.

[viii] IBID.

To learn more about tapping into young people's innate curiosity, check out our latest briefing paper on this topic here.

Another Argument for PBL: It Promotes Curiosity

Source: www.pexels.com

This is a guest blog. “Another Argument for PBL: It Promotes Curiosity” by John Larmer was originally published on PBLWorks. 

Should curiosity be the “5th C” of 21st Century Success Skills? You’re probably familiar with the “4 C’s” – the 21st century success skills of critical thinking, communication, collaboration, and creativity – and know that Project Based Learning is one of the best ways to build them in students. I’d like to propose a fifth “C” for consideration: curiosity. It’s important for success in school, in the world of work, and life in general. It’s not exactly a skill, but like creativity it’s a personal quality that can be cultivated. 

However, traditional schooling has the unfortunate tendency to kill students’ curiosity. PBL is the antidote. 

Why is Curiosity Important? 
First, to beat the drum I usually do when promoting PBL, most students are not as engaged in learning as they should be. This would change if their curiosity was honored in the classroom. Instead of marching through a curriculum that emphasizes standardized tests, mastering skills and facts, and moving at a preset pace, imagine how more engaging school would be if students were given opportunities to ask their own questions and explore answers.

Second, curiosity brings benefits in school and beyond. As progressive education advocate Alfie Kohn puts it, “Curiosity is valuable in its own right—and not just for children. It’s a passport to a richer, more fulfilling life.” Studies have shown that curiosity improves the quality of life in terms of intelligence and learning, social relationships, happiness and meaning, and brain health. Curiosity is “the heart of lifelong learning” says youth development expert and creator of The Compass Advantage Marilyn Price-Mitchell, who placed curiosity on her list of eight “internal abilities” that help children “develop into capable, caring, and engaged adults.” 

Education research confirms the value of curiosity. A 2018 study found that “greater curiosity was associated with greater kindergarten reading and math academic achievement...Curiosity may be an important, yet under- recognized contributor to academic achievement... especially for children with low SES.” The researchers defined curiosity as “characterized by the joy of discovery, and the motivation to seek answers to what is unknown.” Another study found that curiosity influenced academic performance: “In fact, it had quite a large effect, about the same as conscientiousness. When put together, conscientiousness and curiosity had as big an effect on performance as intelligence.”

Curiosity is valuable in the modern workplace, too. A 2024 article in Forbes, “Curiosity: The Superpower For Success In The Workplace And At Home,” makes the case: 

“In the workplace, curiosity acts as the fuel for innovation and creativity. It encourages individuals to question the status quo, explore new possibilities and think outside the box. This relentless pursuit of knowledge and understanding can lead to the discovery of unique solutions to complex problems and the development of groundbreaking products and services. Organizations that cultivate a culture of curiosity often find themselves at the forefront of their industries, leading the charge toward the future.” 

Finally, cultivating a sense of curiosity in its citizens is good for a democratic society. This is the message of Scott Shineoka, author of Seek: How Curiosity Can Transform Your Life and Change the World and keynote speaker at this year’s PBL World event. He argues for greater understanding as a healing process in a polarized nation: “curiosity can help us build relationships, even across differences, even across divides.”  

(The message about arriving at mutual understanding is also, btw, delivered by PBLWorks staffer Ryan Sprott in his 2024 book, Teaching Contentious Topics in a Divided Nation.)

How Traditional Schooling Kills Curiosity 
“Children enter school as question marks and leave as periods.” So said educator and social critic Neil Postman, paraphrasing progressive educator Lillian Weber. Why is that? 

You likely know, especially if you’re a parent, that very young children are intensely curious creatures who ask lots of questions, perhaps hundreds a day. But when a child starts school, the rate drops precipitously, nearing zero by the time they reach middle school. Some of this is due to brain development, and some to social factors; children in a large group in the school setting might feel inhibited from asking too many questions. A big part of the drop, though, is due to the nature of typical schooling today.  

Education researcher Susan Engel, in her paper Children’s Need to Know: Curiosity In Schools, reports on a remarkable observation she and her graduate students made when visiting K-5 school classrooms to study curiosity. They planned on examining individual differences between children, seeing whether specific places or activities in a classroom elicited more or less curiosity, and comparing classrooms to one another. However, they were shocked to find out that, “It turned out to be impossible to make the kinds of comparisons we wanted. Why? Because there was such an astonishingly low rate of curiosity in any of the classrooms we visited.”  

Engel continues, “If teachers are to promote curiosity, administrators and policy makers will need to emphasize its value. We need to imagine schools as places where curiosity not only survives but flourishes. If curiosity is understood as essential, no less so than solving a geometry problem or writing a good essay, we might see very different classrooms and very different graduates.” 

Similarly, after listing some ways teachers can nurture curiosity, Alfie Kohn notes, “Alas, these recommendations for teachers often run smack into structural constraints: an inflexible schedule that doesn’t leave time for exploration; a principal who insists on quiet, orderly classrooms; a central office that imposes a standardized curriculum; a school board that cares more about test scores than about meaningful learning... Much of the problem comes from construing learning as a list of facts to be memorized or discrete skills to be practiced. This premise tends to promote teacher-centered direct instruction, which is often scripted or otherwise tightly controlled.” 

Warren Berger, author of A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, agrees: “...our current system of education does not encourage, teach, or in some cases even tolerate questioning. Harvard’s Tony Wagner says: “Somehow, we’ve defined the goal of schooling as enabling you to have more ‘right answers’ than the person next to you. And we penalize incorrect answers. And we do this at a pace—especially now, in this highly-focused test prep universe—where we don’t have time for extraneous questions.

Source: www.pexels.com

The Antidote: 5 Ways PBL Promotes Curiosity 
If you’re familiar with Project Based Learning, you’ve no doubt seen how it provokes curiosity in students. Not only does it provoke it–curiosity is baked into the design of a project and fertilized by the culture of a PBL classroom. Let’s look at five features of Gold Standard PBL that elicit, support, and encourage curiosity. 

1. Driving Questions 
The central question or challenge that frames a good project is open-ended; that’s the key to engaging students’ curiosity. There is no single ”right answer” students are supposed to arrive at; they cannot simply google it, as they can for a “closed” question with a specific answer. Even the teacher doesn’t know the answer, or at least acknowledges there is more than one good answer, so they approach the driving question with curiosity too. 

Take a look at these open-ended driving questions from projects designed by PBLWorks (from its project library or the TEACH app). If you were a student, wouldn’t these make you curious? 

In grades K-2: 

• In case of a fire, what is the best way to safety?

• How can we help new friends get to know our community?

• How does our food connect us to places near and far? 

In grades 3-5: 

• How can humans safely explore Mars?

• How can we protect endangered species in our area? 
• Did the American Revolution have more than two sides? 

In middle school: 

• What should we do about cyberbullying?

• What masks do we wear when we go about our daily lives? 
• How can we increase access to fresh food in our community?

In high school: 

• How can we influence the way A.I. is used in our school?

• How can we help a local business make the most money? 
• What does it mean to live well, and how do we do it? 

2. Entry Events 
The first thing that happens in a well-designed, well- implemented project is an event that engages students’ curiosity and sparks questions. The entry event can be anything that alerts students to the project’s topic and grabs their interest–from a live speaker to a field trip to a film clip to a class activity. Along with the driving question, the entry event could connect the project to students’ lived experiences or culture, and/or it might introduce them to a real-world issue or problem to address. 

3. Students’ Need to Know Questions 
After the entry event and the introduction of the driving question, students generate a list of their own questions to investigate. These questions form the backbone of the inquiry process that is at the heart of PBL. Facilitated by the teacher, students are prompted to ask both process questions about completing the project and more open- ended questions based on curiosity about the topic or problem at hand. Sometimes this is framed as a “Wonder” list. As they dig deeper into the project, students’ add more questions to their list. 

4. Student Choice 
Because students are given various opportunities to make their own choices in PBL, they need to activate their curiosity: What resources might I use to answer my need to know questions? How can our team work well together? What do I think is the best answer to the driving question? What product or performance could I create? What is my audience or intended stakeholder like? 

5. Classroom Culture 
One of the Project Based Teaching Practices in PBLWorks’s model for Gold Standard PBL promotes curiosity: Build the Culture, and so does a related Practice, Engage and Coach. A classroom culture that supports PBL, and curiosity, includes a sense of safety; it’s OK to share your ideas and you won’t be put down for it. Your questions matter and will be honored. Think out of the box. The teacher coaches students to surface their questions and be curious about the project’s topic. The teacher also models how to approach the project with curiosity by doing think-alouds–about the driving question, what resources to use, new need to know questions, how to create a product, or the needs of an audience. 

There’s a reason why curiosity appears on many "Portraits of a Graduate” being created by school districts today: school communities and stakeholders recognize its importance. It’s often linked to lifelong learning, innovative thinking, resilience, growth mindset, and being self-directed learner. PBL can help these districts move “from poster to practice” and make sure their lofty goals for graduates are reflected in their instructional practices.  

And, it’s worth repeating in these times... Curiosity can help a divided nation move from conflict to understanding. Let’s keep our children curious in their school years, so they’ll continue to flex that muscle as adult citizens! 

MORE ABOUT… 

John Larmer

John Larmer is a key builder of PBLWorks (Buck Institute for Education), having served as editor in chief, director of publications, and director of product development. He co-developed the model for Gold Standard PBL, which is the foundation of PBLWorks’s products and services. He is currently involved the development of project-based curriculum units and professional learning resources, and general editing and writing duties.

John is the author of several books and articles for K-12 teachers, school leaders, and parents, as well as many PBLWorks blog posts. He wrote widely-used rubrics for 21st century success skills, and problem-based curriculum units for high school government and economics. He contributed to PBLWorks’ research, online project library, and in-person and online professional development programs, including the flagship PBL 101 workshop and workbook. 

PBL Works’ exclusive focus is Project Based Learning. Why? Because PBL advances educational equity and empowers youth furthest from opportunity. They believe PBL is transformative for all kids. Through PBL, students engage in learning that is deep, long-lasting, and relevant to the challenges of their lives and the world they will inherit. Research confirms this.

Their services, tools, and research are designed to build the capacity of K-12 teachers to design and facilitate quality Project Based Learning, and the capacity of school leaders to create a culture for teachers to implement great projects with all students.

Why Does Curiosity Matter?

Source: www.pexels.com

Children are inherently curious, which makes science activities so popular. It is our job as youth workers to design science activities which build on young people's curiosity. Below is a blog by the staff at CuriOdyssey. This can be read in full at their original publication here.

“I have no special talents. I am only passionately curious.”— Albert Einstein

Curiosity is the desire to learn, to understand new things and to know how they work. “We can teach a new generation to observe patterns in our world and in science, technology, engineering and math by taking advantage of their natural tendency to be curious, thereby enhancing the likelihood of new discoveries and inventions,” says CuriOdyssey Executive Director Rachel Meyer. “We need people who are curious and who feel free to tinker and explore without fear of failure. When curious people fail, they analyze their failure to understand it so they can do better the next time.”

Curiosity is at the very root of the scientific process. After observation the first step is to ask, “Why?” Supporting kids’ natural curiosity at an early age about what makes the world work is the best way to excite their interest in STEM. Whether kids aspire to become scientists or artists, science fluency, like being fluent in a language, will make them better at it. If we do not spark curiosity, future generations will not understand the benefits of being science-fluent.

Curiosity is the mark of an active, open, observant mind and helps us see learning as fun, fueling imagination, creativity and innovation. It prepares the brain for learning and makes subsequent learning more rewarding. Research also shows that curiosity is just as important as intelligence in determining how well students do in school.

We know that kids’ curiosity leads to cognitive growth and a new understanding of the world around them, so we feed their quest for knowledge with a unique collection of hands-on experiences and opportunities that prompt questions and exploration. What does an owl eat? How does gravity work? What are the patterns found in nature? What causes chaotic motion? How does light change colors? Why does a snake shed its skin? 

MORE ABOUT...

Founded in 1953 as a junior museum in San Mateo, CA, the museum was rebranded in 2011 as CuriOdyssey, catalyzing growth in audiences, educational programs and exhibits. During the past ten years, CuriOdyssey's annual average attendance grew from just under 70,000 to approximately 200,000 annually, and the exhibit collection has more than doubled to 48 works.

Educational programs (including public school field trips and free programming for underserved schools and groups) now serve thousands of children annually. CuriOdyssey developed one of the most sought after science camp programs for young children in the community.

How to Help Teens Overcome Anxiety About Climate Change

Source: www.pexels.com

By Guest Blogger Tyralynn Frazier, Greater Good Science Center. This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley. For more, visit greatergood.berkeley.edu.

Climate change is a mental health issue, not just an environmental one. Compassion practices may help adolescents turn anxiety into action.


The solutions to climate change are self-evident. Opportunities for change within our systems, countries, and institutions have been clearly defined, and yet political forces stifle systemic climate action as well as individual agency. This inability to change what is right in front of us—coupled with the catastrophic outcomes that are here and that are to come—is what drives “climate anxiety.”



Climate anxiety is especially becoming prevalent among adolescents, who are more likely to be aware of and concerned about climate change than previous generations. 

Adolescents’ climate anxiety is often described as a simmering or underlying cause of poor mental health. This is because climate anxiety may not be the primary cause of mental health issues, but rather a contributing factor that intensifies existing symptoms. 

For example, studies have described climate anxiety as a “slow-burn” stressor that can accumulate over time and increase the risk of mental health problems such as anxiety and depression. Similarly, one systematic review noted that climate anxiety may interact with other stressors and amplify their negative effects on mental health. 

Climate anxiety may also be described as a hidden or silent stressor, as it is often not recognized or acknowledged by health care providers or society at large. This can lead to a lack of appropriate support and resources for individuals experiencing climate anxiety, which can further exacerbate their distress. Fortunately, the research also suggests ways that we can help adolescents to navigate these negative feelings and turn toward hope and positive action.  

Source: www.pexels.com

How Climate Change Fuels Anxiety 

Overall, describing adolescents’ climate anxiety as a simmering cause of poor mental health highlights the importance of addressing climate change not only as an environmental issue but also as a mental health issue. It also emphasizes the need for comprehensive and integrated approaches to mental health that consider the complex interplay between environmental, social, and individual factors. 

In a study conducted two years ago, researchers investigated the prevalence of climate anxiety among adolescents around the world and its potential impact on mental health. The study found that climate anxiety was a common experience among the surveyed adolescents, with the majority reporting feeling very or extremely worried about the impact of climate change on their future. 

Further studies have found a significant association between climate anxiety and poor mental health, including symptoms of depression and anxiety. Adolescents with high levels of climate anxiety were more likely to report poor mental health compared to those with lower levels of climate anxiety. 

Jennifer L. Barkin is an epidemiologist at Mercer School of Medicine with expertise on the intersection of climate change and mental health. Her research focuses on understanding the impact of climate change on the health and well- being of vulnerable populations, particularly childbearing women, children, and adolescents. She and her colleagues have found that adolescents who experience high levels of climate anxiety may be at risk of developing anxiety and depressive disorders in adulthood, as well as other negative health outcomes such as substance abuse and chronic stress-related conditions. 

It is important to note that the long-term effects of climate anxiety may also have broader societal effects. Climate change is a complex and multifaceted issue that can feel overwhelming, and adolescents may feel powerless because there is no connection to making meaningful changes in the face of such a massive global problem. Additionally, the slow pace of action on climate change by governments and other institutions can contribute to a sense of hopelessness about the future. This, in turn, can further exacerbate feelings of anxiety and helplessness, creating a vicious cycle that perpetuates poor mental health outcomes. 

How to Help Teens With Climate Anxiety 

While the solutions to climate change might be economic, systemic, and structural, there are steps individuals can take to manage their own anxiety, which may help them to develop the future-oriented thinking they need to engage in actions and to fight for the policies that can mitigate the damage. 

We can start with compassion training, as it helps individuals to develop a more positive and supportive relationship with themselves and others. Most importantly, compassion training cultivates discernment and wisdom with tenderheartedness. According to the Greater Good Science Center, researchers define compassion “as the feeling that arises when you are confronted with another’s suffering and feel motivated to relieve that suffering.” That’s why compassion training works in the case of climate change: It directly addresses this sense of helplessness by orienting one’s attention toward what they can do and how they can make an impact. With a compassionate attitude, we can aim to alleviate both nature’s suffering and our own. 



Research has found that compassion-based interventions can be effective in reducing anxiety and depression symptoms, increasing positive emotions, and improving overall mental health outcomes. In the context of climate anxiety, compassion training may help individuals to feel less isolated and overwhelmed by creating a sense of shared concern and connectedness with others. 

There are several examples of compassion-based interventions that may support adolescents with climate anxiety. For example, one intervention involves group-based mindfulness and compassion training, which combines mindfulness practices with compassion-focused exercises to help adolescents develop a more supportive relationship with themselves and others. Another example is the “Eco-Compassion” intervention, which emphasizes the importance of compassion for the natural world and uses mindfulness practices to help adolescents to connect with nature and to develop a deeper sense of care for the environment. 

Within the Center for Contemplative Science and Compassion-Based Ethics, at Emory University, there are several domains of development that can have a direct and lasting effect on climate anxiety. None of these recommendations are specific to adolescents—and, indeed, parents and teachers should consider first adopting them for themselves, and then modeling them for their teens.  

Tenderheartedness: This refers to the ability to be kind and gentle with oneself and others. Practicing tenderheartedness can help individuals develop self-compassion and reduce self-criticism, which can be especially important when dealing with the overwhelming and potentially distressing emotions that can come with climate anxiety. By cultivating a sense of kindness and compassion toward oneself, individuals may be better equipped to handle difficult emotions and take positive action toward addressing climate change.  

Common humanity: This involves recognizing that suffering and struggle are universal experiences, and that we are all interconnected. Practicing common humanity can help individuals feel less isolated and alone in their experiences of climate anxiety and develop a sense of shared responsibility for addressing climate change. By recognizing our common humanity, individuals may be more motivated to act toward addressing climate change and may feel more supported in their efforts. 

Interdependence: This refers to the recognition that all beings are interconnected and interdependent. Practicing interdependence can help individuals develop a sense of connection and responsibility toward the natural world and recognize the ways in which our actions impact the planet and all living beings. By cultivating a sense of interdependence, individuals may be more motivated to take actions toward reducing their carbon footprint and protecting the environment. 

Compassionate engagement: This involves actively working toward reducing suffering in oneself and others. Practicing compassionate engagement can help individuals develop a sense of agency and efficacy in addressing climate change and develop a deeper commitment to making positive change. By engaging in compassionate action, individuals may feel more empowered and effective in their efforts to address climate change, which can in turn reduce feelings of helplessness and hopelessness. 

Wisdom: This involves developing an understanding of the causes and conditions that give rise to suffering, and the ability to respond skillfully to difficult situations. Practicing wisdom can help individuals gain perspective on the complex and interconnected issues that contribute to climate change and develop more effective strategies for addressing these issues. By developing wisdom, individuals may be better able to see the bigger picture of climate change and take a more balanced and informed approach to their actions.  

Through these practices and ideas, teens can learn to overcome feelings of helplessness and hopelessness, to take action against climate change. This can include interventions that promote community engagement and social support, as well as education and advocacy initiatives that help individuals feel informed and equipped to act on climate change. 

MORE ABOUT...

Tyralynn Frazier, Ph.D., MPH, is associate research scientist at Emory University’s Center for Contemplative Science and Compassion-Based Ethics. She leads research across multiple countries in collaboration with local partners, examining how social, emotional, and ethical (SEE) Learning and CBCT for Educators are implemented, adapted, and sustained across cultural contexts. 

Since 2001, the Greater Good Science Center (GGSC), based at the University of California, Berkeley, is one of the world’s leading institutions of research and higher education. The GGSC is unique in its commitment to both science and practice: Not only do they sponsor groundbreaking scientific research into social and emotional well-being, we help people apply this research to their personal and professional lives. GGSC studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

Bringing Therapy Dogs into Youth Afterschool Programs

Source: Gabrielle Lurie/ The SF Chronicle 

By Sam Piha

We know that due to the COVID pandemic, the threat of deportation and other recent events that young people are experiencing anxiety at record rates. According to US Service Animals, “comfort or therapy dogs are increasingly used in schools and youth programs to provide emotional support, reduce stress and anxiety, and improve social skills, often with positive impacts on learning and well-being. Comfort dogs are a type of therapy dog that is typically utilized to provide comfort to individuals who have experienced a traumatic or tragic event. They are generally categorized as support animals and thus have different legal protections.” [i]

“The students love the dogs. The teenagers transform, their phones and cool personas forgotten. When a dog shows up, their innocence shows up. They’re little kids again.” [ii] - High School Teacher, Victor Kenneth

THE TASKS THERAPY DOGS COMPLETE

Source: PSI Solutions

According to US Service Animals, “Therapy dogs may complete several different tasks to help patients feel better, and they may need to understand several different commands that allow handlers to better direct their loving energy. Below is an example of the tasks you may expect a therapy dog to complete.

• Participating in animal-assisted therapy, which includes being groomed, pet, and played with
• Providing comfort and support by cuddling or simply acting as a calming presence
• Staying calm and patient in loud or noisy environments
• Listening to their handler when it comes to basic obedience tasks like sitting, staying, and waiting
• Redirecting focus from unwanted behaviors by bringing patients toys and brushes so that they interact with the dog instead
• Providing a care routine and something to look forward to with regular visits to a medical center or another treatment facility
• Cuddling with patients, guiding individuals to safety, and taking a well-deserved nap with the individuals they are comforting

Of course, all therapy dogs are different, and different tasks may be necessary for your therapy dog to learn. This isn’t a complete list, but keep in mind your therapy dog should have basic obedience skills and public manners in order to thrive both inside and outside of their work.” [iii]

Source: Association of Independent School Librarians 

BENEFITS OF THERAPY DOGS IN SCHOOL CLASSROOMS AND YOUTH PROGRAMS

There are many benefits that come with the introduction of therapy dogs in afterschool programs. According to Google AI, these include: 

• “Emotional Support and Stress Reduction: Therapy dogs can provide a calming presence, helping children and teens feel more comfortable and relaxed, especially in stressful situations like school or therapy sessions. 
• Improved Social Skills: Interactions with therapy dogs can encourage social interaction and build confidence, particularly for children who may struggle with social situations. 
• Enhanced Learning: The presence of a therapy dog can create a more positive and engaging learning environment, leading to better focus and concentration. 
• Support for Students with Special Needs: Therapy dogs can be particularly beneficial for students with disabilities, such as autism or ADHD, by providing emotional support and helping with emotional regulation. 
• Crisis Response: In the event of a school crisis or tragedy, therapy dogs can offer comfort and emotional support to students and staff. 
• Boost Confidence: Therapy dogs can help children feel more comfortable reading aloud, as they provide a non-judgmental audience, boosting confidence and reducing anxiety. 
• Promote Literacy: Programs like "Paws to Read" bring therapy dogs to libraries and schools to promote literacy and a love of animals. 
• Facilitate Therapy: Therapy dogs can be integrated into various therapies, helping clients become more receptive to treatment and build healthy relationships. 
• Foster a Sense of Belonging: Therapy dogs can build trust with students, fostering a sense of belonging and community within the school. 
• Reduce Loneliness: The affectionate nature of therapy dogs can help distract children from negative thoughts and redirect their focus to more positive feelings, reducing feelings of loneliness.” [iv]

Source: Pets in the Classroom

END NOTES:
[i] US Service Animals, What Is a Comfort Dog? Your Guide
[ii]  Jill Tucker, ‘This is the best part of my day’: Dogs in Bay Area schools bring joy to kids
[iii] US Service Animals, What Is a Comfort Dog? Your Guide
[iv] Google AI, What Are the Benefits of Comfort Dogs in School Classrooms and Youth Programs?

 UPCOMING WEBINAR

To learn more and register, click here.

Neurodiversity in Education

Source: www.pexels.com

By Sam Piha 

According to Google AI, “Neurodiversity in education is important because it acknowledges and embraces the natural variation in how humans process information and learn. This approach encourages inclusive learning environments that cater to the diverse needs of all students, including those who may have conditions like autism, ADHD, or dyslexia. By embracing neurodiversity, educators can create more equitable and effective learning experiences for all students."

Here's why neurodiversity is crucial in education: 

1. Promoting Inclusivity and Acceptance: Neurodiversity helps to de-stigmatize different ways of thinking and learning, fostering a more inclusive and accepting environment for all students. It encourages empathy and understanding among students, as they learn about the unique perspectives and experiences of their neurodivergent peers. By valuing and celebrating differences, neurodiversity helps to create a more supportive and positive learning environment for all students, including those who may be neurodivergent. 
2. Enhancing Learning Outcomes: Neurodiverse students can benefit from a more flexible and personalized approach to learning that caters to their individual strengths and needs. By providing a variety of teaching methods and resources, educators can ensure that all students have access to the information and support they need to succeed. Neurodiversity can also help to foster innovation and creativity, as diverse perspectives can lead to new and more effective ways of problem-solving and learning. 
3. Supporting Neurodivergent Students: Neurodiversity provides a framework for understanding and addressing the challenges faced by neurodivergent students in the classroom. It encourages educators to implement accommodations and strategies that can help neurodivergent students to learn and thrive, such as providing sensory accommodations, clear instructions, and opportunities for self-advocacy. By recognizing and supporting their unique needs, educators can help neurodivergent students to develop their strengths, build confidence, and reach their full potential. 
4. Benefits for All Students: Inclusive classrooms, where neurodiversity is embraced, can benefit all students by creating a more engaging and supportive learning environment. Neurodiversity can also help to improve social and emotional development, as students learn to interact with and support one another. By promoting empathy and understanding, neurodiversity can help to create a more inclusive and accepting society.” 

INTEGRATE SUPPORTIVE PRACTICES INTO CLASSROOM TEACHING AND AFTERSCHOOL PROGRAMS

Christina Frasher

According to Christina Frasher, visiting assistant professor in the School of Education, University of Pittsburgh, “There are a variety of practices one can integrate into their teaching repertoire that support all students and in particular those who identify as neurodiverse. These strategies include integrating inclusive teaching practices, offering transparency and clarity, including choice and flexibility, and humanizing the learning environment.

As in all inclusive teaching practices, the most important place to start is by beginning with one’s self. Ask, what are your own assumptions on what makes a good student? Consider critiquing neurotypical patterns of communication and presentation that may be normative in academic environments. Reflect on the different patterns of communication and presentation that display interest and engagement and assess them for validity.

Additionally, you may want to inquire as to what your triggers in the learning environment are and what you may perceive as 'negative' behavior. Many neurodiverse individuals struggle with feeling misunderstood in social interactions, due to the random nature of neurotypical social interactions (Belek, 2018) and this can create miscommunication in educational settings. Knowing our own perceived modes of communication can be a tremendous asset in developing affirming teaching strategies that support all students. 

• Inclusive Teaching Practices: Integrating an inclusive design into your courses can support all students. A helpful first step is considering offering elements of Universal Design for Learning. Consider ways to offer multiple methods of Engagement, Representation and Action and Expression.

Additionally, consider the diversity of content and perspectives, can you offer non-western, non-ableist perspectives for example? Inclusive teaching practices are foundational to supporting a learning environment where all students are supported and can thrive, to expand your inclusive teaching practice consider exploring the resources offered below.

• Transparency and Clarity: One ongoing practice you can integrate into your teaching is to offer transparency and clarity to your course structure and materials. Transparency includes offering explicit directives on the how, what and why of assignments and course responsibilities. This includes offering guidance on the “how to” aspects of the learning environment, such as what classroom participation looks like, what are office hours, group work responsibilities, etc. 

A simple first step is to revise what you already have for clarity and organization (reduce language, utilize spacing and bullet points constructively). Other options include offering clear and consistent communication, establishing routines, and creating predictability which increases students’ confidence in navigating your courses.

• Student Choice and Flexibility: Another pathway to bolstering students is to offer choice and flexibility in course assignments and activities. Consider offering flexible due dates or integrating the use of tokens. It is important to have due dates and offer structure however to support regulatory practices in learning. 

Source: www.pexels.com

Providing choice in assignments , such as ways to integrate their major or particular interests they may have, allows students to bring their unique experiences and interests into educational settings, which can be very affirming for neurodiverse students. Adding multiple ways to be successful (such as in assignments and participation) can support neurodiverse students in bringing their strengths and assets to the learning environment.

• Humanize the Learning Environment: Finally, consider humanizing the learning environment of your courses. Imagine ways in which you can integrate your own authenticity into the learning environment (Hamilton & Petty, 2023), ensuring that this offering supports student learning and success. 

Explicitly create social connections and offer activities that build community such as games, art-making, listening activities, etc. Consider alternative attention supports (knitting, fidget toys, movement) and changing different sensory aspects in your learning environment (reduce lighting, etc).” 2

For a full briefing paper on neurodiversity, click here.

To learn more and register for this upcoming webinar, click here.

 END NOTES:
[i] Google AI, Why is Neurodiversity Important in Education?

[ii] Christina Frasher, Supporting Neurodiversity in Learning Environments

Debunking the Myths about Boys and Emotions (Part 2)

Source: www.pexels.com

By Guest Blogger Vicki Zakrzewski, Ph.D., Education Director of the Greater Good Science Center. (This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley.)

Changing Our Beliefs About Boys

Changing our society’s beliefs about boys’ social and emotional capacities won’t happen over night, but both educators and parents can do a lot to help them cultivate the capacities they already possess. Here are a couple of ideas:

1. Help boys both respect their need for connection and develop their emotional and relational abilities. One boy described his same-sex friendship to Way as “this thing that is deep, so deep, it’s within you, you can’t explain it…. it just happens, it’s human nature.” Both Way and Chu found that the boys were well aware of their capacity to relate to others, but that they had learned to separate their outer behavior from their deepest feelings, thoughts, and desires in order to conform to masculine norms.

As adult role models, we need to start by examining our own beliefs about emotions and relationships and whether these beliefs align with our actions. For example, do we suppress strong emotions such as compassion or sadness because we’re afraid we’ll appear weak? Or do we understand that emotions are just part of the human experience and that learning to work with them in a healthy way actually makes us stronger? Do we allow ourselves to be vulnerable by sharing our innermost ideas and emotions with our friends and encourage them to do so with us? Or do we engage with people only at the surface out of fear of being hurt or betrayed?

By reflecting on our own emotional and relational beliefs and challenges, we will be better equipped to guide boys as they navigate the social and emotional nuances of growing up in a society that expects them to behave in ways that go against their natural capacities.

In addition, teachers who cultivate students’ social-emotional skills in the classroom and parents who reinforce these skills at home send a message to boys that emotions are not unnatural or something to suppress. Rather, our emotions serve as information—helping us to navigate and nurture positive relationships.

Finally, we need to communicate to boys that having emotionally intimate same-sex friendships is part of male maturity, thus encouraging them to maintain their strong friendships with other boys as they get older. We should also share with them how much our friendships mean to us and how important friends are to our health and well-being—possibly more than our spouses and extended family. 

Source: Ever Forward Club

2. As educators, cultivate strong relationships with the boys in your classroom. Experiencing positive relationships with their teachers throughout adolescence will help boys stay connected to their emotional and relational sides. In their recently published book I Can Learn From You, Michael Reichert and Richard Hawley found from their research with 1,100 teachers and 1,400 adolescent boys that boys’ relationships with their teachers matter. The authors discovered that boys want good relationships with their teachers and that they will work hard for the ones they feel care for them.

However, it is the responsibility of the teacher to both approach the boys by expressing interest in their lives outside the classroom and to maintain the relationship. The teachers in the study who were the most successful in creating positive relationships with boys were constantly reassessing their methods for connecting with the boys and making adjustments accordingly. They also understood that these relationships take time—sometimes years—to cultivate and that giving up on the boys is not an option.

Most importantly, teachers have to be genuine in their relationships with boys. If a boy thinks that the teacher is only reaching out to improve the boy’s academic success, then the boy will pull away. “Relationships flower into engagement and productivity,” write the authors, “only when teachers authentically experience their students as valuable, likable, interesting beings: as ends, not means.”

MORE ABOUT...

Vicki Zakrzewski, Ph.D., is the education director of the Greater Good Science Center. In her role as education director, Vicki writes a blog that provides science-based ideas for promoting the social and emotional well-being of students, teachers, and administrators, as well as methods for creating positive school cultures. Her work has also appeared in ASCD’s Educational Leadership, Edutopia, and Huffington Post. She is a former teacher and school administrator.

The Greater Good Science Center, at U.C. Berkeley, studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

Michael Reichert is an applied and research psychologist who has long been an advocate for children and families. From counseling youth involved in the juvenile justice system and leading treatment teams in a psychiatric hospital to managing an independent clinical practice, Dr. Reichert has tested his understanding of children with real, even life-threatening, challenges. 

He has also immersed himself in research and consultation experiences that have afforded a deeper understanding of the conditions that allow a child to flourish in natural contexts: families, schools and communities. He has created and run programs in both inner-city communities and in some of the most affluent suburban communities in the world. Working across such varied conditions, he has come to a profound appreciation for the hard science of human development.

Richard Hawley is a lifelong teacher and writer. The retired headmaster of Cleveland's University School and founding president of the International Boys' School Coalition (IBSC), he has published more than twenty books, including several novels, collections of poetry, and non-fiction works, principally about children, schools, and learning. His first novel, THE HEADMASTER'S PAPERS, won a number of literary prizes. John Irving dedicated a chapter to the novel in Michael Ondaatje's anthology LOST CLASSICS. Hawley's most recent collection of poems is TWENTY-ONE VISITS WITH A DARKLY SUN TANNED ANGEL. Recent non-fiction books include BOYS WILL BE MEN, BEYOND THE ICARUS FACTOR, and (with Michael Reichert) REACHING BOYS/TEACHING BOYS. Hawley's essays, articles and poems have appeared in dozens of magazines and journals including The Atlantic, American Film, America, Orion, Commonweal, The New York Times, The Christian Science Monitor, and The New England Journal of Medicine. 

-------------------------

FEB.  IS...

Debunking the Myths about Boys and Emotions (Part 1)

Source: Practice Wise

By Guest Blogger, Vicki Zakrzewski, Ph.D., Education Director of the Greater Good Science Center. 

(This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley.)

It is a tragedy that in our society we label men as unable to feel or connect to the same degree that women can. And that maturity in men means emotional stoicism, autonomy, and self-sufficiency—a lonely existence, for sure, particularly as research time and again shows we all need human connection to thrive.

Yet scientists are discovering that what society says about men’s (and boys’) social and emotional abilities is simply not true, and that cultivating their natural capacity for emotional attunement and relationships is critical to their overall well-being. But we can’t wait till they’re men to do so—we need to start when they’re young.

How boys develop emotionally and socially

Studies of infants have shown that neurologically, there isn’t much difference between boys’ and girls’ capacity for empathy. Yet, according to neuroscientists, because girls are allowed to express their emotions, their ability to identify and understand both their own and others’ emotions cultivates their empathetic skills beyond those of boys.

Continuing into young boyhood, Stanford professor Judy Chu argues in her recent book When Boys Become Boys that it is culture rather than nature that incapacitates boys’ social and emotional skills. Chu observed during her two-year study of six 4 and 5-year old boys—the age at which boys generally disconnect emotionally and relationally—that the boys were very astute at reading their and others’ emotions. They also knew how to cultivate meaningful relationships, which they strongly desired. 

It wasn’t until midway through Kindergarten that Chu noticed the boys becoming inattentive and inarticulate in their relationships. But rather than blaming some innate inability to relate to others, Chu saw that the boys were beginning to align their behavior with more traditional masculine norms, such as posturing, in order to impress others and maintain peer relationships.

Chu also observed that as the boys got older, they began to demonstrate emotional stoicism and self-sufficiency as a way to oppose the association between femininity and the need or desire for emotional closeness. However, this behavior seemed to happen only in public as parents reported that the boys were very affectionate at home.

While Chu’s findings can’t be generalized to all boys given the small sample size of six, her two years of observations and interviews did reveal an important aspect of social-emotional development: boys, like all of us, develop their social and emotional capacities both in relationship and individually and that each boy’s experience is predicated on many factors, such as family, peer and teacher interactions, media exposure, and individual makeup. Thus, even though we all have these capacities, there is no one-size-fits-all when it comes to social-emotional development.

Source: www.pexels.com

The importance of boys’ friendships

As boys move into teenage years, their emotional and relational capabilities appear once again in their same-sex friendships. In her book Deep Secrets on adolescent boys’ friendships, New York University professor Niobe Way describes how early and middle teen boys experience emotionally intimate friendships with each other in which they share secrets and feelings.

During her 20 years of interviews with hundreds of ethnically, racially, and economically diverse American teen boys, Way heard over and over from them that without these friendships, they would go “wacko.” In other words, the boys understood the connection between their close friendships and their own mental health.

Yet, as boys entered late adolescence, Way found that they began to experience less trust and a fear of betrayal in their male peers. They also began to internalize society’s masculine norms by equating close friendships with being gay, a girl, or immature. As a result, the boys were less willing to have a close male friend even though they all told her they wanted one. Way also noted the boys’ levels of loneliness and depression began to increase during this time.

In her analysis, Way points out that social disconnectedness is prevalent throughout American society. She cites research that found the percentage of adults who have no close friends increased from 36 percent in 1985 to 53 percent in 2004 and argues that it is our culture that distorts both boys’ and girls’ natural capacity for empathy and emotionally intimate friendships. “This is not a boy crisis,” writes Way, “but a human crisis of connection”—and one that negatively impacts our families, our schools, our communities, and our political and economic institutions.

MORE ABOUT...

Vicki Zakrzewski, Ph.D., is the education director of the Greater Good Science Center. In her role as education director, Vicki writes a blog that provides science-based ideas for promoting the social and emotional well-being of students, teachers, and administrators, as well as methods for creating positive school cultures. Her work has also appeared in ASCD’s Educational Leadership, Edutopia, and Huffington Post. She is a former teacher and school administrator. 

The Greater Good Science Center, at U.C. Berkeley, studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

Judy Y. Chu, Ed.D. is a Lecturer in Human Biology and Affiliate of the Clayman Institute for Gender Research at Stanford University, where she teaches a course on Boys’ Psychosocial Development. Chu received her doctorate in Human Development and Psychology at Harvard Graduate School of Education, where she studied boys’ relationships and development in early childhood and adolescence with Carol Gilligan. Her research highlights boys’ relational strengths and how their gender socialization can impact their connections to themselves and to others. She is the author of When Boys Become Boys: Development, Relationships, and Masculinity (NYU Press, 2014) and co-editor of Adolescent Boys: Exploring Diverse Cultures of Boyhood (NYU Press, 2004). She developed curricula for The Representation Project’s film, The Mask You Live In.

Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the co-Director of the Center for Research on Culture, Development, and Education at NYU and the past President for the Society for Research on Adolescence. Way's research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents. Below are covers of some of Niobe’s many books. 

------------------

FEB.  IS...