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  • Meet The Woman Who's Transforming How Kenya Sees Disability

    October 25, 2018 |

    Bright Magazine |

    Multi-Media |

    1500-3000 Words

    Response Location: Kenya, Nairobi

    After volunteering for the special olympics, Maria Omare decided children with disabilities in Kenya needed a space where they would be treated with dignity, care, and respect. So she rented a one-room space, and called it the The Action Foundation, a grassroots organization that provides social inclusion and education for children with disabilities. Eight years later, the organization has ballooned, “since 2012, the foundation has helped almost 240 children with various needs, large and small.”

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  • San Antonio's Public Montessori Program, Designed for Diversity — and Inclusion

    October 01, 2018 |

    The 74 |

    Text |

    1500-3000 Words

    Response Location: United States, San Antonio, Texas

    Steele Academy is "Montessori education for students who don't normally get it," according to Laura Christenberry, the driver behind San Antonio's first public Montessori school. Drawing on detailed census information, leaders at the combined preschool and kindergarten ensure that 50 percent of the population comes from the bottom of the income spectrum. Now, the challenge is building trust and making a diverse group of families aware of the nontraditional model.

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  • Principal Progress: Trauma-Informed Efforts at One Alaska Elementary School

    January 22, 2018 |

    PACEs Connection |

    Text |

    Under 800 Words

    Response Location: United States, Anchorage, Alaska

    For students who have experienced adverse childhood events (ACEs), support and disciplinary efforts that take trauma into account are essential for them to excel in school. An Alaskan elementary school has done just this by training teachers about ACEs, identifying and supporting students at risk for isolation, and restructuring discipline by providing a space for students who act out to talk about what is going on in their lives.

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  • At this school, it's personal

    January 04, 2018 |

    The Notebook |

    Multi-Media |

    800-1500 Words

    Response Location: United States, Philadelphia, Pennsylvania

    At Lakeside School, the structure of the day is designed to support students managing trauma. These include activities before school starts, means to reduce excess energy by fidgeting, and ‘brain breaks.’

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  • Coping With Students Who Can't Cope With School

    January 03, 2018 |

    The Notebook |

    Multi-Media |

    1500-3000 Words

    Response Location: United States, Philadelphia, Pennsylvania

    At Lakeside School, the student body is made up of young adults managing emotional and health challenges that make attendance in other schools difficult. The school environment has been developed to provide support for these students. This includes small classes, intensive counseling, and trauma informed education.

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  • Arkansas Spurns Warehousing of Floundering Students

    December 22, 2017 |

    ProPublica |

    Text |

    1500-3000 Words

    Response Location: United States, Bentonville, Arkansas

    The state of Arkansas cares deeply about the wellbeing of its students, as evidenced by its flourishing system of alternative schools that provide extra counseling in academics, social and mental support, and research-backed techniques that reduce bad behavior, poor grades, and absenteeism. The schools even work to dismantle the taboo around alternative schools, presenting them as an intervention rather than a punishment. The introduction of these schools correlates with a decline in Arkansas' overall dropout rate from 2002 to 2012, and nearly 10% of its graduates have spent time in alternative education.

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  • How one district solved its special education dropout problem

    November 18, 2017 |

    The Hechinger Report |

    Text |

    1500-3000 Words

    Response Location: United States, Covina, California

    The Covina-Valley School District in California reduced high school drop-out rates and chronic absenteeism among special education students by providing a more engaging environment and curriculum for students. Students are divided into three levels based on their levels of cognitive competence, and educators rewrote textbooks and curriculum to fit the varying needs and capabilities of students within each level, as opposed to putting all special students in one level. Another successful approach has been to combine general and special education staff meetings and increase curricular collaboration.

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  • Trauma and transitions: How San Diego grapples with educating refugees.

    August 28, 2017 |

    Investigative Reporting Workshop |

    Text |

    Over 3000 Words

    Response Location: United States, San Diego, California

    San Diego County public schools have a large number of refugee students and changes such as lowering noise levels (such as school bells) that triggered post-traumatic stress, reducing class sizes, providing daily teacher consistency, and integrating language and academic instruction has helped them feel more comfortable and fill the gaps in their education. Not all of the interventions have led to academic success, but schools are juggling very limited budgets to address the specific needs of refugee students, including extra English language instruction and counseling services.

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  • Feelif technology: Feeling life under your fingers

    June 24, 2017 |

    AzerNews |

    Text |

    800-1500 Words

    Response Location: Slovenia, Ljubljana

    A new tablet, called the Feelif multimedia device, allows blind children to learn braille and geometry and play interactive learning games with their fingers. The device allows children to create drawings and write on a tablet and then feel what they've created in a 3 dimensional way.

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  • For children who have faced serious trauma, a place to learn

    June 14, 2017 |

    The Christian Science Monitor |

    Text |

    800-1500 Words

    Response Location: United States, New Orleans, Louisiana

    New Orleans is home to a high number of teens with severe trauma and emotional disturbance, who are underserved in regular school settings. Alternative programs that focus more on 'behavior than academics' are offering these students a new place to learn.

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