SOUTH OGDEN — From the outside, South Ogden Jr. High School looks like any other school in Utah.

Even the inside isn’t out of the ordinary. That is, until you head to the library.

Students who go inside the library are getting better reading scores. It’s not that the books are different or even the assignments students are given.

“It’s magic. It really is,” said Kimberlee Irvine, who is an eighth-grade English teacher at the school. "I wish I could explain it, but it’s just pretty much Bentley magic.”

That’s right: Bentley.

• Even kids with no exposure to animals or nature in their home environment can see, feel, touch and make connections to the wide world of animals.
• Observing and caring for an animal instills a sense of responsibility and respect for life.
• A pet brings increased sensitivity and awareness of the feelings and needs of others—both animals and humans.
• Kids learn that all living things need more than just food and water for survival.
• Students will see directly how their behavior and actions affect others.
• Studies show that the presence of animals tends to lessen tension in the classroom.

 JULY 27, 2015
In-class pets provide emotional and academic benefits
by Alisha Kirby
(District of Columbia) A survey of teachers across the U. S. and Canada shows having a pet in the classroom can help teach students empathy, respect and responsibility for living things, and boost leadership skills. 

THE GROWING NEED TO SEEK SOLUTION TO SOCIAL EMOTION BEHAVIOR ARE BETTER SERVED BY STUDENTS TAKEN OWNERSHIP FOR THEIR OWN ACTION WITH ANIMALS TEACHER SHARING RESPONSIBILITY AMONG  OTHER STUDENTS.

NEW STUDY HIGHLIGHTS EDUCATIONAL VALUE OF PETS IN THE CLASSROOM

Phase I of “Pets in the Classroom” study by American Humane Association and Pet Care Trust surveys nearly 1,200 North American teachers, reveals that teachers see classroom pets having real educational, leadership and character-building value. Researchers designing second phase of study to measure effects of classroom pets on school children.

WASHINGTON, D.C., July 22, 2015 — A class hamster, guinea pig, lizard, or even goldfish can be fun and exciting for schoolchildren, but it also has real educational, leadership and character-building value, according to a new study published today by American Humane Association in collaboration with the Pet Care Trust. Phase I of the two-phase “Pets in the Classroom” study features surveys and interviews of nearly 1,200 teachers and reveals that having a class pet can teach children important values like compassion, empathy, respect, and responsibility for other living things, as well as give them much-needed leadership skills and stress relief. Certain challenges still remain, according to the study’s findings, like teaching children to cope with pet loss, the cost of ownership for teachers, and responsibility for the animal when school is not in session. The study’s objective is to advance the research of Pet Care Trust’s Pets in the Classroom program, which provides grants to Pre-K through eighth grade educators to adopt and provide ongoing care for small animals in their classrooms. The full report is available online at www.americanhumane.org/pets-in-classroom-study.

 by petsintheclassroom | Sep 6, 2016 | Pets in the Classroom, Teacher, Testimonials

Did you know that when it comes to educational engagement, empathy building, character development, and community enhancement, teachers are seeing significant value in having classroom pets? Here’s what a few teachers are saying:

I teach in an inner city school, where there are many kids suffering from academic, social and emotional difficulties. Having a classroom pet for the students to take care of and love has helped many of these children. I think that the biggest benefit of having [Ruby the rabbit] is that she teaches empathy. My students often remind each other to keep the noise level down, because rabbits scare easily and the noise may be upsetting her. They have learned to be gentle and responsible when caring for the pet. When I was gone for a few days on a medical emergency, I did not have to worry at all about the well-being of Ruby. The kids carried on with their responsibilities and the substitute teacher was extremely impressed with their maturity and knowledge!
Meg Basker
Mishawaka, IN

It’s not every day you see a dog in a library; especially a goldendoodle as docile and friendly as Bentley is.

“Awww,” several students say as they walk into the library and see Bentley.

Beyond petting a dog at school, though, it seems students who may not feel comfortable reading to their classmates have no problem reading out loud to Bentley. The research Irvine did backs it up.

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“We’ve done data,” she said. “We’ve done studies, and the students that read with Bentley go up half a grade level in half a year more than the students who don’t. And that’s solid. That’s solid every single year.”

Maybe it’s because Bentley doesn’t care if a student reading to him is popular, athletic, or not.

“A lot of people go through their worst years during junior high,” said ninth-grade student Amanda Davies. “Just to have that friend come up to you and that’s not going to judge you and that’s not going to go away anytime that you make a mistake.”

Bentley just sits there listening to every word.

Digital Citizen Academy is dedicated to improving the lives of students, parents and educators and to providing eresources, tools and knowledge needed to foster a healthy balance with technology. Our research-based education, prevention and diversion programs are professionally designed to inform, protect and support young children, teenagers and adults impacted by issues resulting from technology use and overuse. Programs are designed with age appropriate content and provide trackable and measurable data for school districts and organizations.

Dr. Lisa Strohman, psychologist, attorney, author, and mother established Digital Citizen Academy to help keep families safe from online dangers.

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Suzie Cary has devoted her career to educating, enriching, and improving the lives of children. A veteran educator, Suzie’s 35-year career has spanned the globe and allowed her to develop as a leader in teaching and administration, working in Alaska, Thailand, and Arizona.

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Joseph LeDuc serves as an advisor to Digital Citizen Academy, providing insight and guidance related to current laws involving children and internet crimes.

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ST. GEORGE — “How social media is destroying our kids” was the topic presented during an event attended by more than 1,000 Thursday night, where an internet crusader offered parents a lifeline to guard children against social media’s culture of perfection, and to empower parents in the battle to save their children from social engineering.

The event, which took place in a packed auditorium at Snow Canyon High School, featured Collin Kartchner and Katey MacPherson of #SaveTheKids, an organization created to save children and teens from the destructive impact that social media can have on their self-esteem and mental health, while helping parents to reconnect with their kids.

“Kids need our eyes and our love and validation more than ever before,” Kartchner said. “Showing your kids you love them is 2 percent effort and 98 percent just putting down your phone.”

The presentation was based on the premise that smart phones, too much screen time and social media’s negative effects are the underlying link to the epidemic rise in teen depression and anxiety, eating disorders, self-harming, thoughts of suicide and suicide itself.

Pediatricians urge parents to limit kids' "screen time". Mark Risinger, 16, of Glenview, Ill., is allowed to use his smartphone and laptop in his room, and says he spends about four hours daily on the Internet doing homework, using Facebook and YouTube and watching movies.

 More than 100 Fire Up Your Feet awards were distributed to participating schools in California, Colorado, Hawaii, Metro Atlanta, Maryland, Oregon, SW Washington, Washington DC, and Virginia this spring. Read about some success story highlights.  Fire Up Your Feet offers free resources, an online activity tracker healthy fundraising and more, all aimed at increasing physical activity before, during and after school for students, parents, school staff and teachers. This year’s Fall Activity Challenge runs October 1 - 31.  Active students are healthy students. That’s why Fire Up Your Feet is once again recognizing schools across the country for their efforts to improve the health and physical activity of students, families and school staff. More than 480 schools and communities participated in the program’s fall 2016 challenge. They walked and ran, biked and jogged, and played soccer and basketball. Along the way, they gained a sense of accomplishment  

  Other School Districts Find Success In Letting Their Teachers DecideBy Elizabeth DohmsPublished: 

• Friday, September 7, 2018, 4:00pm

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As the 2018-19 school year gets under way, school districts across Wisconsin are continuing bans on cellphones in the classroom that school staff say have been helpful in lessening distractions during class.

Metropolitan and rural school districts alike have adopted such policies, with a rash of school leaders agreeing it was the right move after the technology proved too distracting.

"It was a constant distraction for kids and what it became is a constant discipline issue," said Robin Kvalo, principal to about 800 students who attend Portage High School.

A sign explaining the cellphone policy in the Portage Community School District is displayed in the commons. Photo courtesy of Robin Kvalo

A Wisconsin Department of Public Instruction spokesman said the state agency doesn't track individual district's policies, which vary across the state. For example, some school districts find it better to let teachers decide whether to allow the technology in their classrooms as a tool for instruction.

But constant use of cellphones throughout the school day is an issue, some administrators say, and the bans only extend to the classroom and allow students to access their phones during passing time or at lunch. 

Editor's note: The Deseret News will host two film screenings and discussions on teen anxiety: one in Park City on Tuesday, May 29, at 7 p.m., and one in Herriman on Wednesday, May 30, at 6:30 p.m. Collin Kartchner, the author of the following commentary, will sit on a discussion panel for Tuesday's event. Follow this link for registration to attend the free screening.

Two years ago when Dr. Jean Twenge released her book titled "iGen," sharing her research on how technology and social media is affecting the mental and emotional health of our youths, she said, "We are on the verge of the biggest mental health crisis our country has ever seen."

Well, that was two years ago. The verge is here. This is now a public health crisis.

Nationwide, we see an epidemic spike in the number and frequency of tweens/teens being diagnosed with severe anxiety and depression, along with terrifying trends in self-harm, eating disorders, bullying and suicide. Ten years ago the typical patient day for a pediatrician was "flu, cold, vaccination, fever, cold, fever." Today, a pediatrician's average day might be "Suicide attempt, suicide attempt, depression, anxiety, cutting, eating disorder, suicide attempt." Each day, emergency rooms are seeing more and more kids (as young as 6-7) with zero mental health history coming in after trying to take their own lives. Emergency room doctors, nurses, family doctors and even paramedics report to me stories of children they see so anxious that their body is literally shutting down. An elementary principal in Provo called me just last week to come speak to their students. Why? Because a group of fourth-grade girls have all been cutting. Nine- and 10-year-old girls.

“It was a constant distraction for kids and what it became is a constant discipline issue,” Robin Kvalo, Principal of Portage High School, tells Wisconsin Public Radio. Kvalo says the school confiscated over 200 phones during the last school year, and that students and teachers are seeing results.

“They are not distracted anymore,” she says. “The phones are not their preoccupation. They know they can’t have the phones in the classroom. If that had been the case years ago, we wouldn’t have needed the policy.”

It doesn’t take a scientist to tell you that cell phones can be distracting, but if you want do want confirmation from a scientist, it’s not hard to find. Study after study shows that the powerful computers we keep in our pockets can be distracting for even the most disciplined of adults — not to mention students.

  By Bill MartensAir Date: 

• Tuesday, August 21, 2018, 4:00pm
• Tuesday, August 21, 2018, 6:00pm

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On Monday, the Kewaskum School District was denied its request to allow students to be ticketed for repeatedly breaking its rules regarding the use of cell phones. We talk with the district superintendent about the scope of the problem, how its proposal would have worked and how it's going to proceed.

Related Links: Proposal To Ticket Students For Using Cell Phones In Class 'Crashed And Burned'Host: Judith Siers-PoissonChris MalinaGuest(s): James SmasalProducer(s): Bill Martens

Interviews with Bill Gates, Steve Jobs, and other tech elites consistently reveal that Silicon Valley parents are strict about technology use.

A new book suggests the signs may have been clear years ago that smartphone use should be regulated.

There may be a way to integrate tech into the classroom, however, that avoids its harmful effects.

Psychologists are quickly learning how dangerous smartphones can be for teenage brains. 

Research has found that an eighth-grader's risk for depression jumps 27% when he or she frequently uses social media. Kids who use their phones for at least three hours a day are much more likely to be suicidal. And recent research has found the teen suicide rate in the US now eclipses the homicide rate, with smartphones as the driving force. 

But the writing about smartphone risk may have been on the wall for roughly a decade, according to educators Joe Clement and Matt Miles, coauthors of the recent book "Screen Schooled: Two Veteran Teachers Expose How Technology Overuse is Making Our Kids Dumber."

It should be telling, Clement and Miles argue, that the two biggest tech figures in recent history — Bill Gates and Steve Jobs — seldom let their kids play with the very products they helped create. 

"What is it these wealthy tech executives know about their own products that their consumers don't?" the authors wrote. The answer, according to a growing body of evidence, is the addictive power of digital technology. 

A full year after four Orange County teens took their lives over a three-week period, the Board of Supervisors has decided to give $600,000 to create a suicide prevention program.

That’s a good move, yet we are left wondering if faster action might have saved a 13-year-old Aliso Viejo boy who apparently took his life earlier this month.

Growing data suggests that exposing young children to too much time in front of a TV or computer can have negative effects on their development, including issues with memory, attention and language skills.

In the latest look at the topic, researchers report in JAMA Pediatrics that more screen time is linked to poorer progress on key developmental measures such as communication skills, problem solving and social interactions among young kids over time.

Sheri Madigan, an assistant professor of psychology at University of Calgary in Canada, and her colleagues studied 2,441 mothers and children enrolled in the All Our Families study, which followed young children from ages two to five. Mothers reported on how much time their children spent in front of a television or computer screen on a typical day, and also reported on developmental measures by answering questions about their children’s communication skills, behavior and social interactions. The data were collected at the start of the study, when the children were two years old, then again when they were three and five.

The first lady is kicking off a three-state tour to address the well-being of children, social media use and opioid abuse. Spokesperson for Melania Trump Stephanie Grisham explains the initiative and how the first lady handles social media bullying.

First Lady Melania Trump marked the anniversary of her "Be Best" campaign on Tuesday by announcing the expansion of the initiative and another international trip for the president's wife.

Mrs. Trump's "Be Best" campaign - which she launched last year with a focus on child well-being, social media use and drug abuse - will now include children of all ages, not just babies born dependent on opioids and other addictive substances, and young mothers. The social media pillar will broaden to add online safety to the emphasis on bullying and good citizenship online.

“My hope is that together we can be the best at helping children and families find effective ways to educate themselves and become part of the solution to so many problems and issues,” she said during a speech in the White House Rose Garden. Mrs. Trump was joined by the president and several Cabinet secretaries who have worked with her and other guests.

Safety protocols and active-shooter drills are becoming more and more common in today’s school environments. Sometimes, these drills can be emotionally tough or even triggering for students and staff.

McFadden Intermediate School in Santa Ana, California, has been part of a 2-year program focused on building a resilient school environment for students and staff at its campus. RISE — short for Resilience In Schools Environments — implements policies, practices and trainings to help the school students and staff adapt to and deal with challenges, trauma and emotionally charged experiences.

RISE is an initiative of Los Angeles Education Partners funded by Kaiser Permanente.

During the first year of the program, McFadden’s staff were trained to approach daily school life with greater sensitivity to trauma and its effects on social and emotional health. They worked at developing a community culture by coming together as colleagues to connect, learn and share. Together, they created a resource guide to support students and staff as they worked to build up resilience.

McFadden school staff member proudly shows off her Safety Day badge.

With the start of the new school year, school staff proposed a different approach to the school’s annual review of safety protocols and practices. Instead of simply watching safety videos, the school wanted to make the training more applicable and engaging while being mindful of those who might be negatively affected by scenes or reminders of trauma.

With input from the teachers, and approval of the district union, the school planned a “Safety Day.” School staff developed a strategy and manual to guide a full day of training through a trauma-informed lens.

The Safety Day, held in August, included carefully performed evacuation practices and drills. A “calm station” for students was available throughout the day to help students deal with their fears and emotions as they moved through the safety drills. Following the drills, a final period was dedicated to team building and debriefing with students.

Teachers and other school employees consistently report high levels of occupational stress. Though different for each individual employee, common sources of stress include high job demand and working with limited resources. School employees can also experience “vicarious trauma,” which refers to the emotional strain that results from working with students who have experienced stressful or traumatic events.

Schools are increasingly aware of the importance of social-emotional health and the impact of chronic adversity and chronic trauma. Schools and districts that support the social and emotional well-being and resilience of their employees are likely to have a workforce with lower levels of stress, improved school employee attendance, and an increased ability to model positive emotions for students. Furthermore, they see lower levels of teacher turnover related to burnout.

Supporting the social and emotional well-being and resilience of teachers and staff is critical for creating a positive school climate and retaining quality educators. Wellness programs in schools build a culture of health that can benefit everyone in the school community.

Wellness programs in schools deliver a wide range of benefits to employees, including the following.

• A safer, more supportive work environment
• Improved health, increased well-being, self-image, and self-esteem
• Reduced absenteeism
• Ability to manage stress or other factors affecting health
• Improved job satisfaction
• Reduced out-of-pocket expenses for physician office visits, medications, procedures, or hospitalizations related to acute or chronic illness

Schools can support employees’ social and emotional well-being in a variety of ways. Some examples include promoting a support network between staff members, involving administrators and support staff to relieve tension when a disciplinary issue arises, and redesigning staff breakrooms. Schools can also train employees in trauma-informed practices, which improve employees’ ability to effectively support their students, resulting in a better overall school climate and improved academic outcomes.

Schools play a critical role in promoting the health of young people and helping them establish lifelong patterns of healthy behavior. Good health is essential for learning and retention and the development of strong cognitive ability. And ensuring good health in students has been shown to boost attendance and educational achievement, ultimately setting students up for greater success in school and in life.

Kaiser Permanente is one of the leading health care providers for schools and the students and families they serve. Our clinical staff cares for them, and our worksite wellness teams support them. We are developing today’s students to be tomorrow’s innovators and leaders in building thriving communities.

To provide for the long-term development and success of young people, we believe that it’s important for schools, government agencies, and community organizations work collaboratively to approach learning and health in an integrated manner.

Health and education affect individuals, society, and the economy and, as such, must work together whenever possible. schools are a perfect setting for this collaboration.