By Megan Pacheco, Executive Director of Challenge Success

Offering mental health interventions at school isn’t enough – we must work upstream.

The CDC recently released a list of six school-based strategies that, “can help prevent mental health problems and promote positive behavioral and mental health of students.” While we agree these are important components for addressing youth mental health, we believe more is needed to address root causes. We aren’t going to fix the youth mental health crisis only by teaching kids mental health literacy, mindfulness, and healthy coping skills.

Yes, we need on-site mental health services. But we’re letting ourselves off the hook if we don’t acknowledge and address the inherently flawed system. While we support all of the strategies proposed by the CDC, we believe even more is needed to address some of the root causes of the problem. As the stewards of young people’s development, it is our responsibility to go beyond teaching them how to be resilient; we need to work with them to change the system that necessitates these skills.

What if we allowed ourselves to recognize the root causes of the distress our youth are facing? What if we diagnosed the system itself?

By emphasizing academic achievement at all costs, school environments may unintentionally harm students – especially those who have been historically marginalized. Based on our years of research and experience partnering with schools across the country, here are three strategies we recommend for transforming the student experience to more effectively meet the mental health needs of your students.

Redefine the purpose of school

Our culture’s overemphasis on grades, test scores, and rankings is often in opposition to fostering students’ well-being, engagement, and belonging in school, leading to unhealthy levels of stress. As W. Edwards Deming recognized, “Every system is perfectly designed to get the results it gets.” Whether intentional or not, we’ve designed a system that prioritizes extrinsic measures of success over student learning and well-being.

At the root, there is a disconnect between what adults (policymakers, parents, caregivers, educators) say they value and what young people perceive society values. While adults often define success in the real world as including well-being, supportive relationships, joy, purpose, and financial security, the message students often receive is that society values high grades, prestigious colleges, and high income above all else.

By emphasizing academic achievement at all costs school environments may unintentionally harm students – especially those who have been historically marginalized. We must instead create school systems that center growth, learning, and engagement.

Yes, this is a big ask. But here are three things you can do in your school right now:

1. Expand our definitions of success: Reaching milestones, demonstrating your learning, and overcoming obstacles tell a much richer story than class rankings, college acceptances, and SAT/ACT scores alone. (We also need to work with higher ed on the admissions process, but that’s a topic for another day.)
2. Stop measuring student “success” with inequitable measurement tools: The “achievement gap” is a wolf in sheep’s clothing that doesn’t address the reasons students from low-income communities don’t measure up like their more affluent peers. Consider alternative forms of assessment such as competency-based records and performance-based assessments.
3. Stop linking student achievement to teacher performance: The teachers are not the problem, the system is. Release them from the pressure of teaching to the test and provide them with professional development around deeper learning, cultivating climates of care, and culturally-sustaining pedagogy.

Rebuild the school schedule to meet developmental needs

It’s time to rethink outdated constructs that have created artificial constraints on the school day. The current model goes against what we know about learning and child/adolescent development. Providing longer class times for deep learning, time built into the schedule for building connections and relationships, and opportunities for autonomy will support students’ well-being, engagement, and belonging in school.

Here’s why these three areas matter:

1. Sleep: Middle and high school students need 8-10 hours of sleep per night. It’s not merely that they can benefit from it, or their academic performance will increase (which it will). Their growing bodies actually require it. When we talk about childrens’ health, sleep should be up there with nutrition and exercise, not a nice to have.
2. Time for connection: Because we know that student-teacher relationships are absolutely crucial for well-being in school and serve as a protective factor outside of school, we can create pockets of time within the school day for relationship building. Rather than viewing connection activities as “taking away” from instructional time, we might view them as the prerequisite for engaged learning.
3. Longer blocks for deeper learning: Learning centered on achieving mastery requires reflection, opportunities for questions, and varied modalities of instruction and learning. Typical class periods often deprioritize these aspects and prevent students from engaging deeply in their work.

Don’t get me wrong, redesigning school schedules is extremely complicated. There’s a whole list of things to consider like transportation, teacher contracts, families’ work schedules, and more. But we have brilliance in our midst and we can figure it out. Let’s put our heads together and solve it.

Related: How to use the school schedule to support greater connection and balance

Recognize the elephant in the room

The educational system in the US was designed to be inequitable, but it’s uncomfortable to talk about this and can feel daunting to tackle. However, if we don’t intentionally address equity in our approach to the youth mental health crisis, we aren’t going to be able to make much progress.

Here are three things that are within our sphere of control:

1. Center the student experience in your decision-making: Don’t guess about what will work for them – ask them. Student voice should be central to the conversation, not an afterthought. Our goal should be to build a deeper awareness of the student experience, especially those for whom identity, culture, or socioeconomic status has resulted in barriers to access and success.
2. Leverage unique community assets by co-designing with community members: Instead of designing for them, co-design with them and then focus on systemic changes based on the evidence of what works in that local context.
3. Use the most recent research: This research can help you build an increased understanding of the current environmental conditions that cultivate well-being, belonging and engagement in schools. What’s that saying, “when you know better, do better,”? Now we know, and it’s time to act.

In closing, we want to be clear that this is not a criticism of the CDC, schools, districts, or any individual person. As a culture, it is often our inclination to put the onus on the individual rather than the system. While there is certainly an opportunity to support students in learning healthy coping skills, addressing the root causes of student distress, disengagement, and lack of belonging through preventative strategies is just as important to solve these pervasive issues.

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Megan Pacheco is the Executive Director for Challenge Success. The nonprofit – affiliated with the Stanford Graduate School of Education – elevates student voice and implements research-based, equity-centered strategies to increase well-being, engagement, and belonging in K-12 schools.

By Jackie Vandermel, Student Advisory Council Member 2024

Seven years ago in a dimly lit school auditorium, I watched polar bears, majestic and vulnerable, struggle to find rest on icebergs that were tragically smaller than their bodies. The narrator implored action to save our planet before 2040 to prevent the ice from melting away. It’s seven years later, and the urgency has only escalated—UN reports state that we have just seven years to prevent irreversible damage from climate change.

As I reflect on this, it strikes me how despite the profound relevance of climate change to my generation, it was never a part of our school curriculum. This disconnect between what we were learning and the pressing issues of our time was a lost opportunity for engagement and education.

My Classroom Experiences

Growing up, my schooling experience was quite traditional and uniform. I remember sitting in a classroom where the teacher taught in a one-size-fits-all manner. Not only did I struggle at times to keep up with the pace of the class and experience teaching methods that aligned with my learning style, but I also yearned to dive deeper into subjects that piqued my interest, like climate change. This lack of alignment often left me feeling disconnected and unengaged.

It wasn’t that the teachers weren’t competent or the curriculum wasn’t comprehensive; it was the lack of personalized attention, both in terms of catering to my learning style and exploring my individual interests, that made the educational experience less fulfilling. For example, I find that structuring my study sessions around individual exploration and visual representations of information suits my learning style, as opposed to engaging in group discussions or auditory lectures, which can potentially distract from my process of logical analysis.

Why Personalized Learning?

Personalized learning, as I’ve come to understand it, addresses these very issues. It’s an educational approach that tailors the learning process to the individual needs, skills, and interests of each student. This concept, though simple, is revolutionary in its potential to transform education. It recognizes that each student is different and that these differences can and should be used to facilitate more effective learning.

Personalized learning not only offers greater flexibility, but also significantly contributes to mental health and academic achievement. Data from Challenge Success on over 30,000 high school students shows higher levels of engagement when students have interest in the content, have their learning personalized, and feel that “what I am learning about is relevant to my life.” This type of learning shifts away from traditional, sometimes stifling, educational methods and embraces a more student-centric approach.

This shift can help mitigate student burnout, a growing concern in our current education system. Students can avoid the feeling of being overwhelmed with course material that doesn’t match their learning style, and instead focus on areas where they excel and that resonate with their interests and styles. Such an environment fosters adaptation, versatility, and flexibility, which are qualities essential in today’s ever-changing world.

The Impact of Personalized Learning

A striking example of personalized learning showing tangible improvements in academic achievement is evident from a 2015 study involving 11,000 students across 62 schools. These students, who were part of personalized learning programs, demonstrated greater gains in math and reading compared to their peers in more traditional settings. Interestingly, the longer they were exposed to personalized learning practices, the more significant their academic growth.

However, the transition to personalized learning is not without its challenges. One of the primary obstacles is resource allocation. Schools often operate under tight budgets, and personalized learning can require significant investment in technology and training. Additionally, teacher training is crucial, as educators must be equipped with the skills and knowledge to adapt to varied learning styles and needs. Curriculum development is another area that needs attention, as it must be flexible enough to cater to diverse interests and abilities.

While individualized learning comes with challenges, by embracing it, we encourage students to take ownership of their education.

They learn at their own pace and in ways that align with their individual styles and interests. Researchers have proven that this approach can increase engagement, motivation, and success rates. By tailoring education to the unique needs of each student, we cultivate not only a sense of belonging but also well-being in the classroom. Personalized learning, therefore, is not just a pedagogical choice; it’s a pathway to nurturing more fulfilled and capable learners.

References

Herold, B. (2016, October 19). Personalized learning: What does the research say? Education Week. https://www.edweek.org/technology/personalized-learning-what-does-the-research-say/2016/10

Pontual Falcão, T., Mendes de Andrade e Peres, F., Sales de Morais, D. C., & da Silva Oliveira, G. (2018). Participatory methodologies to promote student engagement in the development of educational digital games. Computers & Education, 116, 161–175. https://doi.org/10.1016/j.compedu.2017.09.006

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By Mikaela Swanson, Student Advisory Council Member 2024

In the fast-paced world of school and academics, it’s easy to get caught up in the demands of exams, assignments, and deadlines. While academic success is undoubtedly important, it’s equally crucial to cultivate healthy study habits that contribute to long-term well-being. Here are some tips to help you as a student build sustainable and effective study habits!

#1: Prioritize Quality Over Quantity

One common misconception is that endless hours of study equate to success. However, the quality of your study sessions is far more important than their duration. Focus on understanding concepts thoroughly rather than simply memorizing information. Break your study sessions into manageable chunks, allowing for effective retention and comprehension.

Here are some useful time-management techniques that you can use to stay focused and accomplish your schoolwork. Try different approaches to see which works best for you!

• Time Blocking: In time blocking, you allocate specific blocks of time to different tasks or subjects throughout your day. For example, you might reserve 9 a.m. to 10 a.m. for math, 10:15 a.m. to 11:15 a.m. for history, and so on.
• The 52/17 Rule: The 52/17 rule involves working for 52 minutes, then taking a 17-minute break. This variation allows for longer periods of focused work, followed by more substantial breaks to refresh.
• The 90-Minute Focus Session: In this technique, you dedicate 90 minutes to focused study without interruptions, then take a longer break, usually 20-30 minutes. This approach is based on research suggesting that our brains can handle deep focus for about 90 minutes before needing a break.
• The 25/5 Rule: The 25/5 rule involves 25 minutes of focused work followed by a 5-minute break. It’s flexible and can be adjusted based on your preference. After four cycles, you can take a longer break, like 20-30 minutes.
• Task Batching: With task batching, you group similar tasks and focus on them in a single session. For example, if you’re studying multiple subjects, you might batch all reading tasks together, all note-taking tasks together, and all practice problems together. This helps reduce context switching and increases efficiency.
• The Flow Technique: This technique is based on achieving a state of “flow,” where you’re fully immersed in a task. To get into flow, eliminate distractions and set a clear goal for your study session. Once you’re in flow, you can study for longer periods without losing focus. This technique requires practice but can lead to highly productive sessions.
• Eisenhower Matrix: While this technique is more about prioritization, it can be used to break down study sessions. The Eisenhower Matrix categorizes tasks into four quadrants: urgent and important, important but not urgent, urgent but not important, and neither urgent nor important. By focusing on the “important and urgent” tasks first, you can plan your study sessions more effectively and avoid last-minute cramming.

#2: Establish a Consistent Study Routine

Consistency is key when it comes to forming habits. Set a regular study routine that aligns with your natural circadian rhythm. Whether you’re a morning person or a night owl, having a dedicated study time helps signal to your brain that it’s time to focus, thus enhancing overall productivity.

#3: Create a Comfortable Study Environment

Your study environment significantly impacts your ability to concentrate. Choose a well-lit and organized space with minimal distractions. Ensure your chair and desk are ergonomically friendly to avoid physical strain during extended study sessions. Personalize your study area with motivational quotes or calming elements to enhance the overall atmosphere.

• “Success is not final, failure is not fatal. It is the courage to continue that counts.” – Winston Churchill
• “The only place where success comes before work is in the dictionary.” – Vidal Sassoon
• “It’s not about having time. It’s about making time.” – Unknown
• “Keep your face always toward the sunshine – and shadows will fall behind you.” – Walt Whitman

#4: Embrace Active Learning Techniques

Passive learning, such as mindlessly reading textbooks, may not be the most effective approach. Instead, engage in active learning techniques like summarizing information in your own words, teaching concepts to someone else, or creating flashcards. These methods not only reinforce your understanding but also make studying more enjoyable.

#5: Take Breaks and Prioritize Self-Care

It’s essential to strike a balance between study sessions and breaks. Breaks help prevent burnout and maintain focus. Incorporate short breaks during your study routine to stretch, take a walk, or practice mindfulness. Additionally, prioritize self-care activities such as proper nutrition, hydration, and sufficient sleep to support your overall well-being.

#6: Set Realistic Goals

Establishing achievable goals is crucial for long-term success. Break down larger tasks into smaller, manageable goals to avoid feeling overwhelmed. Celebrate your accomplishments, no matter how small, to stay motivated and reinforce positive study habits.

#7: Seek Support and Collaboration

Don’t hesitate to seek support from peers, teachers, or mentors. Collaborative study sessions can provide new perspectives and enhance your understanding of challenging concepts. Engaging in discussions and sharing ideas fosters a supportive learning environment.

Recommended Reading

For those striving to cultivate effective study habits for long-term well-being, Make It Stick: The Science of Successful Learning is an essential read. This insightful book, authored by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel, delves into the cognitive science behind how we learn and retain information. It challenges conventional wisdom and offers practical, research-backed strategies to enhance learning efficiency and retention, making it a valuable resource for students, educators, and lifelong learners committed to building sustainable and healthy study practices.

Here are a few of my favorite methods discussed in the book:

• Active Learning: Instead of simply reading or listening, learners benefit more from engaging actively with the material, such as self-testing, summarizing information in their own words, and teaching concepts to others.
• Spaced Repetition: There are many benefits to distributing study sessions over time rather than cramming. This approach enhances memory consolidation and retrieval, contributing to more effective long-term learning.
• Interleaved Practice: Learners mix different types of problems or subjects during study sessions. This method enhances the ability to discriminate between concepts and promotes better application of knowledge in varied contexts.
• Retrieval Practice: Retrieval practice involves actively recalling information from memory, which strengthens memory traces and improves long-term retention. Incorporating retrieval practice into study routines contributes to more durable learning.
• Cognitive Struggle: The authors challenge the notion that learning should always be easy. They argue that a certain amount of cognitive struggle, or desirable difficulty, during the learning process can enhance understanding and retention.

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By Lila Raj, Student Advisory Council Member 2024

Just walking through the hallways of my school can be stressful. It’s not uncommon to hear comments like, “I stayed up until 2:00 AM writing that paper” or “I don’t have time to eat lunch today, I have to study.” Mere mentions of famously difficult classes elicit groans and exclamations of “I can’t even think about that right now!” Students exit their classrooms after tests crying because they got the last question wrong, forgot to check their work, got a different answer from their friend… whatever little thing is the last straw on top of their already unmanageable workload.

Though my school prides itself on valuing students’ mental health, academic pressure, combined with complex social relationships and the daily tragedies we hear about on the news, can be incredibly overwhelming. Without our own stress-management strategies, it’s impossible not to be caught up in the cyclone of endless anxiety. Hopefully, though, employing the three tips in this blog post will lead to some relief.

Strategy #1: Prioritize Your Responsibilities

I know we’ve all received advice to “use a planner!” and “make a daily schedule!” and while these tips are certainly helpful for some, I’ve found that meticulously organizing every minute of my day can be stressful in itself. What’s truly important, meanwhile, is knowing how to prioritize. I keep a simple to-do list in my Notes app, starting with set commitments, like swim practice from 5:00–7:00 PM. Then, I list everything I want to get done in the day and begin prioritizing, keeping in mind deadlines and rough estimates of how long each task will take. What’s due tomorrow or later today? This should be my first priority. Is there any work I’m struggling with and need to attend office hours to understand? If I need to meet with my teacher tomorrow morning, starting the assignment today is important as well — but less so. Do I have a big project due at the end of the week? It would be great to get started on that, but I’ll have time tomorrow as well.

Finally, I leave time for relaxation whenever possible. While it may seem unproductive, setting aside 30 minutes to practice a hobby rather than spending that time toiling away at homework that’s due in a week can fend off stress and eventual burnout. In fact, scheduling personal time can also reduce procrastination, counterintuitively improving your overall productivity — and your self-care! (In fact, Challenge Success has done extensive research on teens’ need for Playtime, Downtime, and Family Time (PDF) every day. Check out some simple strategies here!)

Strategy #2: Establish Boundaries Between Your Personal and School Lives

During my scheduled relaxation time, it can be tempting to check my school email, reload my virtual classrooms to see if any assignments have been graded, or generally let academic worries seep their way into my personal activities. In order to avoid this, it has been helpful to set not only mental, but physical, boundaries between each section of my life. For example, I’ll sit at my desk to do my homework, then move to my bed or to a different room to talk to my friends, far from my textbooks and messy stacks of school materials. Not being able to see or touch any reminders of school is an amazing way to mentally (and literally) distance myself from my stressful workload.

This tip works in reverse as well: while working, I am much more productive when I sit away from any distractions and even leave my phone across the room, out of reach so I can’t “check my notifications” (read: spend half an hour surfing the internet instead of doing my Spanish homework). This is beneficial for my personal life as well, as focused work sessions leave more time for rest and relaxation.

Strategy #3: Ask for Help

Though it may seem intimidating, if school is still too overwhelming, it’s important to advocate for yourself. My heart rate still spikes whenever I email my teachers, but I’ve come to learn that there are many more pros than cons, and regardless, remember that your teachers — and friends and family — only want to help you. In my experience, the relief of gaining clarity on a challenging concept is undoubtedly worth the anxiety of seeking support. Once again, self-advocacy will also ultimately save you time on schoolwork, allowing for more personal time, and who knows? Maybe you’ll form a surprising bond with your teacher or uncover a passion for a subject you once dreaded.

While they’re not always easy to attain, academic and personal success can coexist, and the three strategies in this blog post are the first steps to achieving this delicate — yet necessary — balance. By prioritizing our responsibilities, establishing clear boundaries, and asking for help, we’re not just managing our schoolwork, but reclaiming control over our wellbeing.

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By Brynne O’Hare, Student Advisory Council Member 2024

LSP, 504, accommodations, extended time, alternate setting, preferential seating… these are all words that I’ve been hearing thrown around since the third grade, when it was identified by my parents and teachers that I struggled with OCD and anxiety. But what do they mean? Do they mean different things for different people? And how do they apply to me? This is a crash course on student classroom advocacy, from someone who genuinely gets the struggle of trying to acquire the correct accommodations to perform at the highest level. I’ll use my own example as a guide.

I was diagnosed with obsessive-compulsive disorder in third grade. This was by no means a straightforward diagnosis. Anyone with OCD can tell you that simply defining the problem is not a solution. I was constantly in and out of class, missing hours of school for intensive therapy and found myself overwhelmed with everything going on around me. I was fortunate enough to have a mom with a background in psychology and was familiar with student accommodations. 

She identified that it would be a good idea for me to get a 504 plan. A 504 plan defined by the University of Washington is, “a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.” 

There is also a support plan called a Learning Support Plan, or LSP. However, there are some small differences between a 504 and an LSP. An LSP, as defined by the University of Washington is “a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.” 

An LSP is more about services and instruction, while a 504 deals more with the learning environment itself. Knowing the difference between these two plans is crucial to identifying which plan may serve you best. 

After I knew that I needed a 504, it was more difficult to figure out exactly what I hoped to get out of my 504 and what accommodations would be necessary. I personally knew that I could benefit from more time on tests, because my anxiety often made test-taking difficult. Some options that students can request include: alternate setting, preferential seating, extended time, and breaks. 

• Alternate setting is the ability for a student to take a test outside of the traditional classroom setting. This often means in a different room, or with a smaller group of students. This can be beneficial for students who are easily distracted by large classroom settings and like a quieter space to work or take tests. 
• Preferential seating is the ability for a student to choose where they sit in the classroom or speak ahead of time with a teacher about where in the classroom (front, back, etc.) they would like to sit. This is helpful for students who like to sit closer to the front of the room so they can see the board better and hear the instructions more clearly. 
• Extended time is the allowance of more time on assignments or tests. There are variations of extended time, with a common one being time and a half. This means that a student has the original allotted amount of time to take a test, and then half of that time added on as well. Longer periods of time for assignments helps alleviate some of the stress of performance assessments (speaking from personal experience!). 
• Brain/movement breaks are another accommodation. These allow a student to move or leave the classroom as a reset, most commonly during standardized tests. 

There are plenty more accommodations and every plan is unique to every student. 

Sometimes, the best place to start is having a conversation. If you feel that you may need either an LSP or 504, talk to a teacher or a counselor. They can advise you on next steps to get the help that you need. If you ever have questions or concerns, be sure to voice them, as plans can be tailored to meet a student’s changing needs. And most importantly, don’t be afraid to speak up for what you think will help you perform at your best!

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