Back to School, Aug. 2026

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 1

BACK TO

SCHOOL A Cleveland Jewish News Advertising Special Section

Students get best of both worlds at Jewish day schools LINDSEY BROWN

J

ewish day schools have served as educational institutions for many communities that allow students to embrace their Jewish identities. They offer students an education that combines academics with cultural and religious learning.

“Parents considering Jewish day schools for their children can have the absolute best of both worlds as so many Jewish day schools successfully provide a dual curriculum of excellence combining Judaic and general studies” Rabbi Simcha Dessler, menahel/educational director of Hebrew

Academy of Cleveland with campuses in Beachwood and Cleveland Heights, told the Cleveland Jewish News.

Students learn they don’t have to choose between academics and a strong Jewish identity because at Jewish day schools, they’re offered both. Jewish day schools provide students the opportunity to explore Jewish traditions, learn Hebrew, discuss what Jewish values look like in today’s world and study Jewish history alongside traditional academic subjects. This schedule allows Jewish traditions and culture to become part of students’ educational experience rather than separate from it.

Sheri Gross, principal of Jewish life and learning at Gross

Schechter Day School in Pepper Pike, understands the importance of implementing Judaism into academic studies.

“The Jewish values instilled in each child is instrumental in developing our next generation of leaders,” Gross, who also writes a regular column in the CJN, said.

Katie Foster, senior director of institutional advancement of the Joseph and Florence Mandel Jewish Day School in Beachwood, said one of the school’s goals is to help students connect with their Jewish heritage through education and develop a lasting sense of Jewish identity.

JEWISH | CONTINUED ON PAGE 40

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2 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026 JEWISH | CONTINUED FROM PAGE 39

“Judaism isn’t something students only learn about during holidays or on a surface level. It’s something they experience everyday as part of the heartbeat of the school,” Foster said.

At Jewish day schools, Jewish values aren’t taught in isolation. Students are encouraged to share what they’ve learned through their journey with their loved ones. That commitment to Jewish values extends beyond the students and their families, as it strengthens their identity within the Jewish community.

“Day school students are encouraged to be community minded thereby pursuing leadership opportunities within the Jewish community and beyond,” Dessler said.

Students spend the school year surrounded by peers and

teachers who share the same traditions and experiences as them. As a result, students can celebrate milestones together while building lasting relationships within the Jewish community.

Rabbi Avery Joel, head of school of Fuchs Mizrachi School in Beachwood, said the school’s goal is to prepare students for more than college and careers, adding that graduates should leave with a strong sense of identity and know where they can always find a sense of home.

“Academic excellence is paired with character, value, and a deep sense of responsibility to others, creating graduates who know not only how to succeed, but why it matters,” Joel said.

Jewish day schools prepare students for more than academic success. Through dual studies, students better understand traditions, values and history while preparing

Moving ng Forward

Dessler

Fleksher

Foster

Gross

Joel

Stoll

for the real-world.

Alex Fleksher, dean of academics at Chaviva High School in Pepper Pike, said Jewish education equips students with the confidence to embrace their heritage.

“Jewish education is the best defense, equipping our children with the knowledge, conviction and pride they need about their unique identity, history and future,” Fleksher said.

Rabbi Sender Stoll, executive director of Yeshiva Derech Hatorah with campuses in Cleveland Heights and South Euclid, said Jewish values are rooted in strong work ethic as students prepare for the workforce and everyday life.

“We focus on being honest, being real, being authentic, and those values are very important and will help students succeed once they go out into the workforce,” Stoll said.

As educators described it, Jewish day schools are designed for students’ success in academics and Judaism.

They aim to build students lifelong connections with history, community and values that continue to guide them long after graduation.

Lindsey Brown was the David and Judy Zwick Family Fund Intern at the Cleveland Jewish News.

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“Judaism isn’t something students only learn about during holidays or on a surface level. It’s something they experience everyday as part of the heartbeat of the school.”

Katie Foster Joseph and Florence Mandel Jewish Day School

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 3

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4 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026

PRESCHOOL

Safety and staffing rank among key school selection factors KATERYNA KOPYLCHAK vsintern@cjn.org

C

hoosing a preschool is one of the first major educational decisions many parents make for their child. With many programs available, finding the right fit can feel overwhelming.

“Your preschool and child care environment is a very personal decision, and what everyone’s looking for can be different,” Shannon Viccarone, senior director of family and

community services at Starting Point in Cleveland, said.

Viccarone said families should begin by evaluating whether a program provides a safe and healthy environment.

Parents can observe whether the facility is clean, organized and welcoming, and whether children appear comfortable and engaged in the classroom.

Staffing is another important factor to consider. Parents should ask about teacher qualifications, classroom ratios and how educators communicate with families throughout the day. She said it is also helpful to observe how teachers

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interact with children and whether they are patient, responsive and supportive.

Beyond safety and staffing, families should understand the program’s educational approach. Many preschool programs use play-based learning while incorporating structured activities that help children develop early academic, social and emotional skills.

“They’re learning how to Viccarone appropriately navigate conflict with each other, use their words and follow routines,” Viccarone said. “Those are the basic skills that prepare children for school.”

Traditional preschool programs generally serve children ages 3 to 5 before they enter kindergarten. However, Viccarone emphasized that learning begins much earlier.

“Early learning starts at birth,” she said.

Many child care programs introduce age-appropriate learning experiences for infants and toddlers, allowing children to build developmental skills well before preschool.

She said the years from birth to age 5 are especially important because they represent a critical period for brain development.

Preparing children before their first day can also help make the transition smoother. Viccarone recommended talking with children about what preschool will be like, including meeting teachers, making friends and participating in daily activities.

If possible, parents should visit the school before classes begin so children can become familiar with the classroom and meet their teacher. Reading books about starting preschool and practicing age-appropriate independence, such as bathroom routines when required by the program, can also help children feel more confident.

Viccarone said families do not have to navigate the preschool search alone. Starting Point provides free family resource navigation services that help parents compare programs based on their budget, location, work schedule and individual needs. The organization also connects eligible families with financial assistance programs, including Cuyahoga County’s Universal Pre-Kindergarten scholarship, which can reduce tuition costs for qualifying families.

“We don’t want financial barriers to exist,” Viccarone said. “We want all children to have access to high-quality early learning so they’re prepared for school.”

She said choosing the right preschool ultimately comes down to finding a program where children feel safe, supported and excited to learn while giving parents confidence that their child’s educational journey is starting on the right path.

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 5

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6 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026

ELEMENTARY SCHOOL

Helping young children thrive through relationships and routines KATERYNA KOPYLCHAK vsintern@cjn.org

S

tarting elementary school is a milestone for both children and parents. Along with the excitement of a new classroom, teacher and classmates often comes uncertainty, especially during the first few weeks.

Molly Toussant, lower school director at Hawken School in Lyndhurst, said families should expect the beginning of the school year to focus as much on Toussant relationships and routines as academics.

“We know that routines and rituals are so important for helping students feel successful and, just as importantly, helping them feel like they belong,” Toussant said.

Teachers spend the first days, and sometimes weeks, helping students establish classroom routines that support learning, independence and community throughout the year. They also take time to get to know each

child and their family.

“We know families are the experts on their children,” she said. “We want to understand what excites each child, what helps them feel confident and what is most important for us to know so we can help them have a successful start.”

Preparing for school starts before the first day. Toussant recommended families begin adjusting sleep schedules several days in advance, since earlier bedtimes and wake-up times can be one of the biggest challenges after summer break.

Parents should also expect children to be tired after school as they adjust to new routines and experiences.

“Building in some downtime after school and opportunities to reconnect as a family, whether that’s reading together, playing a board game, taking a walk or simply sharing a cold treat and talking about the day, can go a long way,” she said.

Even children returning to a familiar school often experience a mix of emotions at the start of a new school year. They may wonder whether they’ll make friends, like their teacher or be successful in a new grade.

Toussant encourages parents to acknowledge those feelings rather than trying to immediately solve them.

“It’s OK to feel excited and nervous at the same time,” she said. “Those feelings can exist together.”

She added that children often mirror the confidence of the adults around them and when parents communicate that school is a safe place and express confidence in their child’s ability to handle challenges, children are more likely to develop that confidence themselves.

Separation anxiety is also common, particularly for younger students beginning school for the first time.

While saying goodbye to an upset child can be difficult, Toussant said most students settle much more quickly than parents expect once the goodbye is over.

Teachers help by acknowledging children’s feelings, connecting them with classmates and engaging them in familiar classroom routines.

“A short, loving and confident goodbye helps communicate, ‘You’re safe. Your teachers will take great care of you. I’ll be back,’” she said.

If a child continues struggling after the first few weeks, teachers work closely with families

to develop strategies that help the student feel safe and confident at school.

According to Toussant, every child adjusts differently. Some students eagerly enter school on the first day, while others need more reassurance. Most children become comfortable with their morning routine within a couple of weeks, although temporary setbacks after weekends or school breaks are normal.

She also encouraged parents not to judge the transition based on one difficult morning.

“I’d encourage parents to look for the overall trend rather than judging the transition by a single day,” she said.

Consistent attendance is another important part of helping children adjust.

Every day at school allows students to strengthen friendships, practice routines and feel like valued members of their classroom community, Toussant said. Arriving on time also helps children settle into the day before lessons begin, reducing anxiety that can come from entering after classmates have already started their activities.

For parents whose child is entering CHILDREN | CONTINUED ON PAGE 46

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 7

MIDDLE SCHOOL

Transition beyond elementary school brings new challenges KATERYNA KOPYLCHAK vsintern@cjn.org

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oving from elementary school to middle school is one of the biggest transitions students experience, bringing new responsibilities, changing friendships and greater independence.

While the adjustment can feel overwhelming for both students and parents, educators say the middle school years are an important time for Maiden growth.

Candace Maiden, director of middle school at Laurel School in Shaker Heights, said she often compares the transition to riding in a car.

“When students are younger, they move from a car seat to a booster seat and then to being a passenger in the back seat,” Maiden said. “Middle school is when they gradually move to the front passenger seat. They’re not driving yet, but they’re becoming more aware

of what’s happening around them and taking on more responsibility.”

That increased independence comes alongside significant emotional, physical and social changes. According to Maiden, middle school includes the widest range of development students experience during their school years.

“You can have students who are developmentally closer to 8 years old sitting next to students who seem more like 16,” she said. “Parents sometimes think something is wrong, but honestly, this is middle school.”

As students begin discovering who they are outside of their families, peer relationships often become a central part of their lives.

Questions about belonging, friendships and acceptance become more important as they navigate changing emotions and rapid physical development.

Preparing for those changes starts before the first day of school. Maiden encourages parents to approach the transition with patience and realistic expectations.

“You can’t fast-forward through middle school,” she said. “The challenges they’re experiencing are not a reflection of you as a

parent. This is normal development.”

Rather than protecting children from every difficulty, Maiden recommended allowing students to experience challenges while providing guidance and support. Whether working through a disagreement with a friend or addressing a poor grade, parents should coach their children instead of immediately solving every problem.

“If it’s not a safety issue, I encourage parents to coach rather than rescue,” she said.

“Mistakes are learning opportunities.”

With multiple teachers, changing classrooms and lockers, organization also becomes an important skill. Maiden advises students to take advantage of planners, schedules and digital tools such as Google Classroom to stay on top of assignments.

“Ask for help when you need it,” she said.

“Don’t expect yourself to be perfect in middle school. You’re learning what works for you.”

Outside the classroom, joining clubs, sports and other extracurricular activities can help students build friendships and feel connected to their school community.

“I tell students to try everything, regardless of whether they’re good at it or not,” Maiden

said. “The goal isn’t to be the best. The goal is to find your people.”

For students who feel anxious about starting middle school, Maiden said those feelings are common.

“Everyone is nervous,” she said. “Everyone feels awkward. Once students realize they’re not the only ones feeling nervous, it takes a lot of the pressure off.”

Looking back at her car analogy, Maiden said parents should remember that middle school is designed to prepare students for greater independence.

“The goal is one day for them to be in the driver’s seat,” she said. “They can’t stay in the booster seat forever.”

She encourages families to embrace both successes and setbacks, reminding parents that resilience is built through experience.

“Failure isn’t the opposite of success, it’s part of it,” Maiden said. “Every mistake teaches them something, and every challenge gives them another tool they’ll use for the rest of their lives.”

Kateryna Kopylckak is the Violet Spevack Editorial Intern at the Cleveland Jewish News.

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or many students, college preparation doesn’t begin with applications or campus visits. Instead, the foundation is built throughout high school by developing strong academic habits, exploring interests and becoming involved in meaningful activities.

Jessica Strawbridge, director of college counseling at University School in Hunting Valley, Strawbridge said students can begin preparing for college as early as their freshman year, even though the formal college admissions process typically begins during junior or senior year.

“The goal isn’t to build a resume for college,” Strawbridge said. “It’s to develop good habits academically, explore interests, get involved in meaningful ways and really discover what is exciting to them.”

Rather than trying to participate in as many activities as possible, Strawbridge encouraged students to focus on authentic experiences that reflect their interests and values.

“Colleges are ultimately looking for students who have engaged authentically with their communities and with their passions,” she said.

As students prepare for life after high school, understanding how college differs from high school is equally important. Strawbridge said one of the biggest adjustments is the increased independence students experience.

“One of the biggest transition moments for students is learning to advocate for themselves,” Strawbridge said. “In high school, there might be a teacher or an adviser who notices if a student is struggling, but in college, students really have to take the initiative to ask questions, seek out

CHILDREN | CONTINUED FROM PAGE 44

elementary school for the first time, Toussant encourages them to enjoy the experience.

“Elementary school is magical,” she said. “I truly believe that.”

She reminded parents that childhood is not a race and every child develops at their own pace. Rather than comparing milestones, families should celebrate everyday accomplishments, whether it’s reading a first

resources and build relationships with faculty and staff.”

Beyond academics, students often face personal adjustments as they move away from home, share living spaces with roommates and learn to manage their schedules independently.

When it comes to the college application process, Strawbridge said one of the most common mistakes students make is applying to too many schools.

“That spreads students too thin and can weaken the quality of their applications,” she said.

Instead, she recommended creating a balanced list of colleges that includes a range of admission selectivity while focusing on schools where students can genuinely see themselves succeeding.

She also cautioned students against becoming overly focused on highly selective colleges.

“The most successful college experiences are going to come from finding the right college environment, not simply the most competitive admissions outcome,” Strawbridge said.

Another mistake, she said, is trying to guess what colleges want to see rather than presenting an authentic picture of themselves.

“The strongest applications are ones that are authentic and actually help a college understand who that student is and what they’re passionate about,” she said.

For students and families beginning the college search, Strawbridge said he hopes they remember the process is about more than submitting applications.

“The college process is an opportunity for students to learn about themselves,” she said.

“Sometimes, the best college isn’t going to be the most recognizable name. It’s going to be the place where a student feels supported and challenged, and ultimately able to become the best version of themselves.”

Kateryna Kopylckak is the Violet Spevack Editorial Intern at the Cleveland Jewish News.

chapter book, solving a challenging math problem, making a new friend or simply looking forward to going to school each morning.

“Elementary school goes by much faster than you think,” Toussant said. “Slow down, ask about the funny parts of their day, read together for as long as they’ll let you, and enjoy the privilege of seeing the world through their eyes.”

Kateryna Kopylckak is the Violet Spevack Editorial Intern at the Cleveland Jewish News.

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 9

COLLEGES

Using AI wisely: How students use it responsibly matters A. KEVIN CORVO

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or generations of students, researching or writing a term paper, book report or science project meant a visit to a library, you know, a building with books and a card catalog?

The most recent generation could skip that thought and use the internet, but it still required a student to invest some original effort.

But now comes artificial intelligence, which can with only a few verbal commands from a student, provide as many as words as necessary on any given subject matter with illustrations.

Like most technologies, it can be used Capadona to great advantages, allowing students to be more efficient and to create better products, but it also comes with risks and potentially detrimental effects.

With AI those risks can include weakening writing and research skills, creativity and independent judgment, according to academic experts at the high school and collegiate levels.

“Responsible AI use starts with people, purpose, values, and critical thinking,” Rennison Jeffrey Capadona, vice provost for innovation and the Donnell Institute Professor of Biomedical Engineering at Case Western Reserve University in Cleveland, said. “At Case Western Reserve University, we view AI not as a replacement for human intellect or judgment, but as an enabling layer that can support, extend and accelerate expertise when used thoughtfully.”

The responsible use of AI on college campuses and the workplace is determined on myriad of factors, Capadona said.

For example, AI can be employed to streamline routine administrative work, like updating dates in a syllabus, or to improve the digital accessibility of course materials, according to Capadona said.

“Used appropriately, these tools can free up more time for meaningful interaction with students, thoughtful feedback and other work that depends on human expertise,” Capadona said.

If used responsibly, AI can help a student improve work products, according to Capadona.

“AI can serve as a thought partner that helps students organize and develop ideas without doing the work for them,” he said. “It can support brainstorming, clarify thinking, introduce different perspectives, identify gaps, and improve questions.”

“A human-centered approach means using AI to strengthen learning and build mastery while ensuring the final product reflects the student’s own thinking, expertise, research, values, and decisions. Students should be able to explain, defend, and take responsibility for anything they submit or share,” Capadona said, but it should not replace the productive effort needed to build knowledge, judgment, and professional skills.

Among the most significant threats AI presents is when students rely on AI without question and fail to confirm, compare or vet what is supplied, according to Capadona.

“Learning how to find, evaluate and responsibly use information has long been an essential part of a college education,” Capadona said. “As AI becomes a more common source of information and images, students need to apply those

same information-literacy skills while also understanding the unique limitations of AI-generated content.

“AI can produce information that sounds convincing but is inaccurate, outdated, incomplete, or even fabricated. Its results can also reflect or amplify biases within the data and systems on which it was built.

“Students must compare outputs with credible sources, critically examine the output for perspectives that may be missing and use their own judgment before using or distributing the information. This is important not only in academic work, but also in students’ future professional lives, where inaccurate information can affect people and organizations.”

Other risks with overreliance on AI are that students do not learn important skills, according to Capadona.

“AI use comes with real risks,” he said. “Overreliance on AI can weaken writing skills, research innovation, creativity, problem-solving and independent judgment. AI should not be used to replace original thinking, create work the student did not meaningfully produce, fabricate facts or sources, impersonate someone, or avoid the learning and skill development a task is intended to provide.”

Chris Rennison, director of AI strategy and academic initiatives, office of instructional excellence, at Cleveland State University, said that AI has a distinct set of pros and cons.

“The tradeoffs are real,” Rennison said. “On the one hand, AI is available at any time, which is a huge benefit when you’re stuck on a concept and no teacher or tutor is around to ask. It can define an unfamiliar term or provide additional background context. It’s

also useful for low-stakes practice, like testing your understanding before a quiz or rehearsing an answer before a presentation.

“On the other hand, AI can produce outputs that sound great, but are simply wrong. It can generate facts, quotes or sources that don’t actually exist. Because it’s trained on existing human writing, it can reproduce the same biases and blind spots found in its training data.’

But Rennison said he has an even larger concern for the generation of students leaning the AI world.

“My biggest concern right now is the potential for skill erosion,” he said. “That stuck, frustrating feeling you get when you’re wrestling with a hard problem is actually where a lot of growth takes place. If AI lets you skip past that struggle, your abilities won’t develop as fully as they could. Becoming a strong student, with or without AI, means learning to value that friction instead of engineering it away.”

Academic fraud is another problem students must consider.

“Academic fraud has been around well before generative AI,” Rennison said. “Today, the source might be a chatbot instead of a friend’s paper, but claiming credit for work that isn’t yours is still the issue. So, it’s no surprise that most schools treat these instances as cheating or plagiarism. What’s new is how easy AI makes it to generate something that looks legitimate with very little effort. My best advice is to know exactly how your teacher allows AI on any given assignment, follow their guidelines and ask when you’re unsure.”

A. Kevin Corvo is a freelance journalist.

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COLLEGE

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s the class of 2030 approaches its first year of college, many incoming freshmen might be feeling a combination of nerves and excitement about the next four years of their lives.

While college tours and websites give students a good sense of their new school, there is still a lot they might not know before stepping foot on campus. The Cleveland Jewish News spoke with four college students about what advice they would give to incoming college students.

Jenna Martyn, a rising sophomore studying public relations and journalism at Kent State University, said that staying motivated is one of the most important things she’d recommend to freshmen.

“Really try and put yourself out there,” she said. “At least for me, after the first couple months, it got to be a lot. You just have to keep going, keep trying to make new friends and keep doing well in classes.”

Sam Uria, a rising junior studying accounting at Miami University in Oxford, noted that many freshmen don’t realize how much grades matter in college. He said that while it’s important to have fun and go out, students need to find a “school and social life balance.”

“Going into your freshman year first semester really take it seriously and really study hard. That grade-point-average will really pave the way for the rest of your time at college,” Uria said.

In addition, many colleges require a certain GPA to rush a fraternity or sorority.

Uria said this is something he did not know when he got to Miami.

“More incoming freshmen should be aware of the GPA requirement to rush,” he said. “Miami Greek life is very big and a lot of people are going to end up rushing. Just make sure you’re above the GPA requirement because it’s not a crazy requirement.”

Talia Millet, an incoming sophomore studying psychology at The Ohio State University in Columbus, joined Delta Delta Delta sorority in the spring. She said while Greek life is not for everyone, students who do choose to rush should be their authentic selves.

“Go into it to learn more about yourself instead of trying to fit in,” Millet said. “Every sorority is different so know who you want to surround yourself with because you’re

Martyn

Millet

Uria

Weber

going to be a part of it for the next four years if you choose to.”

For some students, this is the first time in their lives that they’ll be living away from home.

Sophie Weber, a rising sophomore studying speech, language and hearing sciences at the University of Colorado Boulder, said that for students going out of state, it is important to appreciate your new environment even if they might feel homesick at first.

“I know it can be scary,” Weber said. “I was terrified, but this is four years of your life. You’ve been living in the same spot, so comfortable for 18 years. I think it’s such a special thing and you should be so grateful if you have the opportunity to move away from home and meet so many different types of people from all over the world.”

No matter how close or how far, college marks the start of a new chapter in students’ independent lives. While Martyn, Uria, Millet and Weber all attend different universities, they all had one piece of advice in common: have fun.

“Try and have as much fun as you can,” Martyn said. “There are going to be ups and downs no matter where you go, but you just have to keep going.”

Shawna Polster is the Linda and Clifford Wolf Editorial Intern at the Cleveland Jewish News.

Publisher’s Note: Sam Uria is the son of Richard Uria, a member of the Cleveland Jewish Publication Company Board of Directors.

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 11

SCHOOL SICKNESSES When should children stay home?

JIMMY OSWALD joswald@cjn.org

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s students return to school this month, classrooms, gymnasiums and lunchrooms become packed with students. So, a child coming home with a runny nose or a sore throat starts to become a familiar sight for parents.

Dr. Shelly Senders, president and CEO of Senders Pediatrics in South Euclid, and Dr. Julie McClave, a pediatrician at Akron Children’s Mayfield Heights pediatric practice, discussed the best ways to keep children healthy this upcoming year.

“Handwashing is super important,” McClave said. “I know the schools always remind kids of that, but washing your hands before meals and after playing on the playground, or using any shared supplies in the classroom can be an important way to make sure they’re not exposing themselves to germs that might be around them. If you’re not able to wash your hands with soap and water, hand sanitizer can be a good substitute.”

Senders said there are several ways that people, particularly children, can improve both their physical and mental health to make it more difficult for them to contract sicknesses.

“The first is exercise,” he said. “When you exercise, what you’re doing is you’re pumping blood to healthy parts of your body, to your brain so that you can concentrate better, and to your lungs so that you can oxygenate better. The second is sleep. Children at different ages need to get different amounts of sleep. Children under 10 years old typically need about 11 hours of sleep, between 10 and 11 need about 10 hours of sleep, 12-13 need about 10 hours of sleep, and then 14 year olds and above really do well with about eight hours of sleep.

“Sleep helps improve your immune system, so you’re less likely to get infections, and it helps with reducing stress, reducing anxiety and improving mood.”

Nutrition is also important, Senders said, and the old adage that breakfast is the most important meal of the day is backed by science. Proteins, such as eggs, meat, peanut butter, oatmeal, Greek yogurt and protein bars, are crucial because it releases guar slowly to the brain, helping with concentration and improving the immune system.

“One of the things I tell my patients is that they should be trying to eat as many

“If they look at their child and they say, ‘This is not the type of kid I would want to be exposed to my own child,’ then they shouldn’t send them to school.”

Dr. Shelly Senders

McClave

Senders

real foods as possible,” he said. “I define real foods as fewer than 10 ingredients. Items that have 20 ingredients are probably not real foods, and most of them are processed and have a lot of added sugar. Added sugar was studied in one of the largest meta analyses, which is a study of over 7,000 studies, and they found that added sugar is associated with three medical conditions: obesity, heart disease and mood disorders.”

Parents may struggle over when to keep a child home and when it is OK to send them back to school.

McClave said that if a child has a fever of above 100.4 degrees, that means it is time to stay away from school until they go at least 24 hours without the fever.

“If they’re coughing, vomiting or having diarrhea, those are always good reasons to keep them home, at least until they’re feeling better and those symptoms have subsided,” she said. “Kids are notorious for not necessarily covering their cough or not always washing as well as we’d like them to after using the bathroom. If they’re having an increased number of symptoms, it’s always good to keep them home until they’re no longer having those.”

Laughter or “about 15 to 20 minutes of giggle therapy a day” is another way to help a child’s physical and mental health, Senders said.

“It turns out that the 52 muscles that express a smile actually release the same chemical found in Zoloft, Prozac and things like that,” he said. “It’s going to boost your immune system and help protect your mood and reduce anxiety.”

Colds are inevitable, McClave said, and it would be unusual for children not to find themselves with some minor symptoms throughout the school year. To be respectful to peers and teachers, she said to pack extra tissues and hand sanitizer.

“Anytime you blow your nose or wipe your nose, you should probably wash your hands or hand sanitize if you don’t

have access to soap and water,” she said.

“Coughing into your elbow or coughing into a tissue as opposed to your hand helps decrease the spread of germs to other people and surfaces around you. And just making sure that you’re respectful of other people’s spaces, and keeping your distance.”

According to a 2021 study by the Centers for Disease Control and Prevention, on average, children get sick from respiratory viruses about six to eight times per year. And in the 2024–25 school year, there were entire school districts in at least 10 states that closed due to influenza outbreaks, according to NBC News.

That’s why Senders said that parents should trust their wisdom when deciding on allowing ta possibly sick child to attend school.

“If they look at their child and they say,

‘This is not the type of kid I would want to be exposed to my own child,’ then they shouldn’t send them to school,” he said. “On the other hand, if they have a minor illness, and especially if they had a reasonable night sleeping, then they likely are OK, and you can send them to school.”

McClave said that recent flu seasons have been rough, with a peak around November and December, so she stressed the importance of getting a flu shot before the end of October.

“That can be a really helpful way of mitigating your risk of getting severe illness from the flu, especially if you’re high risk, have asthma or there’s other high-risk people in your family,” she said. “A shot can help decrease the severity of symptoms if you are to get the flu.”

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BACK TO SCHOOL

12 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026

You can take the stress out of going back-to-school MARTHA SOROHAN msorohan@cjn.org

A

s families shop for school supplies, attend school events, receive class assignments and begin talking about the coming year, students may begin exhibiting signs of back-to-school stress. Not all are easy to see.

“Every child expresses anxiety differently,” Theresa Frisbie, director of Andrews Osborne Academy lower school in Willoughby, said.

“Some may become more withdrawn or

irritable, while others may have difficulty sleeping, complain of headaches or stomach aches or seem less enthusiastic about activities they normally enjoy.”

She said that educators commonly see students experience concerns about making new friends, adjusting to a new teacher or classroom, managing increased academic expectations and returning to a structured daily routine including balancing academics, athletics and extracurricular activities after summer break.

“For younger children, separation from

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parents can also be challenging,” she said.

Dr. Emily Lauster, clinical psychologist at Lawrence School’s Ethan D. Schafer Center for Learning, said some anxiety is rooted in more specific concerns, such as riding the bus or eating lunch at school.

“Anxiety isn’t always expressed through words,” she said. “Kids may become irritable or emotionally reactive, have a harder time coping with everyday frustrations or seem less flexible than usual,” she said. “Some may seek extra reassurance, or want to stay closer to their parents at home. One common sign we call ‘sticky thinking,’ where a child gets caught on the same question or worry and brings it up repeatedly because they’re struggling to find certainty.”

Easing these jitters is challenging, Lauster said, because many back-to-school questions do not have immediate and simple “yes” or “no” answers.

“They can’t know whether they’ll like their teacher, whom they’ll sit with at lunch or how difficult their classes will feel,” Lauster said. “Navigating this uncertainty takes time, experience and supportive conversations.”

Lauster advised parents to pay attention to a child’s level of anxiety, especially if becoming so intense or persistent that it interferes with sleep, mood or a child’s willingness to go to school.

“Parents may also notice avoidance – making excuses not to talk about school, resisting school-related activities or saying they don’t want to go back,” Lauster said.

Rather than asking, “Are you nervous?”

Lauster advises parents to ask, “What are you imagining the first day will be like?” or “Is there anything you’re wondering or worried about?”

“Once parents know about the specific worry, they can respond in a way that fits the situation,” Lauster said, helping the child problem-solve or reminding her of a time she successfully navigated a new situation. “The goal is not to eliminate every worry, but help the child feel understood, supported and confident that she can handle the challenges that come with a new school year.”

Frisbie said that parents and schools can help minimize anxieties by creating a positive, predictable back-to-school transition.

“Gradually re-establishing school-year routines, talking openly about what to expect, encouraging children to share their questions or concerns and focusing on the exciting opportunities a new school year brings can help build confidence,” she said.

Andrews Osborne Academy, an independent, coed boarding and day school for grades pre-K to 12 and post-graduate, offers orientation programs for new families, meetthe-teacher programs, campus tours and other back-to-school events.

Frisbie

Lauster

“Students become familiar with their classrooms and meet classmates before school begins,” Frisbie said.

Lawrence School, an independent school serving 220 students in grades two to 12 with dyslexia, dysgraphia, dyscalculia, and attentiondeficit/hyperactivity disorder at its lower school in Broadview Heights and upper school in Sagamore Hills, hosts meet-the-teacher events, campus-wide picnics and new student/family orientations.

“Even brief opportunities to connect with peers can serve as a gentle introduction to the social environment, giving children a chance to ‘dip their toe in’ before navigating a full school day,” Lauster said. “We can’t wait to celebrate in August at our campus-wide Block Party at the upper school campus, where seniors will paint their parking spots and families can get to know each other over food and music.”

Parents who need help easing their children’s back-to-school anxieties should reach out to school guidance counselors before school begins, Frisbie said.

“Many schools, including Andrews Osborne Academy, have administrators and student support staff available to answer questions and help families prepare for the school year,” she said. “Open communication between families and schools is one of the best ways to ensure students start the year feeling confident and supported.”

Lauster recommends the Child Mind Institute website as a resource for troubleshooting specific worries, some of which may not appear until students are adjusting to new teachers, classmates, and routines.

“If efforts at problem-solving at home do not appear to be working, and their child’s anxiety is persistent or significantly interfering with daily functioning, parents will want to consider speaking with their child’s pediatrician about potential mental health resources or referrals,” she said.

Both Lauster and Frisbie say that it is important that parents stay calm and optimistic as the new school year gets underway.

“It helps children feel more secure,” Frisbie said.

BACK TO SCHOOL

AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 13

Ohio’s 2026 sales tax holiday runs Aug. 7-9, offering shoppers a tax break on back-to-school essentials, including clothing priced at $75 or less per item, and school supplies and instructional materials priced at $20 or less per item.

Online purchases from participating retailers during the Sales Tax Holiday qualify if the order is paid for and accepted for immediate shipment, even if delivery happens later.

SHOP TAX FREE TODAY

More than half of professors teaching on Judaism, Israel at US colleges attack Jewish state publicly, per AI analysis DEBRA NUSSBAUM COHEN | JNS

M

ore than half of the professors who teach about Judaism and Israel at American colleges and universities have signed public statements or petitions that support boycotting the Jewish state or that call it “genocidal” or “apartheid,” according to a new artificial intelligenceaided “audit.”

In the Ivy League, 72.3% of Jewish studies professors have supported anti-Israel ideologies publicly, according to The Olam, a site run by public relations executive Ronn Torossian, which calls its results the “widest audit of its kind ever conducted.”

Torossian’s staff analyzed 2,499 faculty listings at 313 universities and crossreferenced them with documented public petition and statement campaigns and with membership in organizations like Faculty for Justice in Palestine, according to the site.

It said that the research was conducted last month and in early August.

The audit found that 1,014 professors (40.5%) teach Jewish, Israel or Holocaust studies or Hebrew, and of those faculty, 401 (39.5%) have signed public, anti-Israel statements. That number rose to 1,298 (51.9% of the 2,499 professors) when faculty

were included from adjacent departments, such as religious studies, history, political science and Middle Eastern studies, according to the audit.

Columbia University had the highest number (41) of offenders in the audit, followed by Princeton University (35), Pennsylvania State University (32), New York University (31), Yale University (30), University of Chicago (28), Brown University (27), University of Michigan (26), University of California, Berkeley (25), University of California, Los Angeles (44), Stanford University (24) and University of Washington (24).

University of Pennsylvania (19), Harvard University (18) and Cornell University (13) also had large numbers, according to the audit.

The analysis says that it excludes those who criticized the Israeli government and its policies, and only includes those who have signed on to public anti-Israel statements, like denying the Jewish state’s right to exist.

“As diaspora Jewry exits its ‘golden age,’ the data reveals that the Jewish studies professors are the hostility to Zionism and Israel at the front of the classroom,” Torossian, founder and chair of the New York public relations firm 5WPR, told JNS.

The audit reveals that “the people paid to teach Judaism, Hebrew, Israel and the Holocaust are against the Jewish state itself,” the Israel-based publicist said. “This is not anecdotal. It is the broadest study of its kind ever conducted.”

Miriam Elman, executive director of the Academic Engagement Network, told JNS that the public should take the audit’s methodology “with some caution.”

“Just because you sign a statement or position, it doesn’t mean you are teaching in a prejudicial way,” Elman told JNS. She spoke to JNS from the Israel on Campus Coalition conference in Washington, where she brought 75 college professors who are affiliated with the network.

“Signing a document doesn’t mean these faculty are hostile to Jewish students in or outside of the classroom,” she told JNS. “I know faculty who sign petitions all the time but in the classrooms bring in multiple opinions.”

“We need to look beyond petitions and see what they are teaching and how,” she said.

At the nation’s 4,000 accredited colleges and universities, most have no anti-Israel problems, according to Elman, who said

that her network includes 1,300 pro-Israel professors at 350 campuses across the United States.

Letitia James, attorney general of New York, cited Torossian as an officer of Betar U.S. in a settlement, which her office said came after an “extensive investigation” and ended a “campaign of violence, harassment and intimidation against Arab, Muslim and Jewish New Yorkers” by the “extremist group.”

Betar denied all wrongdoing, and Morton Klein, national president of the Zionist Organization of America, told JNS at the time that the attorney general’s “aggressive pursuit of Betar and resulting settlement agreement sends a terrible message that defending Jews makes one an ‘extremist’” and that the charges are “highly distorted.”

“This will encourage more attacks on Jews and discourage Jewish self-defense,” he told JNS at the time.

The World Zionist Congress expelled Torossian for what it said was an “aggressive, hateful tone and vulgarity.” It subsequently reinstated him.

“We expect further studies on this subject and naturally expect change from visibility and research,” Torossian told JNS.

Nefesh B’Nefesh launches teacher aliyah program JNS STAFF

N

efesh B’Nefesh announced on Aug. 5 the launch of Israel’s first National Educators Aliyah Program, a joint effort with the Education Ministry and the Aliyah and Integration Ministry to recruit Jewish teachers from North America amid a worsening national teacher shortage.

The shortage is most severe in English, math and science, and in the country’s central regions, according to the organization. Thousands of teachers already

in the system lack full certification or are teaching outside their fields, it said.

The program is intended to let candidates complete credential recognition and licensing before they immigrate rather than after, so they can enter classrooms soon after arrival. Organizers expect to begin identifying hundreds of prospective teachers this year, with placements targeted for the 2027-28 academic year.

The Education Ministry will map staffing needs by subject, region and school, and a centralized database will match candidates

with openings. Aliyah fairs, webinars and parlor meetings are planned across North America during 2026-27. Postarrival support will include job placement, certification coursework, Hebrew-language instruction for the classroom and mentoring by veteran immigrant teachers.

“The teacher shortage is one of the greatest challenges facing Israel’s education system, and we are committed to addressing it with every tool at our disposal,” Education Minister Yoav Kisch said.

The initiative follows the International

Medical Aliyah Program, launched by Nefesh B’Nefesh in 2024, which the group said has brought more than 1,000 physicians to Israel.

“When the government removes barriers, actively facilitates professional licensing and credential recognition, and supports new immigrants as they transition into the workforce, the results speak for themselves,” said Aliyah and Integration Minister Ofir Sofer.

BACK TO SCHOOL

14 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026

Back to school – time to SEE problems and find answers DR. ZACHARY WEINBERG Special to the CJN

T

he school year is about to begin which means the homework battles are about to rear their head. If your child struggled with reading or didn’t achieve their potential in the classroom last school year, you may be heading into the new school year with more questions than relief.

Is my child just not trying? Could it be attention-deficit/ hyperactivity disorder?

A learning disability?

Before you spend yet an-other school year searching for answers, consider this: researchers have found Weinberg that 60% of children who have difficulty reading have an undetected vision problem at the root of their struggles – and most of them have already been told their vision is “fine.”

It is important for parents to understand that seeing the letters on the eye chart (20/20) is just one of 17 visual skills required for reading and learning. Since 80% of learning is dependent on vision, a problem in any of those skills can quietly undermine everything — no matter how hard a child tries.

What are vision-based learning problems?

Those are specific types of vision problems that interfere with reading and learning. A couple of these visual skills include that our two eyes need to work together in unison when we read (eye coordination) and follow along a line of print (eye tracking).

When just these two visual skills aren’t working correctly, it can make reading and remembering what was read difficult, if not impossible. It can make handwriting illegible and unbearable to read.

DOES THIS SOUND LIKE YOUR CHILD? Children with vision-based learning problems often have strong verbal skills, which leads parents and teachers to conclude they’re just not motivated or are underachieving. But a vision disorder can make it genuinely difficult to process what is read – resulting in poor performance on written work, avoidance of reading and

frustration that looks a lot like attitude or laziness.

Watch for these signs: • Avoids reading, even for pleasure.

• Bright and verbal, but struggles academically.

• Has been labeled a “lazy underachiever,” ADHD or learning disabled.

• Works hard but makes little progress.

• Performs better on verbal tasks than written tests.

• Prefers being read to rather than reading themselves.

YOU MAY SEE IT IN SPORTS, TOO Visual problems that affect reading often show up on the playing field as well. If your child shies away from sports that involve catching or hitting a ball, seems generally clumsy or struggles with 3D movies, those can be additional clues.

Look for: • Trouble tracking or seeing the ball clearly.

• Misjudging distances to the ball, players, or boundaries.

• A naturally athletic child who struggles specifically with ball sports.

• Little improvement despite regular practice.

THIS SUMMER, GET SOME ANSWERS When a vision problem is the underlying

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cause of a child’s struggles, no amount of tutoring, behavioral strategies or extra effort will fix it – because the vision problem itself needs to be addressed. The encouraging news is that many vision-based learning problems are treatable, and summer gives you a window to pursue that treatment before the pressure of a new school year begins.

Don’t head into fall with the same unanswered questions. Schedule a developmental vision evaluation this summer and give your child a real fresh start.

Dr. Zachery Weinberg, developmental optometrist, provides specialized services in the diagnosis and treatment of vision problems that interfere with reading and learning.

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DISCLAIMER The Cleveland Jewish News does not make endorsements of political candidates and/or political or other ballot issues on any level. Letters, commentaries, opinions, advertisements and online posts appearing in the Cleveland Jewish News, on cjn.org or our social media pages reflect the views and thoughts of the writer and do not necessarily reflect the opinions of the Cleveland Jewish Publication Company, its board, officers or staff or any other organization unless explicitly stated.

CSU, Ideastream Public Media expand partnership KATERYNA KOPYLCHAK vsintern@cjn.org

C

leveland State University students are gaining real-world experience across journalism, television and radio production, marketing, communications, graphic design and public affairs through an expanding partnership with Ideastream Public Media, which connects classroom learning with professional practice, according to a news release.

During the 2025-26 academic year, more than 80 CSU students participated in internships, co-ops, classroom collaborations and production projects with Ideastream, contributing to content and programs that serve communities across Northeast Ohio.

“Producing Sound of Ideas gives

Cleveland State students the opportunity to contribute to a live daily public affairs program, from developing story ideas to writing scripts and booking guests,” Rachel Rood, deputy editor of “Sound of Ideas” said in the release. “They see firsthand how thoughtful journalism connects with audiences, and they leave with professional experience and portfolio work that prepares them for their careers.”

Students contributed to projects across Ideastream’s news, production and marketing teams, including: • A second-year collaboration between Ideastream’s Applause arts and culture team and CSU’s School of Film and Media Arts, where students produced mini-documentaries profiling emerging PARTNERSHIP | CONTINUED ON PAGE 54

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AUGUST 7, 2026 | CLEVELAND JEWISH NEWS | CJN.ORG 15

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16 CLEVELAND JEWISH NEWS | CJN.ORG | AUGUST 7, 2026

ANSWER IN AN APP Coach makes the call that he hopes will keep players out of trouble SHAWNA POLSTER wolfintern@cjn.org

W

hen the head football coach at Walsh Jesuit High School in Cuyahoga Falls was concerned about his players’ activity online, his father found a solution.

Neal Alexander, the CEO and founder of CyberSafely.ai, asked his son, Nick, what the biggest problem he was dealing with was. Nick pointed at his phone.

Alexander “He said, I’ve got 120 players and every day they post something that’s going to get them in trouble, get me in trouble, get the school in trouble and cause their future to be not as bright as they’d like it to be,” Neal Alexander told the Cleveland Jewish News.

Alexander, a serial entrepreneur, listened to his son’s dilemma and began researching the harms of social media and technology.

He realized the problem was much bigger than he could have imagined.

This led Alexander to found CyberSafely. ai, an app designed to screen content and alert parents to concerning behavior online.

“It’s a platform, an app, that’s used by parents to monitor their children and keep them safe in the virtual world,” Alexander said. “We monitor the complete phone using keystroke technology and we provide parents an alert when a red flag occurs that

might indicate something like bullying, sextortion, drug use online or grooming.”

Alexander said that his target clientele for CyberSafely is all parents. He said he believes that every family could benefit from the safety precautions of his app.

“Every parent wants to keep their child safe in the real world,” Alexander said.

“Look at a car crash. If a parent knew that their child was going to have the potential of being in a car crash, they were driving erratically, they were speeding at excessive speeds, they would do something about it.

Similarly, what we do is provide the parent an alert that says, hey, there’s something going wrong in your child’s life in their cyber world.”

Alexander said that he and the CyberSafely software team are working to adapt the app’s technology to better fit its users’ needs.

“We’re continuing to enhance it on a regular basis,” he said. “We learn every day from parents using our app that make suggestions: what if we did this, or what if we did that? We’ve got to keep improving this app so that we can make sure that the use of the phone, which is a great tool, doesn’t cause kids harm.”

Alexander said that he does not want CyberSafely to be a “gotcha app.” Instead, he said he hopes it allows parents to have important conversations with their children about internet safety and concerning behavior.

“We’ve developed a not-for-profit called CyberSafely Foundation, which works really

PARTNERSHIP | CONTINUED FROM PAGE 52

Cleveland comedians. Five segments have aired during the past two years.

• Motion graphics and visual elements created for “Sound of Ideas,” giving students experience working with a professional client while producing content for broadcast.

• A year-round production internship program supporting studio operations, field production and postproduction for programs including “Sound of Ideas,” City Club forums and Akron Roundtable events.

• A six-month graphic design co-op within Ideastream’s marketing and communications department, where a student created print, digital and social media content.

Classroom collaborations in which students pitched, researched, reported and produced stories that aired on “Sound of Ideas.”

• A trip to Columbus, where students met with journalists

“I’ve talked to too many parents who’ve lost their children for many reasons because of the virtual world, because of the cellphone.”

Neal Alexander CyberSafely.ai hard to help educate parents and help them understand that communication is key,” Alexander said.

CyberSafely also provides parents with access to a counselor to help them understand their children and the virtual problems that they are dealing with.

Alexander said that CyberSafely will continue to work toward its cause of keeping children safe online.

“I’ve talked to too many parents who’ve lost their children for many reasons because of the virtual world, because of the cellphone,” he said. “Our mission is to save kids’ lives.”

The CyberSafely.ai app is available for download for free but a paid subscription is required to use the app and costs $100 per year.

Shawna Polster is the Linda and Clifford Wolf Editorial Intern at the Cleveland Jewish News.

from the Statehouse News Bureau and others to learn about state government reporting and the media’s role in covering public officials.

The partnership continues to expand, creating new opportunities for students to gain professional experience, mentorship and portfolio-ready work.

“One of the things I value most about our partnership with Ideastream is the way it opens doors for students,” Jill Gordon, dean of CSU’s Levin College of Public Affairs and Education, said in the release. “We have already seen students take on incredible opportunities, from helping in the studio to engaging with Ideastream’s Columbus newsroom. These aren’t just résumé-building experiences.

They give students the chance to apply what they’re learning, work alongside talented professionals and see what’s possible in their careers.”

For students, the partnership provides opportunities to build professional skills while contributing to projects that

A screenshot of the CyberSafely.ai app.

reach audiences across Northeast Ohio.

“Throughout this opportunity at Ideastream, I learned skills that I can take with me as I build my career, from working in a professional setting and collaborating with other departments to creating projects that strengthen my portfolio,” Jillian Osredkar, a graphic design major at CSU, said in the release.

The partnership includes CSU’s School of Film and Media Arts, School of Communication, College of Arts and Sciences and Levin College of Public Affairs and Education. Faculty members also contribute to Ideastream’s coverage of topics including property taxes and the upcoming election cycle.

Kateryna Kopylckak is the Violet Spevack Editorial Intern at the Cleveland Jewish News.