(Robert Watson) - Games, particularly complex ones, can provide a rich structure for student learning in every classroom, and can help integrate complex topics across disciplines.

By Robert Watson

Edited by Adrian James, Editor at Featured News · Oct 9, 2026

Games have evolved to become a huge part of our lives. They are an increasingly important part of educational software, are available on consoles, PCs and phones, and even games like fantasy football or Dungeons & Dragons (D&D) are increasingly part of youth culture. Our students are getting deeply involved and invested in them.

And there is a significant depth of experience to be found here – seeking mastery in what appears to be a simple one-on-one fighting game actually involves calculating where specific on-screen pixels will appear, and comparing that to “hit boxes” on other characters, or counting frames to determine, down to the millisecond, how quick a character moves or attacks.

Students and teachers need no longer be tied to short and simple game structures to find success. Exploring and utilizing more complex, engaging and deep games in classrooms is not only an option, it is preferred. Students respond because they can invest themselves deeply and control their own outcomes.

Framing a lesson in the form of a deep dive into a complex game offers teachers a number of significant advantages in engagement of students.

• Games promote participation – Simply put, you can’t engage students who aren’t present for the lesson either physically because of absenteeism, or mentally because of distraction. Games create motivation and participation where a lecture may not.

• Games provide agency – Students can think creatively, explore possibilities and develop strategies that involve thinking beyond the usual. They will see cause and effect in real time, and get immediate feedback.

• Games can connect all disciplines – There’s a lot of math in games like D&D, but also the opportunity to engage in storytelling and complex problem-solving. You can structure games differently based on the day’s learning objectives.

At the school level, the shared framework of games can support each discipline approaching problems through different lenses, and offer students opportunities to make connections that may otherwise have been missed.

Take, for example, a classroom in which the teacher chooses to frame lessons as a Dungeons and Dragons game. Students show up for the class, and are given a scenario and characters to use to help a town solve a problem. In math, that problem might involve a horde of goblins, and be framed as a fighting scenario, involving the use of coordinate planes, probability, and algebra to determine if attacks succeed or fail. In a science classroom, the town’s well could have been poisoned, and characters need to create solutions that may involve crafting hypothetical experiments or developing feasible environmental solutions to the problem. In an English classroom, the solution may be framed as a mission to collect evidence of the mayor’s corruption, evaluating sources or writing compelling argument for or against. In social studies, there may be competing cultural or community interest that players need to help mediate.

These are typical high school learning objectives, but the game framework asks students to apply skills through creative problem-solving rather than simply learn facts. When an evolving scenario continues across an entire unit—or even across disciplines—it can reinforce concepts, connect learning objectives, and give students a reason to remain invested in what happens next.

Robert Watson

Robert Watson is an educator who works in a mental health hospital, a longtime board gamer, and the founder of BoardGamingTees, an independent apparel company built around board gaming culture. He writes about how games can bring people together, strengthen family connections, and create opportunities for learning and belonging.

This story was produced by Featured and republished with permission. Experts featured here are members of Connectively, Featured's expert network.

(Dr. Mimi Smith) - The question isn't which educational setting is better. It's which one a child needs right now.

By Dr. Mimi Smith

Edited by Adrian James, Editor at Featured News · Oct 7, 2026

I’m sure you’ve heard the unspoken debate about homeschool versus brick-and-mortar school once or twice in your lifetime. If the discussion isn’t coming from parents, it’s being whispered among teachers and counselors in schools.

And you know what? I understand this debate firsthand.

At first, I wondered why we concern ourselves so much with which type of school a child attends. Isn’t the point simply to make sure children are receiving the education they need to become successful adults? I mean, wouldn’t that be the ultimate mission?

Two years ago, I tutored a third grader who was bright, curious, and needed a little extra guidance with reading comprehension. From what I could tell, he was doing pretty well.

We all thought he would move on to the next grade.

Then came the reading assessments. You know, the infamous Florida Assessment of Student Thinking, that every student dreads.

Well, maybe not every student.

This young kid ended up just a few points shy of meeting the requirement to move on to the next grade level.

I was shocked. Missing it by only a few points was difficult to swallow, even for his parents.

His parents ultimately decided to homeschool him.

I noticed when the parents transitioned him to homeschool, they had more freedom in the way they helped him learn.

Throughout his fourth-grade year, his parents kept me updated.

He was doing amazingly well.

By the end of the school year, he had all A’s.

No, literally. All A’s.

They sent me a copy of the transcript, and I was so proud of him.

In that moment, I started wondering whether homeschool was simply better for him than brick-and-mortar school. I had officially started the entire debate in my own head.

If I had made my decision based only on that transcript, I probably would have concluded that homeschool was the way to go.

But then his parents put a funny twist in my thinking.

They sent him back to brick-and-mortar school for fifth grade.

And guess what?

Their reasoning made perfect sense.

Homeschooling had helped him improve academically, but it had also given his parents the opportunity to notice things about the way he learned.

Yes.

They noticed that during tests, he would work far too quickly and get answers wrong, but they knew he understood the question.

His parents asked him why he wouldn’t simply slow down when he already knew the material.

His answer had nothing to do with academics.

He told them the other children at school were much faster test takers. He felt like he had to finish before them or they might think he wasn’t smart enough.

That’s exhibit A.

Stay with me.

His parents realized that working in smaller groups, or around other children who also took more time during tests, might work better for him.

And guess what?

His brick-and-mortar school was willing to accommodate him.

There were more of these little gems that ultimately helped his parents decide he could return to the classroom, but that one stayed with me.

It changed my thinking about whether homeschool might have been the better option.

More importantly, it made me realize that choosing a side may not benefit the child at all.

In some cases, choosing a side could actually prevent us from recognizing what the child needs.

You see, while the child was being homeschooled, the family was able to observe behavior that they were previously unaware of.

Not bad behavior, but learning behavior.

The child had some strengths they were able to use while being homeschooled, and for any weaknesses, they adjusted around them so that he could continue to progress.

By the end of the school year, they took all of their assessments and shared it with his classroom teacher when he transitioned back. His school was happy to support him!

Whether his parents realized it at the time or not, homeschool became a bridge back into brick-and-mortar school.

One need in a child’s life changed the plan.

Then the plan changed again.

There were no sides to choose for this family because the side they chose was the child’s.

A child does not have to be permanently homeschooled or permanently educated in a brick-and-mortar school. Their educational environment can change depending on what they need during a particular season of their life.

Homeschool and the traditional classroom can work together.

Dr. Mimi Smith

Dr. Mimi Smith is the Founder, CEO and Publisher of Books for Little Hearts™, a children’s publishing brand and youth authorship development platform centered on creating opportunities for young authors to write books for children. She also founded its fully funded Young Author Publishing Program, which provides selected young writers with professional publishing support at no cost to their families.

This story was produced by Featured and republished with permission. Experts featured here are members of Connectively, Featured's expert network.

(NewsUSA) - A parent should never be afraid to walk into their child’s school. Yet nearly one in five Hispanic parents say they have skipped or avoided a school event in the past year because of immigration concerns.

And that is only part of the picture. According to a recent survey from the National School Choice Awareness Foundation, 57% of Hispanic parents say the current immigration policy environment is at least a somewhat concerning factor in their family’s daily life. 14% have kept their child home from school, and 11% have avoided contacting a teacher or a school staff member. When fear begins to influence whether a parent attends a school event, talks to a teacher, or sends a child to class, it becomes an education issue. 

None of this is about which side of the immigration debate a parent is on. It is about what happens when fear enters a decision that used to be simple: whether to walk into your child's school. As a Latina and a mother of two teenagers in a traditional public school myself, I know what our community brings to this country: Latinos drove 28% of all U.S. economic growth last year alone, and our economy, standing on its own, would rank as the fourth largest in the world. I am proud of that. And it pains me to know how many of our children are living in this fear.

As we recognize Hispanic Heritage Month, it is also an important moment to listen to what Hispanic families are telling us about their children’s education and what they need to feel informed and supported.

When we asked parents what would actually help them navigate this moment, the answer that came back most often, ahead of legal help, ahead of mental health support, was strikingly basic. Forty-one% said they simply want clear information about their children's right to a public education, regardless of immigration status; in other words, we just want our children to be educated and to prosper like any other child. 

That right is not a matter of opinion. The Supreme Court settled it more than four decades ago in Plyler v. Doe, ruling that states cannot deny a free public education to a child because of immigration status.  Yet that protection is only meaningful if families know about it. Clear, accessible information can help ensure parents understand the rights their children already have.

That same gap between what families want and what they know shows up again when we look at school choice. 41% of the parents we surveyed said immigration concerns have led them to consider, actively explore, or choose a different kind of school or learning environment for their child in the past year. For many families, these concerns are becoming part of how they think about where and how their child learns.

And while we are talking about Hispanic families, this is not a story about one community, set apart from the rest of the country; it is about our country. Almost three in 10 public school students in the United States are Hispanic today, according to federal education data, and roughly one in four American children under eighteen are Latino, a share that has been growing for years, according to the Census Bureau. Those numbers make one thing clear: Latino children's education is not a side issue. It is part of the future of this country's classrooms, workforce, and communities. 

No child, whatever their family's background, should have to carry a worry bigger than a spelling test or a reading level. Every child deserves a school where they can grow up happy, capable, and free to build the life they choose. 

Schools, districts, and community organizations all have a role to play. That means making sure families understand, in plain language and in the language they speak at home, their child’s right to a public education. It also means helping parents understand the learning options available to them so they can make informed decisions for their children. Resources like Conoce Tus Opciones Escolares can help Spanish-speaking families explore those options and find information in their own language.

A parent who knows what learning options are available to her child can make a confident, informed choice for that child's future. That is not a partisan ask. It is simply what every family in this country deserves.

Krissia Campos Spivey is the senior director of Conoce tus Opciones Escolares, a National School Choice Awareness Foundation project that helps U.S. families who speak Spanish explore their K-12 education options and choose a great school for their children. Krissia is Salvadoran-American and lives in Wake Forest, North Carolina.

(NewsUSA) - As families prepare for a new school year, artificial intelligence will be in more and more classrooms. Much of the conversation has focused on whether schools should embrace it or fear it. Parents are asking a different question: Will it help my child succeed?

As schools increasingly integrate AI into teaching and learning, the focus is shifting from whether the technology belongs in classrooms to how it should be used and who should help shape those decisions.

Just as there´s no one-size-fits-all approach to education, there is no one-size-fits-all approach to using AI in the classroom. For some families, the best fit is their neighborhood public school. For others, it's a public charter school, a magnet school, an online school, a private school, home education, or a microschool. Parents are bringing that same mindset to AI. Rather than asking whether every school should use it the same way, they're asking whether it's helping their child learn. According to a recent survey from the National School Choice Awareness Foundation, most parents are open to AI in schools; 76% support at least some use of it. 

The public conversation often frames AI as a choice between embracing it or rejecting it. Parents see it differently. They're less interested in the debate itself and more interested in whether AI can help their children learn. When asked about AI's greatest promise, 42% of parents chose its ability to personalize learning to each student's needs and pace, twice the share who pointed to preparing students for AI-driven careers (21%).

Parents are using the same lens they apply to most education debates: Will this help my child learn? That's exactly the standard schools should apply. If used thoughtfully, AI can help teachers identify learning gaps earlier, adapt instruction to individual students, provide additional support where it's needed, translate materials for multilingual families, and reduce administrative work so they can spend more time doing what matters most: teaching, mentoring, and building relationships with students.

For schools in America, AI is no longer a hypothetical. As of today,  35 states have released guidance for K-12 schools, addressing everything from classroom instruction and academic integrity to student privacy, teacher training, and family engagement. Schools, too, are moving from asking whether AI belongs in education to determining how it can be implemented responsibly.

Parents deserve a voice in those decisions. The survey also found that 78% of parents say a school's approach to AI matters when considering where they want their child to be educated. Nearly half of parents worry that AI could make students too dependent on technology, while others point to concerns about cheating and weaker critical thinking skills. Those views aren't contradictory. They reflect what parents expect from schools: thoughtful decisions that put students first.

Education leaders are reaching many of the same conclusions. TeachAI, with a coalition of nonprofits and technology companies, released a toolkit for administrators, teachers, and governing bodies to highlight opportunities and mitigate risks when AI is used in K-12 schools. State guidance across the country echoes those priorities, encouraging schools to implement AI thoughtfully while engaging educators, parents, and communities throughout the process.

The urgency is real. Pew Research recently found that more than half of U.S. teenagers have already used AI chatbots to help with schoolwork. AI is already part of many students’ learning experience. The opportunity now is to teach students how to use these tools ethically, responsibly, and in ways that strengthen, not replace, learning. 

At a time when AI is becoming part of more classrooms, parents need clear, trustworthy information to make informed decisions. Resources like myschoolchoice.com/back-to-school offer free guides and practical advice to help families navigate the school year with confidence.

As AI becomes part of more classrooms, schools shouldn't lose sight of the question parents are already asking: Will this help my child learn? If the answer is yes, and parents are part of the conversation, AI has the potential to become another tool that helps teachers personalize learning and helps every student thrive.

Shelby Doyle is the senior vice president of policy and national partnerships at the National School Choice Awareness Foundation, a 501(c)(3) nonprofit that maintains the nation’s largest online portfolio of English- and Spanish-language school navigation resources, available through Navigate School Choice and Conoce tus Opciones Escolares.

(NewsUSA) - As the summer winds down, many children look forward to the back-to-school season and the excitement of a new school year. However, for other children, transitioning to structured routines, managing academic pressures, and the fear of fitting in can cause significant anxiety. In fact, a recent survey found that 64% of children's worries are school-related.

According to cognitive neuroscientist Robert Alexander, Ph.D., assistant professor of counseling and wellness at New York Institute of Technology, “our brains are prediction machines, and our nervous systems constantly try to anticipate what will happen next, so that we can respond appropriately and stay safe. The beginning of a new school year disrupts many of those predictions all at once—old routines are broken, expectations and environments change, children are presented with new classrooms, teachers, classmates, and other daily adjustments.”

While some nervousness during transitions is developmentally normal, for children who are already prone to anxiety, returning to school can be especially overwhelming. Alexander reminds parents to know the signs, which may not always be obvious.

“Children often express anxiety indirectly,” he says, noting that common signs can include changes in sleep, irritability, difficulty concentrating, appetite changes, clinginess, or social withdrawal. As he explains, the best way to reduce anxiety is to prepare.

“Preparation helps make things more predictable and allows us to adapt to changes. Visiting the school, discussing routines, and gradually re-establishing bedtimes before classes begin can all help children feel more secure. Sleep, in particular, plays a major role in emotional regulation and stress resilience,” says Alexander.

As parents often set the emotional tone of the household, they should be aware that their reactions also matter. “Children often look to adults for cues on how they should respond to a situation. Responding with calm confidence can send a powerful message of safety,” Alexander explains.

In addition, children can practice simple calming techniques, such as slow and controlled breathing, to address overwhelming feelings in the moment. Alexander recommends a simple pattern of inhaling for four seconds and exhaling for six. However, as children head back to school, he advises parents to avoid fully eliminating their child’s anxiety, as a healthy amount can encourage resiliency.

“Confidence grows through small wins. Knowing that you can handle a situation can help you deal with future situations more effectively,” Alexander says. “When children successfully introduce themselves to a new friend, find their new classroom, or survive their first week at a new school, they learn that they are capable in those environments. But children who are prone to anxiety may need some extra help moving through those feelings successfully.”

Alexander is one of many New York Tech faculty members lending their expertise to help tackle real-world challenges. Visit nyit.edu to learn more.

(NewsUSA) - The back-to-school season isn't just for school-age children. For many families with preschoolers, late summer is a time to evaluate early learning programs and consider which experiences will best support their child's growth during some of the most important years of development.

Increasingly, infant and toddler parents are looking beyond traditional academic outcomes and seeking environments that build the foundational skills that support future learning. Researchers at the Harvard Graduate School of Education describe six foundational skills – creativity, critical thinking, curiosity, self-regulation, perspective-taking and early identity – as essential building blocks for lifelong learning and healthy development. Those skills are often strengthened through enrichment experiences that encourage young children to explore, create, communicate and solve problems.

Built into the day, designed for learning

While parents want their children to have access to enrichment classes and experiences, they also need those learning opportunities to fit into their families’ busy schedule. They’re looking for full-time day care options such as The Crème School, a premium provider of early learning programs, that build enrichment directly into their children’s day.

Alongside a research-led core curriculum, children ages two through five participate in Crème's four daily, 30-minute enrichment experiences in dedicated enrichment classrooms. STEM, Spanish, music and art extend classroom learning by giving children additional opportunities to build and apply new skills through engaging, hands-on experiences. Guided by their own research-based curricula, these enrichments reinforce the very skills Harvard researchers say matter most. 

Learning Through Exploration, Creativity and Discovery

• STEM (science, technology, engineering and mathematics) encourages children to ask questions, investigate, experiment and solve problems through hands-on exploration. These experiences nurture curiosity and critical thinking. Research shows that early, inquiry-based experiences lay the foundation for later scientific thinking, problem-solving and innovation. 
• Music engages children in singing, movement, rhythm and instrument play. These experiences support creativity while strengthening memory and attention and has been linked to improvements in early language skills and executive functioning.
• Visual arts encourage children to create, experiment, and express themselves through drawing, painting, sculpting, and other open-ended experiences. Along the way, children develop creativity, fine motor skills, problem-solving abilities and confidence in expressing their ideas.
• Spanish introduces children to a second language during a key developmental window, helping build communication skills. Research suggests that children who are exposed to multiple languages can develop stronger perspective-taking and communication abilities, skills that support learning and social development.

“Our enrichment classes do more than expose children to new subjects,” said Stephanie Sturdevant-Ward, vice president of operations for The Crème Schools. “They help develop the habits that support learning throughout life, such as asking questions, working through challenges, collaborating with others and approaching problems with curiosity and confidence.”

As families consider school choices for their young learners, it’s worth asking not only what children will learn, but how they'll learn it. When enrichment is woven into the daily curriculum, as it is at Crème, children have more opportunities to grow curiosity, creativity and the foundational skills that support future learning and development.

Families interested in learning more about The Crème School’s programs and their daily enrichment rotations can visit CremedelaCreme.com 

(NewsUSA) - Growing concerns about the mental health of America’s youth have prompted renewed discussions about the role of smartphones, social media and other digital technologies. While some proposals focus on restricting access or outright bans, new national polling indicates that many parents and voters believe a broader strategy will produce better outcomes.

A recent survey commissioned by the Coalition to Empower our Future (CEF) found that seven-in-10 registered voters and nearly three-quarters of parents worry that policies centered primarily on banning or severely limiting young people's access to phones and technology could lead to unintended consequences. Instead of concentrating on a single issue, respondents expressed greater confidence in solutions that address the many influences on youth mental health.

The research, conducted by Mercury Analytics, included a nationwide survey of 2,000 registered voters, expanded polling among parents in California, New York and Texas, and a series of focus group discussions. Many parents participating in the study said that restricting technology by itself may fail to address deeper mental health challenges while leaving young people less prepared to use digital tools responsibly as they grow.

One parent from California noted, “I don’t necessarily support taking the phones away. It’s like solving a symptom but not necessarily the problem.” Another from New York said, “Speaking from my own experience, I was open with [my parents] about what I was doing. Bans, with no questions asked, are not a good solution because it’ll be like ‘okay, I’m not allowed to do this, so now I have more of an inclination to do this.’”

Survey participants consistently favored a more comprehensive approach. Nearly three out of four respondents said improving youth wellbeing requires collaboration among parents, educators, healthcare professionals, community organizations and policymakers rather than relying on a single policy solution.

The findings also highlighted widespread support for digital literacy. More than 80 percent of voters and almost 90 percent of parents agreed that children and teens should receive instruction on how to safely and responsibly use emerging technologies, including artificial intelligence (AI). Respondents also emphasized the importance of equipping parents with guidance and educational resources so they can help their children make informed decisions online.

As AI applications, social media platforms and digital learning tools become increasingly integrated into daily life, many parents believe education, support and skill-building may be more effective than bans and outright restrictions alone. Participants pointed to the value of teaching responsible online behavior, critical thinking and healthy digital habits that can benefit young people throughout their lives. On digital literacy, one Texas parent said, “I think kids are technologically savvy, but not digitally literate. A lot of them are unable to use higher-order thinking skills to understand what they are watching or experiencing.”

Overall, the research suggests that respondents view youth mental health as a complex issue shaped by numerous factors, including family support, school environments, community involvement and responsible technology use. Rather than emphasizing bans, many favored balanced solutions that combine mental health services, digital literacy education, parental engagement and community support.

The study was conducted in April 2026 in partnership with Mercury Analytics and included a nationwide survey of 2,000 registered voters, oversamples of 600 parents each in California, New York and Texas, and live conversations with parents across those states. Additional information about the research is available through the Coalition to Empower our Future.

To learn more about the research, visit: https://empowerourfuturecoalition.com/wp-content/uploads/2026/06/CEF-Unintended-Consequences-National-Memo_June-2026.pdf

(NewsUSA) - A survey sponsored by More Perfect and the Daniels Fund finds a rare consensus across age, party, and geography that civic education needs more investment even as confidence in institutions hits new lows ahead of the nation's 250th birthday.

(NewsUSA) - As the United States prepares to mark 250 years of independence, a new national poll has found one of the clearest points of agreement in American public opinion today: 80% of adults say the country places too little emphasis on civic education.

More than half of respondents said the country places “much too little” emphasis on civic education, defined as teaching people how government and democracy actually work, while another 29% said “somewhat too little.” Just 13% said the current level is about right, and almost no one said the country teaches too much.

The survey, conducted by Hart Research Associates and Public Opinion Strategies for NBC News and sponsored by More Perfect and the Daniels Fund, polled 3,000 adults nationwide from May 29 to June 7.

It also found that more than half of Americans surveyed believe people share the same core values but disagree on policy, and that majorities see more uniting than dividing Americans across lines of gender, race and ethnicity, and immigration status.

“Eight out of ten Americans telling us we need more civic education is a wake-up call to educators and policymakers,” said John Bridgeland, co-founder of More Perfect, a nonpartisan nonprofit dedicated to advancing democracy. “People want to understand how their government works, the role of civil society, and how they can engage in helping to improve our union. The good news is that a growing movement is already answering that call, from Presidential Centers to classrooms to the National Civics Bee.”

“This research confirms what we hear every day in communities across Colorado, New Mexico, Utah, and Wyoming: people are hungry for the tools to participate in their democracy, not just watch from the sidelines,” said Hanna Skandera Grady, President and CEO of the Daniels Fund, a foundation dedicated to positively impacting American life. “As America approaches its 250th anniversary, investing in civic knowledge and engagement among our nation's rising generation is more important than ever, and the answers are often already taking shape, emerging from local communities across the country."

The poll also found that young and older Americans diverge sharply on national pride and views of the Constitution, but largely agree that the “American Dream” is harder to achieve than it was a generation ago — a sentiment shared by 78% of all adults.

The poll's findings come as a wide range of civic education efforts are already underway nationwide, including:

● The National Civics Bee, of which the Daniels Fund is the founding sponsor, has expanded to all 50 states and draws students into civic competition outside the classroom.

● iCivics reaches roughly 145,000 teachers and 9 million students each year, with a new Rule of Law unit for high schoolers.

● The National Constitution Center's Civics Quest offers families a play-based way to explore American history together.

● 44 Presidential Centers have come together for the first time around civic education and democratic renewal, a notable moment of cross-ideological alignment.

● More Perfect's In Pursuit initiative has generated nearly a million views with essays and insights about every U.S. president and first lady, ahead of an hour-long PBS documentary set for October 2026.

To learn more about More Perfect's work, visit joinmoreperfect.us.

(NewsUSA) - School absenteeism remains a significant problem in the United States. Long-term improvement in attendance requires reframing the problem as more than a compliance issue, according to Concentric Educational Solutions, an organization that collaborates with school systems and community partners nationwide to identify and address barriers to school attendance.

Instead, data support the importance of addressing the often-unrecognized barriers faced by many families, including health challenges, housing instability, transportation logistics, and lack of connection to their school community, as a way to reduce chronic school absenteeism.

To highlight current challenges to school attendance, Concentric Educational Solutions released a white paper, “Redefining the Attendance Paradigm,” which outlined the scope of the problem. In the 2021-2022 school year, 4.7 million students were chronically absent. These rates were nearly double pre-pandemic levels, and affected every demographic group, indicating a long-term problem exacerbated by the short-term pandemic disruption.

“True solutions will come from innovative, compassionate leaders who understand that a story is just as valuable as a number,” said Ivory A. Toldson, Ph.D., Chief of Research at Concentric Educational Solutions and lead author of the paper. The paper “challenges all stakeholders to abandon outdated, punitive measures and embrace human-centered strategies for long-term student success,” Toldson emphasized.

Some of the key takeaway messages of the report include:

-Economic impact. The reduced earning potential caused by chronic absenteeism costs the United States economy billions of dollars, including increased need for social services and reduced workforce readiness.

-Systemic causes. Contrary to popular belief, the main drivers of chronic absenteeism include poverty, housing instability, health issues, and school climate, rather than parental neglect or student defiance.

-Concentric solutions. The Concentric Model, based on a combination of home visits and wraparound support, has demonstrated more success in reducing chronic absenteeism than punitive measures, which have not been shown to improve attendance and disproportionately harm students in poverty and students of color.

Overall, the most successful strategies to combat chronic absenteeism involve engaging families, removing barriers, and building relationships, according to Toldson. Supporting children’s return to school and re-engagement in learning will allow them to find paths to their full potential, he said.

To read the full paper and learn more, visit concentriced.org.

(David Bobb and Louise Dubé) - The kindergartners in classrooms this year are beginning a once-in-a-generation civic journey. They started school on the eve of the 250th anniversary of the Declaration of Independence. They will reach high school graduation age in 2038, as the nation marks the 250th anniversary of the Constitution’s ratification.

As we celebrate Civic Learning Week, March 9-13, we should think about what this means. If we are serious about sustaining the next 250 years of self-government, nothing is more important than ensuring that every student graduates with a deep understanding of our history, our principles, and their own responsibility as citizens. This critical work falls largely on civics and history teachers—often overlooked, too rarely celebrated, and yet indispensable to the survival of our democracy.

They are the quiet heroes of America’s 250th.

The founders were clear: liberty and learning, the theme of Civic Learning Week this year, go hand in hand. George Washington called for educating youth in the “science of Government” so they might become “guardians of the liberties of the Country.”

And yet civic knowledge is slipping. Recent national assessments show troubling declines in students’ understanding of U.S. history. Only a handful of states require a full year of high school civics. In many schools, civic learning is squeezed by competing priorities.

This erosion is not due to public indifference. Quite the opposite. Seventy percent of American adults support more civic education. The 250th anniversary of the Declaration is a chance to renew our commitment to teaching the principles that define American democracy: natural rights, equality, constitutional order, and the responsibilities that come with freedom. These ideas cannot remain abstract. They must live in classrooms and communities.

Many activities are underway to help teach these principles to young people in and out of the classroom. The Civic Star Challenge, an initiative that provides teachers with incentives and tools to bring the Declaration of Independence to life in the classroom, was launched at back to school time last year. It invites educators nationwide to celebrate the 250th not just with pride, but with creativity and purpose.

As America approaches its 250th birthday, we have a rare opportunity to rekindle civic knowledge in every classroom. Let’s seize it—and ensure that this generation graduates not only knowing our history, but prepared to shape our future.

Louise Dubé is the CEO of iCivics.org, and David Bobb is the President and CEO of the Bill of Rights Institute.