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    <title>Rules for Engagement</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/" />
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    <id>tag:blogs.edweek.org,2012-02-06:/edweek/rulesforengagement//147</id>
    <updated>2020-12-04T04:45:21Z</updated>
    <subtitle>Education Week journalists explore some of the nonacademic issues that bear on students’ learning. Find insights, news, and analysis on a wide range of issues including school climate, student engagement, children’s well-being, and student behavior and discipline.</subtitle>
    <generator uri="http://www.sixapart.com/movabletype/">Movable Type Pro 5.2.7</generator>

<entry>
    <title>Will a COVID-19 Vaccine Be Mandatory for Students?</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/12/will_a_covid-19_vaccine_be_mandatory_for_students.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81591</id>
    <published>2020-12-03T21:42:16Z</published>
    <updated>2020-12-04T04:45:21Z</updated>
    <summary>Early answers to some of the biggest questions about public school students and vaccines.</summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Measuring Social-Emotional Learning" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Early answers to some of the biggest questions about public school students and vaccines.
		
    </content>
</entry>

<entry>
    <title>The Secret to Improving Students&apos; Social-Emotional Skills? Start With the Adults</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/10/secret_to_improving_SEL_start_with_adults.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81464</id>
    <published>2020-10-23T19:04:42Z</published>
    <updated>2020-10-23T19:06:36Z</updated>
    <summary>Teachers, administrators, and school support staff must understand their own social-emotional abilities before they can impart those skills to students, according to new research.</summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Measuring Social-Emotional Learning" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Teachers, administrators, and school support staff must understand their own social-emotional abilities before they can impart those skills to students, according to new research.
		
    </content>
</entry>

<entry>
    <title>Coronavirus-Era Financial Pressures Weigh Heavy on Families With Children</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/10/families_coronavirus_financial_pressures_survey.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81395</id>
    <published>2020-10-02T20:49:34Z</published>
    <updated>2020-10-02T22:09:26Z</updated>
    <summary>A majority of families report being under severe financial strain as the pandemic wears on, according to a new survey. </summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Student Poverty" scheme="http://www.sixapart.com/ns/types#category" />
    
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        A majority of families report being under severe financial strain as the pandemic wears on, according to a new survey. 
		
    </content>
</entry>

<entry>
    <title>Is Online Learning Worse Than Being in School? Majority of Teens Say Yes </title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/09/online_learning_teens_survey.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81342</id>
    <published>2020-09-18T19:14:26Z</published>
    <updated>2020-09-18T19:14:18Z</updated>
    <summary>Even so, only 19 percent of teenagers say that instruction should be fully in-person this fall.  </summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Student Behavior" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Engagement" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Mental Health" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="coronavirus" label="coronavirus" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="mentalhealth" label="mental health" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="survey" label="survey" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="technology" label="technology" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="teens" label="teens" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="wellbeing" label="well-being" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Even so, only 19 percent of teenagers say that instruction should be fully in-person this fall.  
		
    </content>
</entry>

<entry>
    <title>Carol Dweck on Nurturing Students&apos; Growth Mindsets Through Protest and Pandemic </title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/09/carol_dweck_students_growth_mindsets_protest_and_pandemic.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81324</id>
    <published>2020-09-15T21:08:57Z</published>
    <updated>2020-09-15T22:02:23Z</updated>
    <summary>Growth mindsets are an important tool for battling racial bias in the classroom and helping students through difficulties posed by the pandemic. </summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Growth mindsets are an important tool for battling racial bias in the classroom and helping students through difficulties posed by the pandemic. 
		
    </content>
</entry>

<entry>
    <title>How a STEM Program Helps Students of Color See Themselves in Science</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/08/how_a_stem_program_helps_students_of_color_see_themselves_in_science.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81243</id>
    <published>2020-08-25T14:02:33Z</published>
    <updated>2020-08-25T15:33:48Z</updated>
    <summary>Small groups of Portland youngsters gathered in gardens, played with plant-based dyes, and cooked up vegan meals as part of Camp ELSO&apos;s mission to foster STEM learning for students of color.</summary>
    <author>
        <name>Kaylee Domzalski</name>
        
    </author>
    
        <category term="After-School Programs" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Race in Schools" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Small groups of Portland youngsters gathered in gardens, played with plant-based dyes, and cooked up vegan meals as part of Camp ELSO&apos;s mission to foster STEM learning for students of color.
		
    </content>
</entry>

<entry>
    <title>How a Summer Learning and Sports Program Adapted to the Pandemic</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/08/how_a_summer_learning_and_sports_program_adapted_to_the_pandemic.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81163</id>
    <published>2020-08-06T18:52:54Z</published>
    <updated>2020-08-06T19:09:06Z</updated>
    <summary>Leaders at DREAM&apos;s REAL Kid&apos;s New York summer academic and baseball program decided early on to move the program online. To do that, they relied on their core principle: the value of being on a team.</summary>
    <author>
        <name>Kaylee Domzalski</name>
        
    </author>
    
        <category term="After-School Programs" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Engagement" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Leaders at DREAM&apos;s REAL Kid&apos;s New York summer academic and baseball program decided early on to move the program online. To do that, they relied on their core principle: the value of being on a team.
		
    </content>
</entry>

<entry>
    <title>Social Emotional Learning and School Reopenings: A Guide for Schools </title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/07/social_emotional_learning_school_reopening_guide_CASEL.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81033</id>
    <published>2020-07-14T21:09:47Z</published>
    <updated>2020-07-14T21:11:34Z</updated>
    <summary>Regulating emotions, managing stress, empathizing with others, and maintaining relationshipswill be key to helping students learn this fall, according to CASEL in its new guide for reopening schools.</summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Student Mental Health" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="casel" label="CASEL" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="socialemotionallearning" label="social-emotional learning" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Regulating emotions, managing stress, empathizing with others, and maintaining relationshipswill be key to helping students learn this fall, according to CASEL in its new guide for reopening schools.
		
    </content>
</entry>

<entry>
    <title>What Parents Can Do in the Absence of Summer Programs</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/07/what_parents_can_do_in_the_absence_of_summer_programs.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.81028</id>
    <published>2020-07-13T21:01:01Z</published>
    <updated>2020-07-13T21:10:29Z</updated>
    <summary>For parents whose kids are without a summer program this year, one expert says one of the most important things is to create structure and routine.</summary>
    <author>
        <name>Emma Patti Harris</name>
        
    </author>
    
    <category term="parents" label="parents" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="summercamps" label="summer camps" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        For parents whose kids are without a summer program this year, one expert says one of the most important things is to create structure and routine.
		
    </content>
</entry>

<entry>
    <title>How Two School Nurses Are Preparing for School Reopenings</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/06/how_two_school_nurses_are_preparing_for_school_reopenings.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80951</id>
    <published>2020-06-29T15:38:48Z</published>
    <updated>2020-09-24T16:26:54Z</updated>
    <summary>In a three-part video series, two school nurses discuss how the coronavirus pandemic has upended their profession.</summary>
    <author>
        <name>Debra Viadero</name>
        <uri>http://blogs.edweek.org/edweek/inside-school-research/</uri>
    </author>
    
        <category term="School Health, Child Health" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="School Safety" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        In a three-part video series, two school nurses discuss how the coronavirus pandemic has upended their profession.
		
    </content>
</entry>

<entry>
    <title>Teens Are Growing Depressed and Disconnected From School, Student Survey Finds </title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/06/teen_social_emotional_health_survey.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80880</id>
    <published>2020-06-12T04:01:00Z</published>
    <updated>2020-06-12T04:05:12Z</updated>
    <summary>Feelings of depression, unhappiness, and disconnection are rising among America&apos;s youth as the COVID-19 pandemic drags on, according to a survey of 3,300 teenagers.</summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Student Mental Health" scheme="http://www.sixapart.com/ns/types#category" />
    
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Feelings of depression, unhappiness, and disconnection are rising among America&apos;s youth as the COVID-19 pandemic drags on, according to a survey of 3,300 teenagers.
		
    </content>
</entry>

<entry>
    <title>&apos;The World Is Watching Us&apos;: High School Students Reflect on Police Brutality Protests</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/06/the_world_is_watching_us_high_school_students_reflect_on_police_brutality_protests.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80877</id>
    <published>2020-06-11T16:59:41Z</published>
    <updated>2020-06-12T14:26:21Z</updated>
    <summary>Following the killing of George Floyd in Minneapolis, high school students nationwide have organized and participated in protests against police brutality and racism. Education Week Video spoke with 16 high school students from across the country who are engaging with their communities.</summary>
    <author>
        <name>Emma Patti Harris</name>
        
    </author>
    
        <category term="Race in Schools" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Engagement" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="civicengagement" label="civic engagement" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="protests" label="protests" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="studentactivism" label="student activism" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Following the killing of George Floyd in Minneapolis, high school students nationwide have organized and participated in protests against police brutality and racism. Education Week Video spoke with 16 high school students from across the country who are engaging with their communities.
		
    </content>
</entry>

<entry>
    <title>&apos;It&apos;s All We Can Talk About&apos;: High Schoolers React to Protests Over Police Violence</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/06/students_protest_police_violence.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80862</id>
    <published>2020-06-08T21:50:55Z</published>
    <updated>2020-06-10T01:21:01Z</updated>
    <summary>The massive nationwide protests against police violence and racial inequality mark a historical moment that is coming on the cusp of adulthood for many teenagers belonging to a generation that has been flexing its activism over climate change and gun control.</summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Race in Schools" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="civicengagement" label="civic engagement" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="protests" label="protests" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="studentactivism" label="student activism" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        The massive nationwide protests against police violence and racial inequality mark a historical moment that is coming on the cusp of adulthood for many teenagers belonging to a generation that has been flexing its activism over climate change and gun control.
		
    </content>
</entry>

<entry>
    <title>Which High School Sports Pose the Greatest Risk for Coronavirus Spread?</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/06/which_high_school_sports_pose_the_greatest_risk_for_coronavirus_spread.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80817</id>
    <published>2020-06-01T17:00:06Z</published>
    <updated>2020-06-02T16:57:52Z</updated>
    <summary>Football, wrestling and competitive cheer pose a high risk for COVID-19 spread, while swimming and golf are at the low end of the risk scale developed by a national panel.</summary>
    <author>
        <name>Corey Mitchell</name>
        <uri>http://www.edweek.org/ew/contributors/corey.mitchell_7511719.html</uri>
    </author>
    
        <category term="School Health, Child Health" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="School Safety" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Engagement" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="coronavirus" label="coronavirus" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="highschool" label="high school" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="sports" label="sports" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Football, wrestling and competitive cheer pose a high risk for COVID-19 spread, while swimming and golf are at the low end of the risk scale developed by a national panel.
		
    </content>
</entry>

<entry>
    <title>Stories to Make You Smile: Livestreaming Chicks Hatching in a Teacher&apos;s Bathroom</title>
    <link rel="alternate" type="text/html" href="http://blogs.edweek.org/edweek/rulesforengagement/2020/05/teacher_livestreamed_chicks_hatching.html" />
    <id>tag:blogs.edweek.org,2020:/edweek/rulesforengagement//147.80720</id>
    <published>2020-05-11T19:58:33Z</published>
    <updated>2020-05-11T19:59:36Z</updated>
    <summary>Anne Thiebeau didn&apos;t want her students to miss out on seeing the chicken and duck eggs they had been incubating hatch, so she broadcast the hatchings from her bathroom and laundry room. </summary>
    <author>
        <name>Arianna Prothero</name>
        <uri>http://www.edweek.org/ew/contributors/arianna.prothero_7206329.html</uri>
    </author>
    
        <category term="Parent Involvement in Schools" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Engagement" scheme="http://www.sixapart.com/ns/types#category" />
    
        <category term="Student Mental Health" scheme="http://www.sixapart.com/ns/types#category" />
    
    <category term="science" label="science" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="socialemotionallearning" label="social-emotional learning" scheme="http://www.sixapart.com/ns/types#tag" />
    <category term="studentengagement" label="student engagement" scheme="http://www.sixapart.com/ns/types#tag" />
    
    <content type="html" xml:lang="en-us" xml:base="http://blogs.edweek.org/edweek/rulesforengagement/">
        Anne Thiebeau didn&apos;t want her students to miss out on seeing the chicken and duck eggs they had been incubating hatch, so she broadcast the hatchings from her bathroom and laundry room. 
		
    </content>
</entry>

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