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roughly twice the rate in 2015 as in 2008. And these hospital visits largely coincide with mid-winter and mid-spring academic terms.
Educators know intuitively, and the research is incontrovertible, that students learn at different rates and in different ways (Corbetta & Shulman, 2002; Meltzer, 2010; Semrud-Clikeman, 2007). Furthermore, since the 1990s, educators are much more advanced in terms of knowledge of the brain and learning and retention processes (R. Macy, personal communication, April 2018; Marzano & Marzano, 2015; Schenck, 2011). We have a much deeper understanding in terms of how motivation and perceived competence can impact individual student achievement (Anderson, 2014; Dweck, 1999, 2006; Martin, 2012a), and we know that teachers can provide high-quality feedback and targeted support through the use of valid formative assessment practice feedback (Anderson, 2014; Brookhart, 2008; Hattie, 2009; Marzano, 2012). Thus, instruction in schools should be tailored to address the individual needs of students, which provides the foundation from which to consider how to increase the overall quality of entire educational programs (Anderson, 2014; Cox, 2007).
“Lots of times, I go into a class and am excited, and the teacher turns me off to it forever. Required classes with a boring teacher make it totally not relevant for me.” —Ninth-grade student, Missouri
For Teachers Although high school dropout and graduation rates have been a tremendous source of angst in education, another area not as well addressed publicly, yet of equally troubling concern, is teacher attrition rates due to burnout. University of Pennsylvania professor of education and sociology Richard M. Ingersoll and director of the Center
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While preK–12 schools are not necessarily the appropriate organizations to address all mental health issues, the benefit of empowering learners with strong skill sets, modeling positive interactions and solid self-concepts, and cultivating mindfulness along with emotional control is clear and undeniable, and could help avert problems later in life. If students are to be prepared for and successful in their adult lives, the scope of their education must expand beyond pure academic knowledge. Highquality education should develop these competencies by teaching students how to have compassion for themselves and others, manage and release stress, maintain focus, make healthy decisions, build relationships, and use effective strategies for handling their emotions (Iberlin, 2017).