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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/\">\u003cspan style=\"font-weight: 400\">Angela LeBlanc-Ernest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> first learned about the Black Panther Party for Self-Defense in college in the 1980s, she realized there was a lot of history missing from the textbooks she used as a K12 student. A documentarian and historian, LeBlanc-Ernest went on to author chapters about women in the Black Panther Party in \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/book-chapters\">\u003cspan style=\"font-weight: 400\">two books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span> \u003cspan style=\"font-weight: 400\">Some 40 years later, she said \u003c/span>\u003ca href=\"https://www.kqed.org/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom\">\u003cspan style=\"font-weight: 400\">textbooks still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commonly \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/show/the-often-misunderstood-legacy-of-the-black-panther-party\">\u003cspan style=\"font-weight: 400\">misrepresent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or downplay the Panthers’ significance.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.history.com/topics/black-history/black-panthers\">\u003cspan style=\"font-weight: 400\">Founded in 1966\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Oakland, California, the Black Panther Party was created to patrol African American neighborhoods and protect residents from police brutality. While it’s often remembered for its militancy, the party’s \u003c/span>\u003ca href=\"https://www.britannica.com/topic/Black-Panther-Ten-Point-Program\">\u003cspan style=\"font-weight: 400\">Ten-Point Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> advocated for broader social reforms, including \u003c/span>\u003ca href=\"https://nmaahc.si.edu/explore/stories/black-panther-party-challenging-police-and-promoting-social-change\">\u003cspan style=\"font-weight: 400\">prison reform, voter registration drives and health clinics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Learning about the Ten-Point Program, especially point five, which demanded education that teaches people their true history, was eye-opening, said LeBlanc-Ernest. “I became curious about the Black Panther Party, which was a grassroots organization of young people primarily, who decided it was time to create a community based alternative to the poor educational experiences that they had.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black Panthers’ innovative approaches to education and community support have had a \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13940221/black-panthers-oakland-community-school-50th-anniversary\">\u003cspan style=\"font-weight: 400\">lasting influence on U.S. schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Their initiatives included creating one of the first community schools, offering successful food programs, using \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">\u003cspan style=\"font-weight: 400\">mindfulness practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and promoting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58898/retaining-and-sustaining-black-teachers\">\u003cspan style=\"font-weight: 400\">diversity in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Here are five ways the Black Panthers shaped the educational landscape.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. They are credited with creating a first-of-its-kind school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her hometown in Washington, D.C., to Lincoln, Pennsylvania, where she tutored young students and attended college, Ericka Huggins witnessed Black children’s struggles firsthand. “They couldn’t read by fifth grade, and it wasn’t their fault. We blame people for their poverty. We blame them for their lack of education,” she said. “I just wanted a better life for them.” Following this desire, Huggins and her husband drove across the country and joined the Black Panther Party for Self-Defense in 1968. “I knew there had to be some way for me to connect with people who felt the same way,” Huggins said.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64474\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64474\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School Childcare Program van. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 1960s and 1970s, Black children faced harsher discipline, were discouraged from asking questions, and attended under-resourced schools. “It was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next\">\u003cspan style=\"font-weight: 400\">structural\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Huggins. She described the public school system at that time as “old and broken.” In 1971, the Panthers opened the \u003c/span>\u003ca href=\"https://ocsproject.wixsite.com/website/political-education-class-studies-a\">\u003cspan style=\"font-weight: 400\">Samuel L. Napier Intercommunal Youth Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for party members’ children ages 5 to 12 in East Oakland, converting a church into a school by day and a community center by night. This initiative attracted other parents who wanted their children to attend, leading to the establishment of the \u003c/span>\u003ca href=\"https://www.ktvu.com/news/educate-to-liberate-oakland-community-school-led-to-success-by-black-panthers\">\u003cspan style=\"font-weight: 400\">Oakland Community School in 1973\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with Huggins as its director. It started with 50 students and focused on caring for the whole child beyond academics. They provided transportation, food and clothing for students and families in need.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Oakland Community School is regarded as one of the nation’s \u003c/span>\u003ca href=\"https://www.communityschoolsrevolution.org/we-are-ones-weve-been-waiting-oakland-s-full-service-community-school-district\">\u003cspan style=\"font-weight: 400\">first community schools – a model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which public schools partner with community organizations to provide comprehensive support services alongside traditional academic instruction. Many of Oakland Community School’s practices formed the \u003c/span>\u003ca href=\"https://sfstandard.com/2023/08/07/oaklands-pioneering-educational-model-has-black-panthers-to-thank/\">\u003cspan style=\"font-weight: 400\">blueprint for community schools today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. They established one of the most successful food programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many people are familiar with today’s free and reduced lunch options for students from low-income, but there was a time when free school meals were not common. “Children were expected to go to school and learn without any food,” Huggins said. This wasn’t due to parental neglect, she added. Many parents worked multiple jobs to make ends meet.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64478\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students eating in the school cafeteria, July 1981. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most significant contributions of the Black Panther Party was its \u003c/span>\u003ca href=\"https://www.history.com/news/free-school-breakfast-black-panther-party\">\u003cspan style=\"font-weight: 400\">free breakfast program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13950520/ruth-beckford-dance-black-panthers-free-breakfast-program\">\u003cspan style=\"font-weight: 400\">Launched in 1969\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this program provided thousands of underprivileged children with free meals before school. When the Oakland Community School opened, it extended this support by feeding students and staff three meals a day at no additional cost to families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the USDA had \u003c/span>\u003ca href=\"https://www.fns.usda.gov/sbp/factsheet\">\u003cspan style=\"font-weight: 400\">piloted free breakfast efforts starting in the mid-1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the program only gained traction in the early 1970s — right around the time the Black Panthers’ programs were dismantled. In 1975, the School Breakfast Program was permanently authorized. Today, it helps feed over 14.57 million children before school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. They used restorative practices and alternatives to discipline\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at the Oakland Community School integrated \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">mindfulness practices into the school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48371/the-role-of-yoga-in-healing-trauma\">\u003cspan style=\"font-weight: 400\">practiced yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and were encouraged to do yoga poses if they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">\u003cspan style=\"font-weight: 400\">misbehaved in class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We didn’t believe in sitting anybody in a corner or in a dungeon or in a basement or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">ostracizing them from class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and making them sit alone,” Huggins said. “We believed that you just need to recalibrate.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64475\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64475\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students stretching during physical education on the playground.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, a student might be asked to do a tree pose — standing on one leg with arms extended — if they were unfocused. Difficulty with the pose indicated a need for better concentration. “We reached a point where students would say, ‘I’m not feeling focused. Can I go get myself together and come back?’” Huggins recalled. After lunch, students of all ages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate\">\u003cspan style=\"font-weight: 400\">meditated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3 to 4 minutes. Huggins said that former students often remember these \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation sessions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> fondly, even decades later.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Educate to Liberate: A Black Panther Photographic Time Capsule Unveiled\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/m9Bf_hv7Il4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>4. Their motto was “the world is a child’s classroom”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Community School did not use traditional grade levels. Instead, children worked in groups based on their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52866/why-competency-based-education-is-exciting-and-where-it-may-stumble\">\u003cspan style=\"font-weight: 400\">abilities in different subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to LeBlanc-Ernest. The school operated on the belief that “the world is a child’s classroom,” focusing on teaching students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">\u003cspan style=\"font-weight: 400\">how to think rather than what to think\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “They learned traditional academic information that was expanded and broadened because of the interests and the intentions of the staff.” Students engaged with the community through field trips to music performances and museum exhibits.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64473\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64473\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ericka Huggins and Rosa Parks during Parks’ visit to Oakland Community School on May 2, 1980. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The curriculum went beyond \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51857/lies-my-teacher-told-me-and-how-american-history-can-be-used-as-a-weapon\">\u003cspan style=\"font-weight: 400\">U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to include international topics. For example, students learned the capitals of every African country — a practice that was groundbreaking at the time. The curriculum emphasized the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">brilliance of students’ own cultures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and others. “We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity,” said Huggins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. The students and teachers at their school celebrated diversity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huggins described those who worked at Oakland Community School as a “rainbow staff” that included teachers who left public schools to work at the so-called Panther School.LeBlanc-Ernest noted that the staff was diverse, with equal numbers of men and women. \u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64477\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64477\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Community School, late 1970s. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students came from various Bay Area cities, and while the majority were Black, the school also included White Asian, and Latino students. “We didn’t ever turn away a student because they were not Black,” Huggins said. Many are surprised by this diversity, she noted. “I said, ‘Why are you shocked? We were the Black Panther Party’ and they have to think about what they’ve been told.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school closed in 1982 after operating for 10 years, around the same time the Black Panther Party for Self-Defense \u003c/span>\u003ca href=\"https://apnews.com/article/black-panther-party-huey-newton-race-and-ethnicity-d3cafbc0f7c0f83103f8a5ffaa66faff\">\u003cspan style=\"font-weight: 400\">officially dissolved in part due to government surveillance and attacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The principles, mottos and schedule of this school could be replicated today if someone chose to take it on,” Huggins said. With \u003c/span>\u003ca href=\"https://www.cta.org/our-advocacy/issues/community-schools#:~:text=Community%20schools%20provide%20not%20only,this%20number%20continues%20to%20grow.\">\u003cspan style=\"font-weight: 400\">thousands of community schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the United States, some may draw on the legacy of the Oakland Community School, even if indirectly, to address the needs of students and families. “It wasn’t easy. I want everybody to understand that,” said Huggins. “ The reward was in the faces of those parents and grandparents and aunties and uncles, the faces of the staff and most importantly, the lives of the children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, LeBlanc-Ernest started and directed \u003ca href=\"https://www.theocsproject.org/about\">The OCS Project \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">where she preserves and shares the history of the school through recorded conversations with former party members and digital media. She has interviewed former students who have become teachers, changemakers, and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11873838/how-some-elders-are-working-to-preserve-the-legacy-of-the-black-panther-party-in-oakland\">\u003cspan style=\"font-weight: 400\">culture bearers in the Bay Area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and beyond. “[The Black Panthers] created a foundation for the students, for the parents, for the educators, who then took that with them into the different spaces that they moved into,” LeBlanc-Ernest said. “And I think that’s a \u003c/span>\u003ca href=\"https://www.kqed.org/news/10868172/preserving-the-history-of-the-black-panthers-close-to-home\">\u003cspan style=\"font-weight: 400\">lasting legacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003cbr>\n\u003c/span>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5911938534\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. The 1960s was a decade of social and cultural change. There was the civil rights movement…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Martin Luther King, Jr. We will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Women’s liberation…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[May Craig question to John F. Kennedy (clip): …for equal rights for women, including equal pay…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Vietnam war…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[President Nixon Vietnam speech (clip): There were some who urged that I end the war at once… this would have been a popular and easy course to follow…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A moon landing \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Neil Armstrong (clip): …one giant leap for mankind]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It was a time when the very fabric of society was being questioned, and people were having big ideas about how people think and how people are taught. It was also when the black power movement was getting traction.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Malcolm X (clip): We are oppressed. We are exploited. We are downtrodden. We are denied not only civil rights but even human rights]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The emphasis wasn’t on being free or access to white spaces, it was about empowerment and self-sufficiency even as widely accepted racist practices were trying to keep Black people down. It was during this era, in1966 that the Black Panther Party for Self-Defense started in Oakland. They believed in Black nationalism, socialism, and armed self-defense against police brutality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The first thing that drew me to the Black Panther Party that I always remember about it, it said the Black Panther Party for Self-defense and Self-defense, people get their hackles up about that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Ericka Huggins. She joined the Black Panther Party in 1968. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> People think that self-defense is physical. It can be and needs to be when necessary. However, this was about supporting people who live poor and/or oppressed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We said you cannot continue to kill us. You can’t break down our doors to our homes and shoot at us. You cannot arrest us, wrongly incarcerate us and beat and murder us while we are incarcerated. You cannot deprive us of food, housing, clothing and peace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Some of the more popular images of the Black Panthers are photos of armed men in berets looking out from behind these dark sunglasses. Or women – like Ericka – with afros waving flags and raising their fists. Even the United States FBI director, J. Edgar Hoover saw the Panther’s stance on protecting and empowering themselves as dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> J. Edgar Hoover said the Black Panther Party is the greatest threat to the internal security of the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The Black Panthers had a reputation as a militant group but they did way more than challenge the police and protest against racist policies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you look up pictures of the Panthers– yes you’ll see guns and berets, but there are other images too. And the one that sticks with me is this photo of a Black Panther Party member putting down plates of food in front of young children. It’s a photo of their free breakfast program\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Children were expected to go to school and learn without any food. We knew because we were those children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They had a founding charter which included a 10 point platform. I won’t go into all of the points but it basically said that our people – Black people– need to be able to eat, find work and feel safe. This episode we’ll talk about point 5, a focus on a fulfilling and effective education system \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Bobby Seale Speech at Oakland Auditorium (clip): We want decent education for our Black people in our community that teaches us the true nature of this decadent racist society and to teach Black people and our young Black brothers and sisters their place in this society because if they don’t know their place in society and in the world, they can’t relate to anything else].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Education was always important in the party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Angela LeBlanc-Ernest is a documentarian and community archivist from Texas. She has studied and written books about the Panthers pursuit of education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Whether it be the study sessions they had reading the different books by revolutionaries – political education classes is what they would call them – that were required, or whether it was party members tutoring kids in the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She told me the idea to create a school came about when party members saw how their own kids were mistreated in mainstream schools \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> You had to start envisioning what society needed to look like for your child if they survived. Right? There is a sense so many of them didn’t think they would survive\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Party members started to conceive of a community-based alternative to the poor educational experiences they had as children. They were often disciplined harder and discouraged from asking questions. Their schools lacked supplies and books, and the curriculum rarely included stories of people who looked like them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So in response to this they opened the Intercommunal Youth Institute in east Oakland in 1971\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> It was an old church that they converted into a school and so it was a small space. They decided that they wanted to start with the number they had, which was 50 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Gradually, other people noticed that the students and families were being treated well at this scrappy little home school where they used mindfulness practices and restorative justice. Students were engaged, respected, and learning in an environment that valued their heritage and experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> When the community approached the Black Panther Party, when it was just the insular home school to say, “Hey, can you make this available to the community, to children in the community?” That was a prompt for them to think more broadly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As new people joined from outside of the party, they began outgrowing the space and so they had to look for something more permanent. They changed the name to Oakland Community School and Black Panther Party member Ericka Huggins became the director. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We opened the Oakland Community School in the school year of 1973-74.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students were ages 5 -12, so it was basically an elementary school, but there were no grades. They were grouped according to their academic abilities. They also had childcare for kids who were younger than five.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students came from the Oakland area but some were coming from the greater bay area too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We had more than party members on staff. Not only did the people take their children out of public school, the public school teachers left, too, to work at… as it used to be, nicknamed the Panther School. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>This school is special for a lot of reasons, but one of the big reasons is that it was one of the earliest versions of community schools in the country. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The school was community based, child centered, tuition free, parent friendly and we paid special attention to children whose families had trouble with clothing and food.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Nowadays when we talk about community schools, we’re talking about schools like this one, that provide for the whole child beyond academics. Often these schools have the things that families need located at or provided by the school. Oakland Community School provided groceries to families in the community and food throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Three meals a day and I said it was tuition free. The meals were also for the students and staff of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If parents couldn’t afford the city bus. A bus from Oakland Community School would come pick their kids up. They used curriculum that actually reflected the students that were going to the school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Our motto was “the world is a child’s classroom.” Which is a little different than the United States is the center of the universe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We talked about the enslavement of Africans. We talked about the indigenous people. We talked about the resilience and brightness of our ancestors and our generations up to them and how beautiful and bright they are. We always affirmed the children. We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity. We didn’t ever turn away a student because they were not Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students at the so-called Panther school were Black –but they were also Latino they were white students they were Asian students and biracial students\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> When people see this, they’re shocked, like, oh, why are you shocked? We were the Black Panther Party and they have to think about what they’ve been told.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We were just brave and committed because it wasn’t easy. I want everybody to understand that it didn’t just appear itself as one community school with all angels floating around making things happen. No, it was hard work and. But the reward was in the faces of those parents and grandparents and aunties and uncles. The faces of the staff. And most importantly, the lives of the children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After about ten years of operation, The school closed in 1982 — This was around the time when The Black Panther Party officially dissolved after years of government surveillance and attacks. The free breakfast program is believed to have paved the way for expanding the government’s School Breakfast Program, which still exists today. And the Black Panther legacy is still in Oakland. For one thing, many members of the Black Panthers are alive today and physical sites across the city bear the Panthers’ name. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now, if we fast forward 40 years, what are Oakland Schools doing with that legacy? We’ll get into that after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s jump ahead to present day Oakland. Angelica was enrolling in 10th grade at Oakland International High School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She was 18 years old and so nervous. Originally from Guatemala, she didn’t speak a word of English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana me inscribió en esta escuela porque ella estuvo en esta escuela y se graduó aquí y pues me sentí nerviosa porque pues no sabía nada del inglés, nada, no entendía nada, nada. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But her sister, who she was staying with at the time, was adamant about her going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tienes que estudiar. Tienes que aprender. Es te necesito que tú llegas a otro nivel más que yo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shortly after enrolling, circumstances for their family changed. All of the sudden, Angélica’s sister was providing for her kids,2 nephews, and Angelica. It was too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana ya no podía con muchos gastos porque ella tiene hijos también y ella tuvo que tuvo que mantenerme a mí y a mis dos sobrinos. Pero luego ella me dijo tú ya estás grande y pues ya no sé qué voy a hacer contigo y así lo siento mucho. Y pues ella se mudó y yo me quedé sola\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Her sister moved away and Angélica had to support herself, which meant she had to make a choice that so many students make: should she keep going to school or should she leave school to work? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tuve que salir de la escuela, tuve que irme y no tenía otra opción más que como mantenerme a mi misma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She decided to work. She didn’t feel like she had much of a choice. According to a report by the Urban Institute, nearly a third of students ages 16-19 are working and not in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I want to take a moment to zoom out on Angelica and talk about the school district she’s in. Oakland Unified School District. It’s credited with being the first full service community school district in the nation. That means in all of their public schools they don’t just going to focus on academics, they provide other services students and families might need like food and social services. Is this starting to sound familiar? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The superintendent Tony Smith who rolled out the plan for the community school district said that it has echoes of the Panthers and their deep care for kids. There are great examples of how Oakland Schools are drawing on the Panther legacy. And one of them is Oakland International School. The school that Angelica goes to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Oakland International High School is a public school in the Oakland Unified School District that serves all newly arrived immigrant students, all of whom are English language learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Here is Lauren Markham, one of Oakland International’s founding members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Not all, but a lot of our students are coming from conditions of poverty. We have the highest poverty rate of any Oakland high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I walked through the school I could hear a bunch of different languages all at once. Spanish and Arabic are the ones you’ll hear most. It reminded me of the way Ericka Huggins from the Black Panther Party talked about the diversity of students and educators at the Oakland community school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We have students from about 20 different countries. I often describe our school as a delayed mirror of world events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What she means by this is that if something happens in a country far away. For example, if there’s political turmoil in Central America and it leads to a lot of refugees or asylum seekers, Oakland international will have an influx of these students a year or so later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> More refugees arrived in the United States in the first eight months of 2023 than any year since 2017. Many schools across the country are trying to figure out how to accommodate an influx of migrant students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Newcomer students fail at wildly disproportionate rates throughout the country. And we know that when any one population is failing, it’s a function of the system and not the students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The community school model is what enables Oakland International to support their diverse student population.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> School Is not just a place where like learning and education and academics happen, but that all of these services that are around the classroom, that that connect to and support students lives, be it mental health services or health care or immigration legal services, which are all things that I think we do particularly well and that are particularly vital at Oakland International.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I always use this example, but like if someone has an abscess tooth, they’re not going to be able to focus on math. Right? And if somebody has a pending deportation hearing coming up and they don’t have an immigration lawyer, like, yeah, they’re not working on their group project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Working with newcomers makes the community school model really necessary \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Because so many students are coming with limited not all, but a number of our students are coming, not necessarily entering like established communities or having like established social networks and therefore like don’t necessarily know where to go to get X, Y, Z thing, or the language that they speak isn’t represented at the social services office where they would apply for Medi-Cal or Cal Fresh.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and nobody feels ashamed. I think sometimes there’s a stigma. Like, it’s free food, I don’t need to take that. But food scarcity is real.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s Madenh Ali Hassan Oakland International’s Community School Manager, which means she oversees all the services the school offers in addition to academics. When I asked her what the school does really well. She said giving students and families food is their jam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan: \u003c/strong>It’s a little bit of creative chaos but if you come out and see it it’s always just kind of sweet because everyone’s just taking what they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In order to offset skyrocketing food prices, the school offers two separate food banks once a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Just like how The Panthers saw a need in their community and provided free meals to children and families. Today we see Madenh and Oakland International doing something similar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> We typically set up right in front of the school. And so this is open for the public. So when the community sees it, there’s a line around the block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They also want to make sure they are serving their current students, so they have another food bank set up in the cafeteria. That one is just for their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and filling their bags and students are doing the same in the cafeteria.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students who have dropped out of Oakland International also come to the weekly Food Bank. It’s relatively common for a newcomer to turn 18 and leave school to work. Oftentimes, working is necessary to pay back the people who helped them migrate to the US or to help out their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We understand, like this is the reality of your life and you have to tend to that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Lauren again, talking about students who drop out.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I also think that it’s reflective of our school, sort of not. Like understanding that what’s happening now is not a student’s fate forever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a student needs help translating a document about a court hearing or filling out a paperwork. They know they will still be supported at Oakland International. Angélica felt that way too. When Angelica dropped out of school she got a job making sandwiches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Even though her circumstances made it so that she to work closing shifts. She knew she didn’t want to work in the same sandwich shop forever. So she had a conversation with her boss who let her work closing shifts so she could attend school again during the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Entonces. Y mis maestros también se alegraron mucho porque yo había. Yo había ido cuatro meses y ellos me ayudaron también. Con todo. Todo. Animarme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she returned to school she was welcomed with open arms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I found it really fascinating the way that staff and teachers at the school hold on to these two distinct realities. One being that students do better when they’re in school and the other is that some of them can’t make the decision to be there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I went to Oakland International’s open house — it’s an event where they open up the campus to educators who are interested in seeing how they run things — I heard Lauren say something at the Open House assembly that I thought was profound.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham at the Open House assembly: \u003c/strong>A lot of what we do here is like, okay, we see the perfect version. We can whine for a little bit about not having that, but how do we get how do we approximate? That’s what we do as educators. How do we get closer to that given the resources that we have? And that’s the sort of scrappiness that is built into education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As someone who reports on education and talks to a lot of teachers and worked in education, this felt true and this reminds me of the panthers too in a sense. Because schools are essentially a group of people that are committed to striving for a really hard to get ideal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students who went to Oakland International come back to work there as adults because they see the way the community school model helps them support students better. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Yasser Alwan came to Oakland international as a student in 2010\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> We immigrated from Yemen, right before the conflict, the revolution, known as the Arab Spring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now he’s a Newcomer assistant. It’s a position that started at Oakland International, where they’ll have specific people who are in classrooms like paraprofessionals to help students who are struggling. When I asked him why he came back and why he stays he said yeah sometimes there are really hard days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> But I, I remember mostly the good ones. And for the most part it was mostly good days. And it’s just like that community is very strong and you’re like, very welcome in and like. I’m like, happier when I’m not around. And I think that’s what brings me back. Even through challenging times, I remember the good days. And I’m like, there’s going to be more good days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Karen Moya came to Oakland International as a student in 2010 also. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> We came from El Salvador.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As an adult she joined the staff as a case manager\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> I’m basically supporting students and their families to navigate the new systems in the country.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she is overwhelmed, She returns to something a colleague told her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> Something that one of my colleagues said it’s like you can do anything and … You might feel that you’re not doing anything because you’re not seeing the results, but you are actually doing something. You are impacting their lives, you know, and helping them navigate the, the, the systems and the struggles of being, you know, an immigrant in this country. So I take that with me. And, and I think about it sometimes too, when I’m like, I’m helping this student and I don’t see the results that I want to see on my way, but I’m doing everything that I can in my hands to better support them and their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Prior to this episode we did two other stories about community schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> I’m Carlos Cabrera-Lomelí and I’m the community engagement reporter at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So Carlos is someone who has been with me throughout my community school reporting at KQED. He was with me during interviews translating Spanish. We’re coming to the end of our community school reporting this season and I wanted to reflect what it was like to really sit in these stories \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Angelica was a little a little shy at first, a little nervous, which I, you know, completely normal reaction. The thing that stuck with me for just the whole day was just her, her, just like the like that she for her this whole, you know, like her leaving school and coming back. This decision. She really made it for herself. She understands the value of education. The things she was repeating again and again was like, I wanna learn English. When I first came to the U.S., you know, the first place that we came to was Oakland and I think that, when you’re in a school that sees a lot of kids come and go, you kind of feel like you’re, you know, you’re kind of like in the fight by yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I was talking to the community school coordinator and then also, one of the founders, and they were saying, like, it’s such a weird thing to do at a school where you like, see kids leaving, but you understand that, like, their realities are things that they have to deal with. And so you have to kind of let them go. But your job is just to be like when you’re ready to come back, like, come back here and like you’ll be okay. And it seems like they do a really good job of that versus like a school that would either be like, don’t leave and then like as soon as the student leaves, it’s kind of like, yeah, if I see you, i see you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Totally, yeah. And that’s why, I really loved being able to accompany you on these trips because it just shows many ways you can interpret the community model. Where it could be a thousand factors that could, you know, change the outcome.That goes to the point we’re making that there is no perfect quote unquote perfect community school. There’s no perfect way to establish or create a community school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for talking to me Carlos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Yeah, Thank you Nimah, this was awesome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> it’s really always a pleasure to work with you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Likewise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Whether a school is based in Oakland pursuing the legacy of the Panther School or elsewhere, educators can relate to the desire for systems that serve young people better. In the meantime, they keep tracking down quick-fixes, proven strategies and those hard-to-find sustainable solutions.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Ericka Huggins, Angela LeBlanc Ernest, Madenh Ali Hassan, Lauren Markham, Yassar Alwan, Karen Moya, and Angelica. Thank you to folks at Oakland International.\u003c/span>\u003c/p>\n\n",
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"excerpt": "The Black Panthers not only revolutionized civil rights but also reshaped American education by creating the blueprint for the community schools we know today.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/\">\u003cspan style=\"font-weight: 400\">Angela LeBlanc-Ernest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> first learned about the Black Panther Party for Self-Defense in college in the 1980s, she realized there was a lot of history missing from the textbooks she used as a K12 student. A documentarian and historian, LeBlanc-Ernest went on to author chapters about women in the Black Panther Party in \u003c/span>\u003ca href=\"https://www.angelaleblancernest.com/book-chapters\">\u003cspan style=\"font-weight: 400\">two books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span> \u003cspan style=\"font-weight: 400\">Some 40 years later, she said \u003c/span>\u003ca href=\"https://www.kqed.org/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom\">\u003cspan style=\"font-weight: 400\">textbooks still\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commonly \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/show/the-often-misunderstood-legacy-of-the-black-panther-party\">\u003cspan style=\"font-weight: 400\">misrepresent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or downplay the Panthers’ significance.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.history.com/topics/black-history/black-panthers\">\u003cspan style=\"font-weight: 400\">Founded in 1966\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Oakland, California, the Black Panther Party was created to patrol African American neighborhoods and protect residents from police brutality. While it’s often remembered for its militancy, the party’s \u003c/span>\u003ca href=\"https://www.britannica.com/topic/Black-Panther-Ten-Point-Program\">\u003cspan style=\"font-weight: 400\">Ten-Point Program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> advocated for broader social reforms, including \u003c/span>\u003ca href=\"https://nmaahc.si.edu/explore/stories/black-panther-party-challenging-police-and-promoting-social-change\">\u003cspan style=\"font-weight: 400\">prison reform, voter registration drives and health clinics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Learning about the Ten-Point Program, especially point five, which demanded education that teaches people their true history, was eye-opening, said LeBlanc-Ernest. “I became curious about the Black Panther Party, which was a grassroots organization of young people primarily, who decided it was time to create a community based alternative to the poor educational experiences that they had.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black Panthers’ innovative approaches to education and community support have had a \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13940221/black-panthers-oakland-community-school-50th-anniversary\">\u003cspan style=\"font-weight: 400\">lasting influence on U.S. schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Their initiatives included creating one of the first community schools, offering successful food programs, using \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">student-centered learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools\">\u003cspan style=\"font-weight: 400\">mindfulness practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and promoting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58898/retaining-and-sustaining-black-teachers\">\u003cspan style=\"font-weight: 400\">diversity in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Here are five ways the Black Panthers shaped the educational landscape.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. They are credited with creating a first-of-its-kind school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her hometown in Washington, D.C., to Lincoln, Pennsylvania, where she tutored young students and attended college, Ericka Huggins witnessed Black children’s struggles firsthand. “They couldn’t read by fifth grade, and it wasn’t their fault. We blame people for their poverty. We blame them for their lack of education,” she said. “I just wanted a better life for them.” Following this desire, Huggins and her husband drove across the country and joined the Black Panther Party for Self-Defense in 1968. “I knew there had to be some way for me to connect with people who felt the same way,” Huggins said.\u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64474\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64474\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Childcare-Program-Van-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School Childcare Program van. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 1960s and 1970s, Black children faced harsher discipline, were discouraged from asking questions, and attended under-resourced schools. “It was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next\">\u003cspan style=\"font-weight: 400\">structural\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Huggins. She described the public school system at that time as “old and broken.” In 1971, the Panthers opened the \u003c/span>\u003ca href=\"https://ocsproject.wixsite.com/website/political-education-class-studies-a\">\u003cspan style=\"font-weight: 400\">Samuel L. Napier Intercommunal Youth Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for party members’ children ages 5 to 12 in East Oakland, converting a church into a school by day and a community center by night. This initiative attracted other parents who wanted their children to attend, leading to the establishment of the \u003c/span>\u003ca href=\"https://www.ktvu.com/news/educate-to-liberate-oakland-community-school-led-to-success-by-black-panthers\">\u003cspan style=\"font-weight: 400\">Oakland Community School in 1973\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with Huggins as its director. It started with 50 students and focused on caring for the whole child beyond academics. They provided transportation, food and clothing for students and families in need.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Oakland Community School is regarded as one of the nation’s \u003c/span>\u003ca href=\"https://www.communityschoolsrevolution.org/we-are-ones-weve-been-waiting-oakland-s-full-service-community-school-district\">\u003cspan style=\"font-weight: 400\">first community schools – a model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which public schools partner with community organizations to provide comprehensive support services alongside traditional academic instruction. Many of Oakland Community School’s practices formed the \u003c/span>\u003ca href=\"https://sfstandard.com/2023/08/07/oaklands-pioneering-educational-model-has-black-panthers-to-thank/\">\u003cspan style=\"font-weight: 400\">blueprint for community schools today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. They established one of the most successful food programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many people are familiar with today’s free and reduced lunch options for students from low-income, but there was a time when free school meals were not common. “Children were expected to go to school and learn without any food,” Huggins said. This wasn’t due to parental neglect, she added. Many parents worked multiple jobs to make ends meet.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64478\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64478\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Students-Eating-in-OCS-Cafeteria-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students eating in the school cafeteria, July 1981. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most significant contributions of the Black Panther Party was its \u003c/span>\u003ca href=\"https://www.history.com/news/free-school-breakfast-black-panther-party\">\u003cspan style=\"font-weight: 400\">free breakfast program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13950520/ruth-beckford-dance-black-panthers-free-breakfast-program\">\u003cspan style=\"font-weight: 400\">Launched in 1969\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this program provided thousands of underprivileged children with free meals before school. When the Oakland Community School opened, it extended this support by feeding students and staff three meals a day at no additional cost to families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the USDA had \u003c/span>\u003ca href=\"https://www.fns.usda.gov/sbp/factsheet\">\u003cspan style=\"font-weight: 400\">piloted free breakfast efforts starting in the mid-1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the program only gained traction in the early 1970s — right around the time the Black Panthers’ programs were dismantled. In 1975, the School Breakfast Program was permanently authorized. Today, it helps feed over 14.57 million children before school.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. They used restorative practices and alternatives to discipline\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at the Oakland Community School integrated \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">mindfulness practices into the school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48371/the-role-of-yoga-in-healing-trauma\">\u003cspan style=\"font-weight: 400\">practiced yoga\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and were encouraged to do yoga poses if they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">\u003cspan style=\"font-weight: 400\">misbehaved in class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We didn’t believe in sitting anybody in a corner or in a dungeon or in a basement or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">ostracizing them from class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and making them sit alone,” Huggins said. “We believed that you just need to recalibrate.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64475\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64475\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/OCS-Children-on-Playground-Stretching-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Community School students stretching during physical education on the playground.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, a student might be asked to do a tree pose — standing on one leg with arms extended — if they were unfocused. Difficulty with the pose indicated a need for better concentration. “We reached a point where students would say, ‘I’m not feeling focused. Can I go get myself together and come back?’” Huggins recalled. After lunch, students of all ages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate\">\u003cspan style=\"font-weight: 400\">meditated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 3 to 4 minutes. Huggins said that former students often remember these \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation sessions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> fondly, even decades later.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Educate to Liberate: A Black Panther Photographic Time Capsule Unveiled\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/m9Bf_hv7Il4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>4. Their motto was “the world is a child’s classroom”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Community School did not use traditional grade levels. Instead, children worked in groups based on their \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52866/why-competency-based-education-is-exciting-and-where-it-may-stumble\">\u003cspan style=\"font-weight: 400\">abilities in different subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to LeBlanc-Ernest. The school operated on the belief that “the world is a child’s classroom,” focusing on teaching students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">\u003cspan style=\"font-weight: 400\">how to think rather than what to think\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “They learned traditional academic information that was expanded and broadened because of the interests and the intentions of the staff.” Students engaged with the community through field trips to music performances and museum exhibits.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64473\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64473\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Ericka-Huggins-and-Rosa-Parks-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Ericka Huggins and Rosa Parks during Parks’ visit to Oakland Community School on May 2, 1980. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The curriculum went beyond \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51857/lies-my-teacher-told-me-and-how-american-history-can-be-used-as-a-weapon\">\u003cspan style=\"font-weight: 400\">U.S. History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to include international topics. For example, students learned the capitals of every African country — a practice that was groundbreaking at the time. The curriculum emphasized the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">brilliance of students’ own cultures\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and others. “We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity,” said Huggins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. The students and teachers at their school celebrated diversity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huggins described those who worked at Oakland Community School as a “rainbow staff” that included teachers who left public schools to work at the so-called Panther School.LeBlanc-Ernest noted that the staff was diverse, with equal numbers of men and women. \u003c/span>\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_64477\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64477\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1697\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-800x530.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1020x676.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-768x509.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1536x1018.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-2048x1358.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/08/Outside-View-of-OCS-Building-Front-1920x1273.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Community School, late 1970s. \u003ccite>(Photo copyright Donald Cunningham/Photo and caption courtesy The OCS Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students came from various Bay Area cities, and while the majority were Black, the school also included White Asian, and Latino students. “We didn’t ever turn away a student because they were not Black,” Huggins said. Many are surprised by this diversity, she noted. “I said, ‘Why are you shocked? We were the Black Panther Party’ and they have to think about what they’ve been told.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school closed in 1982 after operating for 10 years, around the same time the Black Panther Party for Self-Defense \u003c/span>\u003ca href=\"https://apnews.com/article/black-panther-party-huey-newton-race-and-ethnicity-d3cafbc0f7c0f83103f8a5ffaa66faff\">\u003cspan style=\"font-weight: 400\">officially dissolved in part due to government surveillance and attacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The principles, mottos and schedule of this school could be replicated today if someone chose to take it on,” Huggins said. With \u003c/span>\u003ca href=\"https://www.cta.org/our-advocacy/issues/community-schools#:~:text=Community%20schools%20provide%20not%20only,this%20number%20continues%20to%20grow.\">\u003cspan style=\"font-weight: 400\">thousands of community schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the United States, some may draw on the legacy of the Oakland Community School, even if indirectly, to address the needs of students and families. “It wasn’t easy. I want everybody to understand that,” said Huggins. “ The reward was in the faces of those parents and grandparents and aunties and uncles, the faces of the staff and most importantly, the lives of the children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, LeBlanc-Ernest started and directed \u003ca href=\"https://www.theocsproject.org/about\">The OCS Project \u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">where she preserves and shares the history of the school through recorded conversations with former party members and digital media. She has interviewed former students who have become teachers, changemakers, and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11873838/how-some-elders-are-working-to-preserve-the-legacy-of-the-black-panther-party-in-oakland\">\u003cspan style=\"font-weight: 400\">culture bearers in the Bay Area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and beyond. “[The Black Panthers] created a foundation for the students, for the parents, for the educators, who then took that with them into the different spaces that they moved into,” LeBlanc-Ernest said. “And I think that’s a \u003c/span>\u003ca href=\"https://www.kqed.org/news/10868172/preserving-the-history-of-the-black-panthers-close-to-home\">\u003cspan style=\"font-weight: 400\">lasting legacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003cbr>\n\u003c/span>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5911938534\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. The 1960s was a decade of social and cultural change. There was the civil rights movement…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Martin Luther King, Jr. We will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Women’s liberation…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[May Craig question to John F. Kennedy (clip): …for equal rights for women, including equal pay…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Vietnam war…\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[President Nixon Vietnam speech (clip): There were some who urged that I end the war at once… this would have been a popular and easy course to follow…]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A moon landing \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Neil Armstrong (clip): …one giant leap for mankind]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It was a time when the very fabric of society was being questioned, and people were having big ideas about how people think and how people are taught. It was also when the black power movement was getting traction.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Malcolm X (clip): We are oppressed. We are exploited. We are downtrodden. We are denied not only civil rights but even human rights]. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The emphasis wasn’t on being free or access to white spaces, it was about empowerment and self-sufficiency even as widely accepted racist practices were trying to keep Black people down. It was during this era, in1966 that the Black Panther Party for Self-Defense started in Oakland. They believed in Black nationalism, socialism, and armed self-defense against police brutality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The first thing that drew me to the Black Panther Party that I always remember about it, it said the Black Panther Party for Self-defense and Self-defense, people get their hackles up about that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Ericka Huggins. She joined the Black Panther Party in 1968. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> People think that self-defense is physical. It can be and needs to be when necessary. However, this was about supporting people who live poor and/or oppressed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We said you cannot continue to kill us. You can’t break down our doors to our homes and shoot at us. You cannot arrest us, wrongly incarcerate us and beat and murder us while we are incarcerated. You cannot deprive us of food, housing, clothing and peace. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Some of the more popular images of the Black Panthers are photos of armed men in berets looking out from behind these dark sunglasses. Or women – like Ericka – with afros waving flags and raising their fists. Even the United States FBI director, J. Edgar Hoover saw the Panther’s stance on protecting and empowering themselves as dangerous.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> J. Edgar Hoover said the Black Panther Party is the greatest threat to the internal security of the United States. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The Black Panthers had a reputation as a militant group but they did way more than challenge the police and protest against racist policies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you look up pictures of the Panthers– yes you’ll see guns and berets, but there are other images too. And the one that sticks with me is this photo of a Black Panther Party member putting down plates of food in front of young children. It’s a photo of their free breakfast program\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Children were expected to go to school and learn without any food. We knew because we were those children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They had a founding charter which included a 10 point platform. I won’t go into all of the points but it basically said that our people – Black people– need to be able to eat, find work and feel safe. This episode we’ll talk about point 5, a focus on a fulfilling and effective education system \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[Bobby Seale Speech at Oakland Auditorium (clip): We want decent education for our Black people in our community that teaches us the true nature of this decadent racist society and to teach Black people and our young Black brothers and sisters their place in this society because if they don’t know their place in society and in the world, they can’t relate to anything else].\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Education was always important in the party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Angela LeBlanc-Ernest is a documentarian and community archivist from Texas. She has studied and written books about the Panthers pursuit of education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> Whether it be the study sessions they had reading the different books by revolutionaries – political education classes is what they would call them – that were required, or whether it was party members tutoring kids in the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She told me the idea to create a school came about when party members saw how their own kids were mistreated in mainstream schools \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> You had to start envisioning what society needed to look like for your child if they survived. Right? There is a sense so many of them didn’t think they would survive\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Party members started to conceive of a community-based alternative to the poor educational experiences they had as children. They were often disciplined harder and discouraged from asking questions. Their schools lacked supplies and books, and the curriculum rarely included stories of people who looked like them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So in response to this they opened the Intercommunal Youth Institute in east Oakland in 1971\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> It was an old church that they converted into a school and so it was a small space. They decided that they wanted to start with the number they had, which was 50 students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Gradually, other people noticed that the students and families were being treated well at this scrappy little home school where they used mindfulness practices and restorative justice. Students were engaged, respected, and learning in an environment that valued their heritage and experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angela LeBlanc-Ernest:\u003c/strong> When the community approached the Black Panther Party, when it was just the insular home school to say, “Hey, can you make this available to the community, to children in the community?” That was a prompt for them to think more broadly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As new people joined from outside of the party, they began outgrowing the space and so they had to look for something more permanent. They changed the name to Oakland Community School and Black Panther Party member Ericka Huggins became the director. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We opened the Oakland Community School in the school year of 1973-74.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students were ages 5 -12, so it was basically an elementary school, but there were no grades. They were grouped according to their academic abilities. They also had childcare for kids who were younger than five.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students came from the Oakland area but some were coming from the greater bay area too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We had more than party members on staff. Not only did the people take their children out of public school, the public school teachers left, too, to work at… as it used to be, nicknamed the Panther School. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>This school is special for a lot of reasons, but one of the big reasons is that it was one of the earliest versions of community schools in the country. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> The school was community based, child centered, tuition free, parent friendly and we paid special attention to children whose families had trouble with clothing and food.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Nowadays when we talk about community schools, we’re talking about schools like this one, that provide for the whole child beyond academics. Often these schools have the things that families need located at or provided by the school. Oakland Community School provided groceries to families in the community and food throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Three meals a day and I said it was tuition free. The meals were also for the students and staff of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If parents couldn’t afford the city bus. A bus from Oakland Community School would come pick their kids up. They used curriculum that actually reflected the students that were going to the school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> Our motto was “the world is a child’s classroom.” Which is a little different than the United States is the center of the universe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We talked about the enslavement of Africans. We talked about the indigenous people. We talked about the resilience and brightness of our ancestors and our generations up to them and how beautiful and bright they are. We always affirmed the children. We wanted them to know about history. We wanted them to know about themselves as people coming from great ancestry no matter their race or ethnicity. We didn’t ever turn away a student because they were not Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students at the so-called Panther school were Black –but they were also Latino they were white students they were Asian students and biracial students\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> When people see this, they’re shocked, like, oh, why are you shocked? We were the Black Panther Party and they have to think about what they’ve been told.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Ericka Huggins:\u003c/strong> We were just brave and committed because it wasn’t easy. I want everybody to understand that it didn’t just appear itself as one community school with all angels floating around making things happen. No, it was hard work and. But the reward was in the faces of those parents and grandparents and aunties and uncles. The faces of the staff. And most importantly, the lives of the children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After about ten years of operation, The school closed in 1982 — This was around the time when The Black Panther Party officially dissolved after years of government surveillance and attacks. The free breakfast program is believed to have paved the way for expanding the government’s School Breakfast Program, which still exists today. And the Black Panther legacy is still in Oakland. For one thing, many members of the Black Panthers are alive today and physical sites across the city bear the Panthers’ name. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now, if we fast forward 40 years, what are Oakland Schools doing with that legacy? We’ll get into that after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s jump ahead to present day Oakland. Angelica was enrolling in 10th grade at Oakland International High School.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She was 18 years old and so nervous. Originally from Guatemala, she didn’t speak a word of English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana me inscribió en esta escuela porque ella estuvo en esta escuela y se graduó aquí y pues me sentí nerviosa porque pues no sabía nada del inglés, nada, no entendía nada, nada. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But her sister, who she was staying with at the time, was adamant about her going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tienes que estudiar. Tienes que aprender. Es te necesito que tú llegas a otro nivel más que yo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shortly after enrolling, circumstances for their family changed. All of the sudden, Angélica’s sister was providing for her kids,2 nephews, and Angelica. It was too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Mi hermana ya no podía con muchos gastos porque ella tiene hijos también y ella tuvo que tuvo que mantenerme a mí y a mis dos sobrinos. Pero luego ella me dijo tú ya estás grande y pues ya no sé qué voy a hacer contigo y así lo siento mucho. Y pues ella se mudó y yo me quedé sola\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Her sister moved away and Angélica had to support herself, which meant she had to make a choice that so many students make: should she keep going to school or should she leave school to work? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Tuve que salir de la escuela, tuve que irme y no tenía otra opción más que como mantenerme a mi misma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She decided to work. She didn’t feel like she had much of a choice. According to a report by the Urban Institute, nearly a third of students ages 16-19 are working and not in school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I want to take a moment to zoom out on Angelica and talk about the school district she’s in. Oakland Unified School District. It’s credited with being the first full service community school district in the nation. That means in all of their public schools they don’t just going to focus on academics, they provide other services students and families might need like food and social services. Is this starting to sound familiar? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The superintendent Tony Smith who rolled out the plan for the community school district said that it has echoes of the Panthers and their deep care for kids. There are great examples of how Oakland Schools are drawing on the Panther legacy. And one of them is Oakland International School. The school that Angelica goes to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Oakland International High School is a public school in the Oakland Unified School District that serves all newly arrived immigrant students, all of whom are English language learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Here is Lauren Markham, one of Oakland International’s founding members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Not all, but a lot of our students are coming from conditions of poverty. We have the highest poverty rate of any Oakland high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I walked through the school I could hear a bunch of different languages all at once. Spanish and Arabic are the ones you’ll hear most. It reminded me of the way Ericka Huggins from the Black Panther Party talked about the diversity of students and educators at the Oakland community school\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We have students from about 20 different countries. I often describe our school as a delayed mirror of world events. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What she means by this is that if something happens in a country far away. For example, if there’s political turmoil in Central America and it leads to a lot of refugees or asylum seekers, Oakland international will have an influx of these students a year or so later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> More refugees arrived in the United States in the first eight months of 2023 than any year since 2017. Many schools across the country are trying to figure out how to accommodate an influx of migrant students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Newcomer students fail at wildly disproportionate rates throughout the country. And we know that when any one population is failing, it’s a function of the system and not the students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The community school model is what enables Oakland International to support their diverse student population.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> School Is not just a place where like learning and education and academics happen, but that all of these services that are around the classroom, that that connect to and support students lives, be it mental health services or health care or immigration legal services, which are all things that I think we do particularly well and that are particularly vital at Oakland International.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I always use this example, but like if someone has an abscess tooth, they’re not going to be able to focus on math. Right? And if somebody has a pending deportation hearing coming up and they don’t have an immigration lawyer, like, yeah, they’re not working on their group project.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Working with newcomers makes the community school model really necessary \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> Because so many students are coming with limited not all, but a number of our students are coming, not necessarily entering like established communities or having like established social networks and therefore like don’t necessarily know where to go to get X, Y, Z thing, or the language that they speak isn’t represented at the social services office where they would apply for Medi-Cal or Cal Fresh.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and nobody feels ashamed. I think sometimes there’s a stigma. Like, it’s free food, I don’t need to take that. But food scarcity is real.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s Madenh Ali Hassan Oakland International’s Community School Manager, which means she oversees all the services the school offers in addition to academics. When I asked her what the school does really well. She said giving students and families food is their jam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan: \u003c/strong>It’s a little bit of creative chaos but if you come out and see it it’s always just kind of sweet because everyone’s just taking what they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In order to offset skyrocketing food prices, the school offers two separate food banks once a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Just like how The Panthers saw a need in their community and provided free meals to children and families. Today we see Madenh and Oakland International doing something similar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> We typically set up right in front of the school. And so this is open for the public. So when the community sees it, there’s a line around the block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They also want to make sure they are serving their current students, so they have another food bank set up in the cafeteria. That one is just for their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Madenh Ali Hassan:\u003c/strong> Everybody’s taking what they need and filling their bags and students are doing the same in the cafeteria.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students who have dropped out of Oakland International also come to the weekly Food Bank. It’s relatively common for a newcomer to turn 18 and leave school to work. Oftentimes, working is necessary to pay back the people who helped them migrate to the US or to help out their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> We understand, like this is the reality of your life and you have to tend to that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Lauren again, talking about students who drop out.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham:\u003c/strong> I also think that it’s reflective of our school, sort of not. Like understanding that what’s happening now is not a student’s fate forever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a student needs help translating a document about a court hearing or filling out a paperwork. They know they will still be supported at Oakland International. Angélica felt that way too. When Angelica dropped out of school she got a job making sandwiches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Even though her circumstances made it so that she to work closing shifts. She knew she didn’t want to work in the same sandwich shop forever. So she had a conversation with her boss who let her work closing shifts so she could attend school again during the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Angélica:\u003c/strong> Entonces. Y mis maestros también se alegraron mucho porque yo había. Yo había ido cuatro meses y ellos me ayudaron también. Con todo. Todo. Animarme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she returned to school she was welcomed with open arms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I found it really fascinating the way that staff and teachers at the school hold on to these two distinct realities. One being that students do better when they’re in school and the other is that some of them can’t make the decision to be there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When I went to Oakland International’s open house — it’s an event where they open up the campus to educators who are interested in seeing how they run things — I heard Lauren say something at the Open House assembly that I thought was profound.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Lauren Markham at the Open House assembly: \u003c/strong>A lot of what we do here is like, okay, we see the perfect version. We can whine for a little bit about not having that, but how do we get how do we approximate? That’s what we do as educators. How do we get closer to that given the resources that we have? And that’s the sort of scrappiness that is built into education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As someone who reports on education and talks to a lot of teachers and worked in education, this felt true and this reminds me of the panthers too in a sense. Because schools are essentially a group of people that are committed to striving for a really hard to get ideal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Many of the students who went to Oakland International come back to work there as adults because they see the way the community school model helps them support students better. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Yasser Alwan came to Oakland international as a student in 2010\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> We immigrated from Yemen, right before the conflict, the revolution, known as the Arab Spring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Now he’s a Newcomer assistant. It’s a position that started at Oakland International, where they’ll have specific people who are in classrooms like paraprofessionals to help students who are struggling. When I asked him why he came back and why he stays he said yeah sometimes there are really hard days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Yasser Alwan:\u003c/strong> But I, I remember mostly the good ones. And for the most part it was mostly good days. And it’s just like that community is very strong and you’re like, very welcome in and like. I’m like, happier when I’m not around. And I think that’s what brings me back. Even through challenging times, I remember the good days. And I’m like, there’s going to be more good days. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Karen Moya came to Oakland International as a student in 2010 also. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> We came from El Salvador.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> As an adult she joined the staff as a case manager\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> I’m basically supporting students and their families to navigate the new systems in the country.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When she is overwhelmed, She returns to something a colleague told her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Karen Moya:\u003c/strong> Something that one of my colleagues said it’s like you can do anything and … You might feel that you’re not doing anything because you’re not seeing the results, but you are actually doing something. You are impacting their lives, you know, and helping them navigate the, the, the systems and the struggles of being, you know, an immigrant in this country. So I take that with me. And, and I think about it sometimes too, when I’m like, I’m helping this student and I don’t see the results that I want to see on my way, but I’m doing everything that I can in my hands to better support them and their families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Prior to this episode we did two other stories about community schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> I’m Carlos Cabrera-Lomelí and I’m the community engagement reporter at KQED. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So Carlos is someone who has been with me throughout my community school reporting at KQED. He was with me during interviews translating Spanish. We’re coming to the end of our community school reporting this season and I wanted to reflect what it was like to really sit in these stories \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Angelica was a little a little shy at first, a little nervous, which I, you know, completely normal reaction. The thing that stuck with me for just the whole day was just her, her, just like the like that she for her this whole, you know, like her leaving school and coming back. This decision. She really made it for herself. She understands the value of education. The things she was repeating again and again was like, I wanna learn English. When I first came to the U.S., you know, the first place that we came to was Oakland and I think that, when you’re in a school that sees a lot of kids come and go, you kind of feel like you’re, you know, you’re kind of like in the fight by yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I was talking to the community school coordinator and then also, one of the founders, and they were saying, like, it’s such a weird thing to do at a school where you like, see kids leaving, but you understand that, like, their realities are things that they have to deal with. And so you have to kind of let them go. But your job is just to be like when you’re ready to come back, like, come back here and like you’ll be okay. And it seems like they do a really good job of that versus like a school that would either be like, don’t leave and then like as soon as the student leaves, it’s kind of like, yeah, if I see you, i see you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Totally, yeah. And that’s why, I really loved being able to accompany you on these trips because it just shows many ways you can interpret the community model. Where it could be a thousand factors that could, you know, change the outcome.That goes to the point we’re making that there is no perfect quote unquote perfect community school. There’s no perfect way to establish or create a community school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for talking to me Carlos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Yeah, Thank you Nimah, this was awesome.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> it’s really always a pleasure to work with you.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Carlos Cabrera-Lomelí:\u003c/strong> Likewise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Whether a school is based in Oakland pursuing the legacy of the Panther School or elsewhere, educators can relate to the desire for systems that serve young people better. In the meantime, they keep tracking down quick-fixes, proven strategies and those hard-to-find sustainable solutions.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.",
"headTitle": "Young Children Need Help Identifying Emotions. ‘Little Safe Place’ Boxes Give Them Tools. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker",
"title": "To Help Students Deal with Trauma, This School Holds Mindfulness Lessons Over the Loudspeaker",
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"headTitle": "To Help Students Deal with Trauma, This School Holds Mindfulness Lessons Over the Loudspeaker | KQED",
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"content": "\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editing and visual layout by Carmel Wroth. Visual producing by Katie Hayes Luke.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+help+these+school+kids+deal+with+trauma%2C+mindfulness+lessons+over+the+loudspeaker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>TAMPA, Fla. — At 8:30 a.m. on a sunny winter day, the cafeteria tables at the \u003ca href=\"https://www.hillsboroughschools.org/sullivan\">Patricia J. Sullivan Partnership Elementary School\u003c/a> are packed. Dozens of students – from kindergarten through the fifth grade – are hanging out, catching up and eating today’s breakfast of apple strudel, fruit juice, banana and milk.\u003c/p>\n\u003cp>School principal Dave McMeen is in constant motion. He’s greeting students, picking wrappers and banana peels off the floor and lining up the kids to send them off to class.\u003c/p>\n\u003cp>The first lesson of the day, as they leave the cafeteria, is self control: “Show me that right now me by facing forward. Show me your toes, show me your hands, now show me your body,” he says, to a row of kindergartners assembling in the hallway, “When your body is still, your mind is still and we can focus.”\u003c/p>\n\u003cp>Sullivan Elementary School is the smallest public school in the Hillsborough County school district, with 76 students and one teacher per grade level. It operates in partnership \u003ca href=\"https://www.metromin.org/\">Metropolitan Ministries, a local nonprofit\u003c/a> that supports families at risk of homelessness in Tampa Bay.\u003c/p>\n\u003cp>Principal McMeen says many of the students come from the homeless shelter next door and are dealing with serious stressors outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students experience these traumas of which sometimes they don’t have control over,” he says, “So while we have them, what do we have control over? It’s those few moments to say, Ok, take that hurt, take that pain, let’s figure out how we can release it.”\u003c/p>\n\u003cp>For the past few years, the school has been experimenting with a new tool to help kids deal with their stress: a daily mindfulness program called \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a>. An app created for schools, it involves daily lessons in observing sensations and emotions. It’s part of a new approach to delivering mindfulness, an increasingly popular, evidence-based mental health practice, in more accessible ways to vulnerable populations.\u003c/p>\n\u003cp>Neuroscience research shows that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746750/\">chronic stress\u003c/a> can shrink the brain, especially the parts that play a role in learning and memory. \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/\">And that mindfulness\u003c/a> – taking a few minutes to breathe, relax and center oneself – helps reduce that stress.\u003c/p>\n\u003cfigure id=\"attachment_63049\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind1.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dave McMeen monitors students during breakfast. McMeen says mindfulness has played a role in turning the school around academically. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that it can be especially helpful for developing minds. Students who scored higher on a mindfulness survey may \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/mbe.12200\">get better grades and test scores at school\u003c/a>, and have fewer absences and suspensions, says \u003ca href=\"https://gablab.mit.edu/john-gabrieli/\">John Gabrieli\u003c/a>, a cognitive neuroscientist at MIT who has studied the trait in students.\u003c/p>\n\u003cp>“Mindfulness is one of the few tools we have to enhance mental well-being in students,” Gabrieli says, “And in parallel, it also seems to support traditional things we want on behalf of students – showing up in school, not getting in trouble and learning.”\u003c/p>\n\u003ch3>8 minutes of stillness\u003c/h3>\n\u003cp>At 8:50 a.m. – as it does each school day morning – a prerecorded mindfulness session plays over the school-wide loudspeaker: “Breathing in and out. Placing the hands on the heart,” the narrator says. “Repeating to yourself, ‘I have the power to make wise choices.'”\u003c/p>\n\u003cp>In Mandy Hambrick’s second- and third-grade class, seventeen students repeat the phrase out loud. Then they sit silently, eyes closed, absorbing the day’s lesson on forgiveness.\u003c/p>\n\u003cp>“It may seem strange to practice forgiveness,” the narrator continues, “Like all skills, it’s important to practice before you really need it. With forgiveness, the practice happens on the inside of you.” For a full eight minutes, the students sit quietly. They’re not even fidgeting, as they contemplate mean things people have said to them, and how to let that go.\u003c/p>\n\u003cp>After the exercise, a student named Grace shares her thoughts with the class on how mindfulness helps. “It can help you relieve the stress so you’re not angry, and you don’t take it out on somebody else,” she says.\u003c/p>\n\u003cfigure id=\"attachment_63048\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63048\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind2.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students work on an assignment in Mrs. Ferlita’s 5th grade class. Ferlita says mindfulness has helped her kids. “They pay more attention to each other and to each other’s feelings,” she says. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each morning, the students at Sullivan Elementary School go through a remarkable transition after they get into the classroom – from hyper and socially active to quiet and settled in a matter of minutes. “It’s what I experience each and every day,” Principal McMeen says. “We begin with mindfulness – we take a moment, we center ourselves – and then we get engaged.”\u003c/p>\n\u003ch3>An ‘A’ grade for the school\u003c/h3>\n\u003cp>Small, rigorous studies over the years have shown that “mindfulness interventions can broadly reduce suffering – reduce people’s stress, their depressive symptoms, their anxiety,” says David Creswell, a neuroscientist at Carnegie Mellon University.\u003c/p>\n\u003cp>In 2022, the Sullivan Elementary School received its \u003ca href=\"https://www.fldoe.org/accountability/accountability-reporting/school-grades/archives.stml#2021-2022\">first “A,” a grade\u003c/a> based on standardized test scores from the Florida Department of Education. It was – a huge shift from receiving an “F” grade five years before. Principal McMeen says mindfulness has played a role in turning the school around.\u003c/p>\n\u003cp>But there isn’t yet a clear best practice for teaching mindfulness in school settings. Some schools around the country offer in-person mindfulness instruction for kids – a process that involves teacher trainings and consistent investment. Inner Explorer’s model – pressing play on a prerecorded session – makes it easier for school administrators and teachers to incorporate the practice.\u003c/p>\n\u003cp>The \u003ca href=\"https://innerexplorer.org/\">Inner Explorer\u003c/a> program is used in about 3,000 schools around the country. “We have a lot of schools that have been doing it for a couple of years now, and are seeing substantial improvements in student behavior and student performance,” says Laura Bakosh, who \u003ca href=\"https://innerexplorer.org/ie-team\">co-founded the program\u003c/a> with educator Janice Houlihan.\u003c/p>\n\u003cp>The curriculum draws on from \u003ca href=\"https://www.ummhealth.org/center-mindfulness-LP?gclid=Cj0KCQiAwbitBhDIARIsABfFYIKTelpTAG--NQlGOB-RceZ_zOstNNtO_eJwrbo_1ey6xqslIOJuOuIaAsBIEALw_wcB&gclsrc=aw.ds\">mindfulness-based stress reduction\u003c/a>, a well-tested set of techniques that traditionally taught with intensive lectures and retreats and long daily practices. Inner Explorer distills the teachings into ten-minute sessions that can be integrated into the school day.\u003c/p>\n\u003cfigure id=\"attachment_63047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63047\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind3.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Bakosh, Ph.D. co-founder, of Inner Explorer. The app is used in about 3,000 schools around the country. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For instance, one lesson invites kids to tune into the sounds they’re hearing around them.\u003c/p>\n\u003cp>“Instead of handling ‘sense awareness’ in a two-and-a-half hour lesson, we handle it over the course of many days and ten-minute segments,” Bakosh says, And as they tune into their sense of sound, she says,”they are building an intentional skill, from a brain standpoint.”\u003c/p>\n\u003cp>The same goes for recognizing how they’re feeling, and practicing how to let things go.\u003c/p>\n\u003cp>Practicing mindfulness can help the kids realize “that they don’t need to be dragged around by their thoughts and emotions. They have much more control,” Bakosh says, “When children learn this, they feel very empowered.”\u003c/p>\n\u003cp>“Mindfulness is really not about clearing your mind,” Bakosh continues. “It’s about inhabiting your moment-to-moment experiences with a sense of openness and curiosity.”\u003c/p>\n\u003ch3>Scaling up mindfulness\u003c/h3>\n\u003cp>Digital, app-based mindfulness programs – such as Headspace and Calm – have become hugely popular over the past ten years, and have the potential to make mindfulness training more widely accessible as a public health intervention, Creswell says. They’re more affordable and convenient, compared with intensive training programs that have been more rigorously studied.\u003c/p>\n\u003cp>These digital mindfulness interventions, he says, merit further research. There haven’t yet been large-scale experiments that clearly establish whether these programs can help fix systemic, population-level problems such as loneliness and addiction. “There are some challenges [with retention], but I think there’s some real promise in terms of scaling up to people who need these programs the most,” says Creswell.\u003c/p>\n\u003cfigure id=\"attachment_63046\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63046\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4-1536x1023.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/mind4.jpeg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student named RaMeir focuses during the morning mindfulness lesson. Teachers say the morning sessions help the kids practice mindfulness throughout the day. \u003ccite>(Octavio Jones for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back at the Sullivan Elementary School, a fifth-grader named Avery says he’s been practicing mindfulness at the school for years. “It’s a strategy that you can use to cope, or you can journal and let out your feelings in a good way,” he says.\u003c/p>\n\u003cp>One strategy he’s learned from Inner Explorer is called “\u003ca href=\"https://www.youtube.com/watch?v=groqciMoqvY\">the shark fin\u003c/a>,” where you align your palm vertically, place your thumb on your forehead and drag it down to your heart as you focus on centering yourself. He used it recently when he was stressing out over a reading assignment.\u003c/p>\n\u003cp>When Inner Explorer comes on over the loudspeaker, “I do it some mornings, not every morning,” Avery says, “The mornings I do it are so I can cope and have a good day.”\u003c/p>\n\u003cp>Today, Avery’s day is shaping up well. The classroom is filled with the smell of freshly cooked chocolate chip pancakes – the subject of today’s science lesson on phase changes. “What makes the bubbles?” asks Patti Ferlita, the fifth-grade teacher, “Gas. It’s being released – that’s why we see the bubbles,” she says.\u003c/p>\n\u003cp>Ferlita has been teaching at the school for 15 years, and she says mindfulness has made a big difference with the students. “A lot of them really started getting out of the ‘me, me, me.’ They pay more attention to each other and to each other’s feelings,” she says, citing the positive reinforcement the kids give each other – hugging, high-fiving and applauding when their classmates answer questions correctly.\u003c/p>\n\u003cp>And if a child is having a hard time, Ferlita says they get a chance to take a minute to breathe and get themselves together. These types of reinforcements in the classroom help the kids practice mindfulness throughout the day.\u003c/p>\n\u003cp>It might take until these kids are adults to prove – with scientific data – that their mindfulness practice today will have a lasting impact on their lives. But here at Sullivan Elementary School, the educators say they see mindfulness working now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When we dream about summer vacation, we imagine the good stuff: warm days, cool breezes, lots of laughter and good vibes. And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When we dream about summer vacation, we imagine the good stuff: warm days, cool breezes, lots of laughter and good vibes. And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Inside a college counseling center struggling with the student mental health crisis",
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"content": "\u003cp>\u003cem>This story about\u003c/em> \u003cem>college mental health\u003c/em> \u003cem>was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>IOWA CITY, Iowa — Heidi Schmitt, a therapist at the University of Iowa, sat in her swivel chair and pulled on her snow boots: Time to move.\u003c/p>\n\u003cp>It was just after lunch on a gray day this spring, but already Schmitt had seen one student suffering from panic attacks; another struggling to connect with peers after two years of pandemic-induced isolation; and a third who was having a hard time adjusting to college.\u003c/p>\n\u003cp>She’d just finished preparing for a workshop on tolerating distress scheduled for the evening and was about to cross campus for another workshop she leads, on mindfulness.\u003c/p>\n\u003cp>Such is the life of a campus counselor, at a time when the demand for mental health care seems limitless, and colleges are stretching to meet it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On college campuses nationwide, the number of students seeking services increased by an average of \u003ca href=\"https://ccmh.psu.edu/assets/docs/2015_CCMH_Report_1-18-2015-yq3vik.pdf\">30 percent\u003c/a> between 2009 and 2015 — more than five times the average rate of enrollment growth — and has continued to climb since then. At the University of Iowa, the number of clinical service hours provided by its counselors rose by nearly 90 percent in the 10 years preceding the pandemic.\u003c/p>\n\u003cp>Caseloads dipped in \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">2020\u003c/a> as students scattered to their homes and colleges struggled to serve them across state lines. But on many campuses they’re already starting to spike again, as the stress, grief and isolation that many students have experienced over the past two years rise to the surface.\u003c/p>\n\u003cp>In an effort to keep up, colleges have hired more therapists, contracted with networks of telehealth providers and sent more students to off-campus counselors and group therapy. They’ve spaced out appointments, set session limits and added students to waitlists.\u003c/p>\n\u003cp>They’ve innovated, too, subscribing to self-help apps and online peer-to-peer mental health communities, and started teaching resilience and coping skills to stressed-out students.\u003c/p>\n\u003cp>But the rise in demand feels relentless, and a growing number of counselors say they’re burned out. Roughly 60 percent of college counseling centers experienced turnover in their staff last year, an increase of nearly 10 percentage points over 2018, according to an annual \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">survey\u003c/a> by the Association for University and College Counseling Center Directors, and 70 percent of centers had difficulty filling open positions.\u003c/p>\n\u003cp>In the survey, counseling center directors said the Covid-19 pandemic had added to counselors’ stress and workload, while eroding staff morale and cohesion.\u003c/p>\n\u003cp>The question, said Marcus Hotaling, president of the association, is “Who is helping the caregivers? “Who is helping us?”\u003c/p>\n\u003cfigure id=\"attachment_59372\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59372\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-07-copy-scaled-e1652339600374.jpg\" alt=\"Heidi Schmitt, LISW; Staff Therapist\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, a staff therapist at the University of Iowa. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once upon a time, college counselors functioned more like life and career coaches than therapists, supporting students through the often-tricky transitions to college and the workforce. They dealt mostly with coming-of-age challenges: loneliness, academic stress, uncertainty about the future.\u003c/p>\n\u003cp>No longer. These days, counselors are as likely to see a student with a severe eating disorder or crippling panic attacks as one who is homesick or worried about schoolwork. A growing number of students — 13 percent, in one \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2021/09/HMS_national_winter_2021.pdf?msclkid=ce22c84ebaa811ec9e3c7dcbc730747d\">survey\u003c/a> — report having suicidal thoughts.\u003c/p>\n\u003cp>Rates of mental illness among college students have been climbing for years, reaching what some consider crisis proportions. In a 2021 \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2022/01/HMS_nationalwinter2021_-update1.5.21.pdf\">survey\u003c/a> by the Healthy Minds Network, nearly half of students screened positive for clinically significant symptoms of depression, anxiety or both.\u003c/p>\n\u003cp>That increase is partly due to advances in treatment that have made it possible for more students to enroll in college, said Hotaling, who directs the counseling center at Union College in New York. It also reflects the pressures of modern society, in which young people can witness traumatic and disturbing events unfolding worldwide on social media and 24-hour news channels, other counselors said.\u003c/p>\n\u003cp>“We’re all so much more aware of the beauty and ugliness that exists in the world,” said Holly Davis, interim co-director of Iowa’s University Counseling Service. “It was always there, but now, at the tap of a finger, you can see it.”\u003c/p>\n\u003cp>But colleges see an ever-expanding number of students with less serious concerns, too — students who in the past might not have considered their problems big enough for therapy. Pre-pandemic, the typical campus counseling center saw \u003ca href=\"https://www.aucccd.org/assets/documents/Survey/2019%20AUCCCD%20Survey-2020-05-31-PUBLIC.pdf\">13 percent\u003c/a> of its student body for at least one appointment; on some smaller campuses, the number approached 40 percent or more.\u003cbr>\n[aside postID=mindshift_59323,mindshift_59094]\u003cbr>\nBen Locke, a psychologist who founded the Center for Collegiate Mental Health, sees this opening up of campus counseling to a much broader swath of students as an unintended consequence of widespread efforts to prevent suicide and destigmatize therapy.\u003c/p>\n\u003cp>For the past two decades, colleges, aided by millions of dollars from the federal government and foundations, have been telling students to seek help, that it’s “OK to not be OK,” he said. They’ve trained faculty and peers to identify students in distress and refer them to counseling, and urged students not to suffer in silence.\u003c/p>\n\u003cp>Now, as a result of that well-intentioned and often helpful push, students are seeking therapy for even routine challenges, said Locke, who is now the chief clinical officer for Togetherall, an online mental health community.\u003c/p>\n\u003cp>Schmitt, who has been a counselor for a decade, said she’s seen a shift in cultural attitudes towards emotional well-being, with schools now teaching kids coping skills as early as preschool. “My 2-year-old son will come home from school and say: ‘I’m sad. I have a big feeling. I need a break,’ ” she said.\u003c/p>\n\u003cp>Schmitt said she was drawn to counseling work because she enjoys “being present with people,” supporting them through highs and lows.\u003c/p>\n\u003cp>“I see my role as a facilitator. They’re doing all the hard work,” she said. “I love being there to see that growth.”\u003c/p>\n\u003cfigure id=\"attachment_59370\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59370\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-19-copy-scaled-e1652339492445.jpg\" alt=\"Instructor leading mindfulness exercises\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, staff therapist at the University of Iowa, leads a weekly mindfulness workshop on campus. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But it’s not always easy to be present in her own life. She tries to practice self-care, going for walks with her toddler, or hitting the elliptical trainer after he and his baby brother are in bed. But sometimes a thought or worry about a client will creep into her head when she’s at home.\u003c/p>\n\u003cp>“The most challenging thing is being able to sit and be present and be as kind and compassionate towards ourselves as we are to everyone else,” she said.\u003c/p>\n\u003cp>At 1:15, heading for her mindfulness session, Schmitt left her office in the University Capitol Center, a shopping mall at the edge of the university’s sprawling downtown campus. The counseling center opened a second location here, around the corner from a tanning salon and next door to Candy Nails, in 2017, after it outgrew its other office, an aging brick building on the opposite side of the Iowa River.\u003c/p>\n\u003cp>She hurried through the midday gloom to the Campus Recreation and Wellness Center and climbed three flights of stairs to a yoga studio, where she settled onto a mat in the front.\u003c/p>\n\u003cp>“Do you ever feel like your thoughts are racing or are all over the place?” she asked the students.\u003c/p>\n\u003cp>“All the time,” answered one.\u003c/p>\n\u003cp>Schmitt instructed the students to sit silently, breathing slowly while they visualized their negative thoughts settling to the bottom of a snow globe, an exercise she called “emotional blizzard.”\u003c/p>\n\u003cp>Wellness workshops like this one, called “Mindfulness Matters,” have become common on college campuses, part of an effort to confront student stress before it becomes severe. The University of Iowa increased the number of hours it spends on outreach to students by 123 percent between fiscal 2013 and fiscal 2021, according to Kelly Clougher, the other interim co-director of Iowa’s University Counseling Service.\u003c/p>\n\u003cp>It’s not clear, though, if the programs are easing the pressure on counseling centers. For some students, a handful of coping strategies may be all they need to manage on their own. But for students with more serious concerns, outreach programs can serve as a soft entry to the counseling center, driving up demand.\u003c/p>\n\u003cp>Though the stigma surrounding mental health has diminished in recent years, some communities remain skeptical, or even dismissive, of therapy, and students of color are less likely to seek treatment than their white peers, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0165032722002774\">research\u003c/a> shows.\u003c/p>\n\u003cp>To reach students who might not seek help on their own, many colleges have begun “embedding” counselors in dorms and academic buildings, where they can build trust with students, on their turf.\u003c/p>\n\u003cp>At the University of Iowa, five counselors spend eight hours a day meeting with students in offices located in dorms and professional schools. The effort has been so successful that some of the embedded counselors are struggling to keep up with demand.\u003c/p>\n\u003cp>“We’re at a place where it feels unsustainable,” said Clougher.\u003c/p>\n\u003cfigure id=\"attachment_59374\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59374\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-04-copy-scaled-e1652339672621.jpg\" alt=\"Kelly Clougher\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kelly Clougher, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After Mindfulness Matters, Schmitt hustled to the Iowa Memorial Union, where a group of students was hosting a suicide awareness event called “Send Silence Packing.” Backpacks with photos and heartbreaking stories of students lost to suicide nationwide lined the stairs and filled the ballroom, where the song “Just Keep Breathing” by We the Kings played over a loudspeaker, reminding listeners that they weren’t alone.\u003c/p>\n\u003cp>Annamaria Iarrapino, the president of Iowa’s chapter of Active Minds, a national student organization that sponsors the \u003ca href=\"https://www.activeminds.org/behind-the-backpacks/\">traveling exhibit\u003c/a>, said the group was “trying to change the conversation around mental health, reducing the stigma.”\u003c/p>\n\u003cp>Iarrapino said her group isn’t pushing for major policy changes on campus, as some students at other schools have. But she would like to see colleges devote more resources to mental health.\u003c/p>\n\u003cp>“There need to be more mental health professionals, because so many students need help,” she said.\u003c/p>\n\u003cp>In fact, many colleges have ramped up their hiring in recent years. The University of Iowa doubled the size of its counseling center staff, to a couple dozen individuals, between roughly 2016 and 2019.\u003c/p>\n\u003cp>But they still couldn’t keep up with demand.\u003c/p>\n\u003cp>“We saw more students, but nobody waited any less,” said Barry Schreier, the former director of the University Counseling Service who spearheaded the expansion. “We figured out that we couldn’t hire ourselves out of the problem.”\u003c/p>\n\u003cp>Counselor caseloads vary widely among universities, ranging from \u003ca href=\"https://ccmh.psu.edu/clinical-load-index-cli\">12 to 314\u003c/a> clients a year, with an average of 90, according to the latest numbers from the Center for Collegiate Mental Health. The University of Iowa’s caseload per counselor is 120.\u003c/p>\n\u003cp>Centers with larger caseloads tend to require clinicians to take on new cases even if they don’t have time available — what’s known as an absorption model. To accommodate everyone, they often set session limits and space out appointments, scheduling students on a biweekly basis.\u003c/p>\n\u003cp>Centers with smaller caseloads are more apt to use a “treatment” model, assigning students a counselor when a spot opens up. Though this can mean a wait for treatment, staff members get more predictable schedules, and students are more likely to attend therapy weekly, achieving better outcomes.\u003c/p>\n\u003cp>The University of Iowa tends towards an absorption model with its embedded counselors but uses a treatment model in its main counseling center.\u003c/p>\n\u003cp>To reduce wait times, the center uses a “stepped care” approach, directing students with less serious concerns to lower tiers of service — support groups and workshops, among them.\u003c/p>\n\u003cp>Still, during busy periods, wait times for individual therapy can stretch up to six weeks — particularly if a student has a specialized need, such as an eating disorder, or limited availability.\u003c/p>\n\u003cp>Though Iowa doesn’t have a strict session cap, it informs students that therapy will be brief, and focused on specific goals.\u003c/p>\n\u003cp>“It’s not ‘Let’s work on everything in your life,’ but ‘Let’s prioritize,’ ” said Davis.\u003c/p>\n\u003cfigure id=\"attachment_59375\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-01-copy-scaled-e1652339702624.jpg\" alt=\"Holly Davis\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Holly Davis, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want or need longer-term therapy are typically referred to community-based providers, though students without private insurance are sometimes allowed to stay on longer. Staff will also help students sign up for Medicaid and connect them with free clinics in town.\u003c/p>\n\u003cp>But that doesn’t mean poorer students will get the same access to long-term treatment as their wealthier peers with private insurance, Davis said. As co-director of counseling, her job is not just to help students, but to protect her staff, too — and that can mean upholding boundaries.\u003c/p>\n\u003cp>“Access to health care is not equitable in this country. It just isn’t,” she said. “We’re always in conversations about how far we can stretch and make sure our clinicians stay well.”\u003c/p>\n\u003cp>At the University of Iowa, students without the financial resources, or transportation, to attend off-campus counseling can join a therapy group like one Schmitt led after the Send Silence Packing event.\u003c/p>\n\u003cp>The university offered more than 5,500 hours of group therapy in fiscal 2019, the last full year before the pandemic, more than quadruple the amount it offered in fiscal 2009. On this Thursday, in the small group of students gathered via Zoom, the focus was on managing and coping with emotions. Schmitt talked about how people choose to respond to situations, reminding students of a skill she calls “My Friend CARL,” an acronym for “Change It; Accept It; Reframe It; Leave It.”\u003c/p>\n\u003cp>Later, Schmitt would lead a support group for students seeking a healthier relationship with drugs and alcohol, followed by a workshop on tolerating distress. Her workday wouldn’t end until 8 p.m., more than 12 hours after it started.\u003c/p>\n\u003cp>College counseling was never a cushy job, but it used to be less consuming than it is today. Applicant pools were large, and hires tended to stay put for years, said Schreier, who has been in the field for 30 years.\u003c/p>\n\u003cp>Today, few counselors are applying for the jobs, and some who planned to stay forever are fleeing for private practice, where they can work fewer hours and make more money, he said. The University of Iowa currently has three open positions, including the director’s job.\u003c/p>\n\u003cp>“It’s bottomless demand, and finite resources, and that begins to erode on people’s feelings of efficacy,” said Schreier, who left the job in February to join the university’s newly formed Iowa Center for School Mental Health, where he’s focusing on staff and faculty well-being.\u003c/p>\n\u003cp>Schmitt, who came to the university from a community mental health center in 2019, said she’s learned that it’s “OK to say no to some things,” to turn down some of the requests to serve on committees or present to student groups after hours. She has no plans to leave; some days are exhausting, but she’s not burned out, she said.\u003c/p>\n\u003cp>And so, on this Thursday, she got into her car a little after 8 p.m. and drove 45 minutes to her home in rural Iowa to say goodnight to her 2-year-old, feed the baby one last bottle, and lay out everyone’s clothes for the next day. She ended the night quietly and purposefully with her husband, watching the Food Network and sipping one last cup of tea.\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having thoughts of suicide, the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) and the Crisis Text Line — text HOME to 741741 — are free, 24-hour services that can provide support, information and resources.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"color: #111111;\">\u003ci>This story about\u003c/i>\u003c/span> \u003ca href=\"https://protect-us.mimecast.com/s/pQQLC73Al2SEGDg2C80Nod?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>college mental health\u003c/i>\u003c/a> \u003cspan style=\"color: #111111;\">\u003ci>was produced by\u003c/i>\u003c/span> \u003ca href=\"https://hechingerreport.org/\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003cspan style=\"color: #111111;\">\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em> \u003cem>college mental health\u003c/em> \u003cem>was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>IOWA CITY, Iowa — Heidi Schmitt, a therapist at the University of Iowa, sat in her swivel chair and pulled on her snow boots: Time to move.\u003c/p>\n\u003cp>It was just after lunch on a gray day this spring, but already Schmitt had seen one student suffering from panic attacks; another struggling to connect with peers after two years of pandemic-induced isolation; and a third who was having a hard time adjusting to college.\u003c/p>\n\u003cp>She’d just finished preparing for a workshop on tolerating distress scheduled for the evening and was about to cross campus for another workshop she leads, on mindfulness.\u003c/p>\n\u003cp>Such is the life of a campus counselor, at a time when the demand for mental health care seems limitless, and colleges are stretching to meet it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On college campuses nationwide, the number of students seeking services increased by an average of \u003ca href=\"https://ccmh.psu.edu/assets/docs/2015_CCMH_Report_1-18-2015-yq3vik.pdf\">30 percent\u003c/a> between 2009 and 2015 — more than five times the average rate of enrollment growth — and has continued to climb since then. At the University of Iowa, the number of clinical service hours provided by its counselors rose by nearly 90 percent in the 10 years preceding the pandemic.\u003c/p>\n\u003cp>Caseloads dipped in \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">2020\u003c/a> as students scattered to their homes and colleges struggled to serve them across state lines. But on many campuses they’re already starting to spike again, as the stress, grief and isolation that many students have experienced over the past two years rise to the surface.\u003c/p>\n\u003cp>In an effort to keep up, colleges have hired more therapists, contracted with networks of telehealth providers and sent more students to off-campus counselors and group therapy. They’ve spaced out appointments, set session limits and added students to waitlists.\u003c/p>\n\u003cp>They’ve innovated, too, subscribing to self-help apps and online peer-to-peer mental health communities, and started teaching resilience and coping skills to stressed-out students.\u003c/p>\n\u003cp>But the rise in demand feels relentless, and a growing number of counselors say they’re burned out. Roughly 60 percent of college counseling centers experienced turnover in their staff last year, an increase of nearly 10 percentage points over 2018, according to an annual \u003ca href=\"https://www.aucccd.org/assets/2020-21%20Annual%20Survey%20Report%20Public%20Survey.pdf\">survey\u003c/a> by the Association for University and College Counseling Center Directors, and 70 percent of centers had difficulty filling open positions.\u003c/p>\n\u003cp>In the survey, counseling center directors said the Covid-19 pandemic had added to counselors’ stress and workload, while eroding staff morale and cohesion.\u003c/p>\n\u003cp>The question, said Marcus Hotaling, president of the association, is “Who is helping the caregivers? “Who is helping us?”\u003c/p>\n\u003cfigure id=\"attachment_59372\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59372\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-07-copy-scaled-e1652339600374.jpg\" alt=\"Heidi Schmitt, LISW; Staff Therapist\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, a staff therapist at the University of Iowa. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Once upon a time, college counselors functioned more like life and career coaches than therapists, supporting students through the often-tricky transitions to college and the workforce. They dealt mostly with coming-of-age challenges: loneliness, academic stress, uncertainty about the future.\u003c/p>\n\u003cp>No longer. These days, counselors are as likely to see a student with a severe eating disorder or crippling panic attacks as one who is homesick or worried about schoolwork. A growing number of students — 13 percent, in one \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2021/09/HMS_national_winter_2021.pdf?msclkid=ce22c84ebaa811ec9e3c7dcbc730747d\">survey\u003c/a> — report having suicidal thoughts.\u003c/p>\n\u003cp>Rates of mental illness among college students have been climbing for years, reaching what some consider crisis proportions. In a 2021 \u003ca href=\"https://healthymindsnetwork.org/wp-content/uploads/2022/01/HMS_nationalwinter2021_-update1.5.21.pdf\">survey\u003c/a> by the Healthy Minds Network, nearly half of students screened positive for clinically significant symptoms of depression, anxiety or both.\u003c/p>\n\u003cp>That increase is partly due to advances in treatment that have made it possible for more students to enroll in college, said Hotaling, who directs the counseling center at Union College in New York. It also reflects the pressures of modern society, in which young people can witness traumatic and disturbing events unfolding worldwide on social media and 24-hour news channels, other counselors said.\u003c/p>\n\u003cp>“We’re all so much more aware of the beauty and ugliness that exists in the world,” said Holly Davis, interim co-director of Iowa’s University Counseling Service. “It was always there, but now, at the tap of a finger, you can see it.”\u003c/p>\n\u003cp>But colleges see an ever-expanding number of students with less serious concerns, too — students who in the past might not have considered their problems big enough for therapy. Pre-pandemic, the typical campus counseling center saw \u003ca href=\"https://www.aucccd.org/assets/documents/Survey/2019%20AUCCCD%20Survey-2020-05-31-PUBLIC.pdf\">13 percent\u003c/a> of its student body for at least one appointment; on some smaller campuses, the number approached 40 percent or more.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nBen Locke, a psychologist who founded the Center for Collegiate Mental Health, sees this opening up of campus counseling to a much broader swath of students as an unintended consequence of widespread efforts to prevent suicide and destigmatize therapy.\u003c/p>\n\u003cp>For the past two decades, colleges, aided by millions of dollars from the federal government and foundations, have been telling students to seek help, that it’s “OK to not be OK,” he said. They’ve trained faculty and peers to identify students in distress and refer them to counseling, and urged students not to suffer in silence.\u003c/p>\n\u003cp>Now, as a result of that well-intentioned and often helpful push, students are seeking therapy for even routine challenges, said Locke, who is now the chief clinical officer for Togetherall, an online mental health community.\u003c/p>\n\u003cp>Schmitt, who has been a counselor for a decade, said she’s seen a shift in cultural attitudes towards emotional well-being, with schools now teaching kids coping skills as early as preschool. “My 2-year-old son will come home from school and say: ‘I’m sad. I have a big feeling. I need a break,’ ” she said.\u003c/p>\n\u003cp>Schmitt said she was drawn to counseling work because she enjoys “being present with people,” supporting them through highs and lows.\u003c/p>\n\u003cp>“I see my role as a facilitator. They’re doing all the hard work,” she said. “I love being there to see that growth.”\u003c/p>\n\u003cfigure id=\"attachment_59370\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59370\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-19-copy-scaled-e1652339492445.jpg\" alt=\"Instructor leading mindfulness exercises\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Heidi Schmitt, staff therapist at the University of Iowa, leads a weekly mindfulness workshop on campus. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But it’s not always easy to be present in her own life. She tries to practice self-care, going for walks with her toddler, or hitting the elliptical trainer after he and his baby brother are in bed. But sometimes a thought or worry about a client will creep into her head when she’s at home.\u003c/p>\n\u003cp>“The most challenging thing is being able to sit and be present and be as kind and compassionate towards ourselves as we are to everyone else,” she said.\u003c/p>\n\u003cp>At 1:15, heading for her mindfulness session, Schmitt left her office in the University Capitol Center, a shopping mall at the edge of the university’s sprawling downtown campus. The counseling center opened a second location here, around the corner from a tanning salon and next door to Candy Nails, in 2017, after it outgrew its other office, an aging brick building on the opposite side of the Iowa River.\u003c/p>\n\u003cp>She hurried through the midday gloom to the Campus Recreation and Wellness Center and climbed three flights of stairs to a yoga studio, where she settled onto a mat in the front.\u003c/p>\n\u003cp>“Do you ever feel like your thoughts are racing or are all over the place?” she asked the students.\u003c/p>\n\u003cp>“All the time,” answered one.\u003c/p>\n\u003cp>Schmitt instructed the students to sit silently, breathing slowly while they visualized their negative thoughts settling to the bottom of a snow globe, an exercise she called “emotional blizzard.”\u003c/p>\n\u003cp>Wellness workshops like this one, called “Mindfulness Matters,” have become common on college campuses, part of an effort to confront student stress before it becomes severe. The University of Iowa increased the number of hours it spends on outreach to students by 123 percent between fiscal 2013 and fiscal 2021, according to Kelly Clougher, the other interim co-director of Iowa’s University Counseling Service.\u003c/p>\n\u003cp>It’s not clear, though, if the programs are easing the pressure on counseling centers. For some students, a handful of coping strategies may be all they need to manage on their own. But for students with more serious concerns, outreach programs can serve as a soft entry to the counseling center, driving up demand.\u003c/p>\n\u003cp>Though the stigma surrounding mental health has diminished in recent years, some communities remain skeptical, or even dismissive, of therapy, and students of color are less likely to seek treatment than their white peers, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0165032722002774\">research\u003c/a> shows.\u003c/p>\n\u003cp>To reach students who might not seek help on their own, many colleges have begun “embedding” counselors in dorms and academic buildings, where they can build trust with students, on their turf.\u003c/p>\n\u003cp>At the University of Iowa, five counselors spend eight hours a day meeting with students in offices located in dorms and professional schools. The effort has been so successful that some of the embedded counselors are struggling to keep up with demand.\u003c/p>\n\u003cp>“We’re at a place where it feels unsustainable,” said Clougher.\u003c/p>\n\u003cfigure id=\"attachment_59374\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59374\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-04-copy-scaled-e1652339672621.jpg\" alt=\"Kelly Clougher\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kelly Clougher, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After Mindfulness Matters, Schmitt hustled to the Iowa Memorial Union, where a group of students was hosting a suicide awareness event called “Send Silence Packing.” Backpacks with photos and heartbreaking stories of students lost to suicide nationwide lined the stairs and filled the ballroom, where the song “Just Keep Breathing” by We the Kings played over a loudspeaker, reminding listeners that they weren’t alone.\u003c/p>\n\u003cp>Annamaria Iarrapino, the president of Iowa’s chapter of Active Minds, a national student organization that sponsors the \u003ca href=\"https://www.activeminds.org/behind-the-backpacks/\">traveling exhibit\u003c/a>, said the group was “trying to change the conversation around mental health, reducing the stigma.”\u003c/p>\n\u003cp>Iarrapino said her group isn’t pushing for major policy changes on campus, as some students at other schools have. But she would like to see colleges devote more resources to mental health.\u003c/p>\n\u003cp>“There need to be more mental health professionals, because so many students need help,” she said.\u003c/p>\n\u003cp>In fact, many colleges have ramped up their hiring in recent years. The University of Iowa doubled the size of its counseling center staff, to a couple dozen individuals, between roughly 2016 and 2019.\u003c/p>\n\u003cp>But they still couldn’t keep up with demand.\u003c/p>\n\u003cp>“We saw more students, but nobody waited any less,” said Barry Schreier, the former director of the University Counseling Service who spearheaded the expansion. “We figured out that we couldn’t hire ourselves out of the problem.”\u003c/p>\n\u003cp>Counselor caseloads vary widely among universities, ranging from \u003ca href=\"https://ccmh.psu.edu/clinical-load-index-cli\">12 to 314\u003c/a> clients a year, with an average of 90, according to the latest numbers from the Center for Collegiate Mental Health. The University of Iowa’s caseload per counselor is 120.\u003c/p>\n\u003cp>Centers with larger caseloads tend to require clinicians to take on new cases even if they don’t have time available — what’s known as an absorption model. To accommodate everyone, they often set session limits and space out appointments, scheduling students on a biweekly basis.\u003c/p>\n\u003cp>Centers with smaller caseloads are more apt to use a “treatment” model, assigning students a counselor when a spot opens up. Though this can mean a wait for treatment, staff members get more predictable schedules, and students are more likely to attend therapy weekly, achieving better outcomes.\u003c/p>\n\u003cp>The University of Iowa tends towards an absorption model with its embedded counselors but uses a treatment model in its main counseling center.\u003c/p>\n\u003cp>To reduce wait times, the center uses a “stepped care” approach, directing students with less serious concerns to lower tiers of service — support groups and workshops, among them.\u003c/p>\n\u003cp>Still, during busy periods, wait times for individual therapy can stretch up to six weeks — particularly if a student has a specialized need, such as an eating disorder, or limited availability.\u003c/p>\n\u003cp>Though Iowa doesn’t have a strict session cap, it informs students that therapy will be brief, and focused on specific goals.\u003c/p>\n\u003cp>“It’s not ‘Let’s work on everything in your life,’ but ‘Let’s prioritize,’ ” said Davis.\u003c/p>\n\u003cfigure id=\"attachment_59375\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/field-HE-psychologist-01-copy-scaled-e1652339702624.jpg\" alt=\"Holly Davis\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Holly Davis, one of the University of Iowa’s interim co-directors of counseling, in her office. \u003ccite>(Mike Rundle for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students who want or need longer-term therapy are typically referred to community-based providers, though students without private insurance are sometimes allowed to stay on longer. Staff will also help students sign up for Medicaid and connect them with free clinics in town.\u003c/p>\n\u003cp>But that doesn’t mean poorer students will get the same access to long-term treatment as their wealthier peers with private insurance, Davis said. As co-director of counseling, her job is not just to help students, but to protect her staff, too — and that can mean upholding boundaries.\u003c/p>\n\u003cp>“Access to health care is not equitable in this country. It just isn’t,” she said. “We’re always in conversations about how far we can stretch and make sure our clinicians stay well.”\u003c/p>\n\u003cp>At the University of Iowa, students without the financial resources, or transportation, to attend off-campus counseling can join a therapy group like one Schmitt led after the Send Silence Packing event.\u003c/p>\n\u003cp>The university offered more than 5,500 hours of group therapy in fiscal 2019, the last full year before the pandemic, more than quadruple the amount it offered in fiscal 2009. On this Thursday, in the small group of students gathered via Zoom, the focus was on managing and coping with emotions. Schmitt talked about how people choose to respond to situations, reminding students of a skill she calls “My Friend CARL,” an acronym for “Change It; Accept It; Reframe It; Leave It.”\u003c/p>\n\u003cp>Later, Schmitt would lead a support group for students seeking a healthier relationship with drugs and alcohol, followed by a workshop on tolerating distress. Her workday wouldn’t end until 8 p.m., more than 12 hours after it started.\u003c/p>\n\u003cp>College counseling was never a cushy job, but it used to be less consuming than it is today. Applicant pools were large, and hires tended to stay put for years, said Schreier, who has been in the field for 30 years.\u003c/p>\n\u003cp>Today, few counselors are applying for the jobs, and some who planned to stay forever are fleeing for private practice, where they can work fewer hours and make more money, he said. The University of Iowa currently has three open positions, including the director’s job.\u003c/p>\n\u003cp>“It’s bottomless demand, and finite resources, and that begins to erode on people’s feelings of efficacy,” said Schreier, who left the job in February to join the university’s newly formed Iowa Center for School Mental Health, where he’s focusing on staff and faculty well-being.\u003c/p>\n\u003cp>Schmitt, who came to the university from a community mental health center in 2019, said she’s learned that it’s “OK to say no to some things,” to turn down some of the requests to serve on committees or present to student groups after hours. She has no plans to leave; some days are exhausting, but she’s not burned out, she said.\u003c/p>\n\u003cp>And so, on this Thursday, she got into her car a little after 8 p.m. and drove 45 minutes to her home in rural Iowa to say goodnight to her 2-year-old, feed the baby one last bottle, and lay out everyone’s clothes for the next day. She ended the night quietly and purposefully with her husband, watching the Food Network and sipping one last cup of tea.\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having thoughts of suicide, the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) and the Crisis Text Line — text HOME to 741741 — are free, 24-hour services that can provide support, information and resources.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #111111;\">\u003ci>This story about\u003c/i>\u003c/span> \u003ca href=\"https://protect-us.mimecast.com/s/pQQLC73Al2SEGDg2C80Nod?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>college mental health\u003c/i>\u003c/a> \u003cspan style=\"color: #111111;\">\u003ci>was produced by\u003c/i>\u003c/span> \u003ca href=\"https://hechingerreport.org/\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003cspan style=\"color: #111111;\">\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003c/span> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'",
"title": "How Schools Can Help Kids Heal After A Year Of 'Crisis And Uncertainty'",
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"content": "\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kai Humphrey, 9, has been learning from home for more than a year. He badly misses his Washington, D.C., elementary school, along with his friends and the bustle of the classroom.\u003c/p>\n\u003cp>\"I will be the first person ever to have every single person in the world as my friend,\" he said on a recent Zoom call, his sandy brown hair hanging down to his shoulder blades. From Kai, this kind of proclamation doesn't feel like bragging, more like exuberant kindness.\u003c/p>\n\u003cp>But when Kai's school recently invited him back, he refused. That's because his worry list is long, topped by his fear of getting COVID-19 and giving it to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. To her, the disease poses a mortal threat, and he is her protector, the only one who can make her giggle breathlessly.\u003c/p>\n\u003cp>Kai also worries about being separated from his mom, Rashida Humphrey-Wall. His biological father died in 2014, and she remains his rock, his mama bear and occasional taekwondo partner. He sometimes visits her bedside, in the middle of the night, just to check on her.\u003c/p>\n\u003cfigure id=\"attachment_57721\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57721\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_05_slide-8f1a45271ac12891eb1e6f579ff35b4bd7696126-scaled-e1619077382264.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai worries he could give COVID-19 to his 2-year-old sister, Alaina. She was born with a heart condition, Down syndrome and a fragile immune system. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This pandemic has been stressful for millions of children like Kai. Some have lost a loved one to COVID-19, and many families have lost jobs, their homes and even reliable access to food. If that stress isn't buffered by caring adults, it can have lifelong consequences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Kids have had extended exposure to chaos, crisis and uncertainty,\" says Matt Biel, a child psychiatrist at MedStar Georgetown University Hospital.\u003c/p>\n\u003cp>But there's some good news for kids like Kai: Educators across the country say their top priority right now isn't doubling down on math or reading — it's helping students manage all of this pandemic-driven stress.\u003c/p>\n\u003cp>\"If kids don't return to school and get a lot of attention paid to security, safety, predictability and re-establishing of strong, secure relationships, [they] are not gonna be able to make up ground academically,\" Biel says.\u003c/p>\n\u003cp>\u003cstrong>Promoting mental wellness in the classroom\u003c/strong>\u003c/p>\n\u003cp>To reestablish relationships in the classroom — and help kids cope with the stress and trauma of the past year — mental health experts say educators can start by building in time every day, for every student, in every classroom to share their feelings and learn the basics of naming and managing their emotions. Think morning circle time or, for older students, homeroom.\u003c/p>\n\u003cp>At Hernandez Middle School in Chicago, teacher Lilian Sackett starts off each day by checking in with students, then diving into a short lesson on mindfulness and other social-emotional skills.\u003c/p>\n\u003cp>The school is in a predominantly Latino area that was hit hard by the pandemic, Sackett says. She teaches English as a second language, and she learned early on that many of her students' families were dealing with a lot of stress related to job losses and illness — that's on top of any trauma that may have \u003cem>predated \u003c/em>the pandemic.\u003c/p>\n\u003cp>\"We need to allow the students to share their experiences with the pandemic and to give them that safe space [to] talk about it,\" Sackett says.\u003c/p>\n\u003cp>What's more, she says, children can benefit a lot from just a few minutes each day of classwide\u003cem> calm\u003c/em>. When she found out her students love Bob Ross and his \u003ca href=\"https://www.npr.org/2016/08/29/490923502/the-real-bob-ross-meet-the-meticulous-artist-behind-those-happy-trees\">tranquil, televised painting lessons\u003c/a> from the 1980s and '90s, Sackett decided to work him into their morning routine.\u003c/p>\n\u003cfigure id=\"attachment_57725\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_06_slide-efbed2c9acc41fcdc8666e08eb5a210b441e9dcc-scaled-e1619077426812.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Rashida Humphrey-Wall is a longtime nurse who recently began a new job — on top of her already full-time job of parenting Kai and Alaina through the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We watch five minutes of Bob Ross, and we watch the whole painting session within one week,\" she explains. \"When they're having fun, they're so excited — they'll learn anything you throw at them.\"\u003c/p>\n\u003cp>Sackett says her approach was informed by a \u003ca href=\"https://www.luriechildrens.org/en/news-stories/isbe-partners-with-lurie-childrens-and-peoria-roe-on-mental-health-supports-for-illinois-students-and-staff/\">virtual training\u003c/a>, provided by Ann & Robert H. Lurie Children's Hospital, that focused on the impacts of trauma on children.\u003c/p>\n\u003cp>\"They mentioned a bad grade is never about a lazy kid,\" she says. If a child is struggling academically, they may be dealing with really tough circumstances at home. Sackett learned that teachers can help by creating a supportive environment that fosters resilience.\u003c/p>\n\u003cp>Sheyla Ramirez, an eighth-grader at Sackett's school, has benefited a lot from daily check-ins with her teacher. Last fall, her family came down with COVID-19, and her baby sister ended up hospitalized before she recovered. Sheyla's uncle had died after testing positive for the virus months earlier. She says it was a really stressful time, especially for her third-grade sister.\u003c/p>\n\u003cp>\"My sister was like, 'Oh, I don't want to die,'\" Sheyla remembers. \"And it made me feel bad because it's just like... I didn't know what to tell her because I was in shock, too.\"\u003c/p>\n\u003cp>School staff routinely checked in to see if she or her family needed anything, and they offered to connect Sheyla with a school counselor. But Sheyla says the short daily lessons in mindfulness at the start of each school day — and being able to share her feelings and concerns with her teacher — were enough to help her get through.\u003c/p>\n\u003cp>\"They've been doing an excellent job,\" says Sheyla's mom, Amparo Ramirez. \"I've been telling them, 'I'm thankful for you being here.'\"\u003c/p>\n\u003cp>\u003cstrong>When more serious help is needed\u003c/strong>\u003c/p>\n\u003cp>For many kids, a little morning circle time with a caring teacher, or an occasional chat with a school counselor is all they'll need. And the more schools invest in promoting mental health and equipping children with social-emotional skills, the fewer children will go on to develop more serious problems, says child psychiatrist Matt Biel.\u003c/p>\n\u003cp>But there will always be children who need more intensive interventions, which could involve school social workers and psychologists, when available, or a referral to a mental health professional beyond the school.\u003c/p>\n\u003cp>Kai has been talking regularly with a therapist through his elementary school. And he says she has helped him come up with strategies to manage his stress at home.\u003c/p>\n\u003cfigure id=\"attachment_57722\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_09_slide-077f290be0bec7c47f592429a9bf6ac901f10a9d-scaled-e1619077597733.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai has been talking regularly with a therapist through his elementary school. He says she has helped him come up with strategies to manage his stress at home. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I would go in my room, lay on my bed, and either watch TV or play with my toys or do something like that,\" Kai says. \"And then I'll come back out when I'm more calm and happy.\"\u003c/p>\n\u003cp>As a solo parent, Kai's mom, Rashida Humphrey-Wall, has also had a tough year. She admits that looking after two kids, in addition to taking on a new job, during a pandemic has been stressful. \"In the beginning I think I had depression, anxiety... anything you can think of, I probably had it.\"\u003c/p>\n\u003cp>Biel says that kind of stress can trickle down to children.\u003c/p>\n\u003cp>\"All of the best evidence-based practices in the world are not going to have the desired effect if that child is living in a family that's overwhelmed by stress,\" he explains.\u003c/p>\n\u003cp>One of the best ways to address that is to also help caregivers, like Humphrey-Wall. And that's exactly what Kai's school has done. Through a partnership with \u003ca href=\"http://www.medstarwise.org/our-work\">Medstar Georgetown Center for Wellbeing in School Environments\u003c/a>, Kai's school arranged for Humphrey-Wall to meet with a clinical psychologist once a week for what they call \"parent wellbeing sessions.\"\u003c/p>\n\u003cp>Without it, she says, \"I don't know what I would have done, really.\"\u003c/p>\n\u003cp>Partnerships between schools and mental health care providers can be expensive for districts and may not be an option in rural or under-resourced areas where there simply aren't enough child-focused services.\u003c/p>\n\u003cfigure id=\"attachment_57727\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57727\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_10_slide-b0078794ea6e5c005f0a555c084a7ef7c9ae2c4a-scaled-e1619077645425.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"In the beginning [of the pandemic] I think I had depression, anxiety... anything you can think of, I probably had it,\" Humphrey-Wall says. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Biel says he's hopeful the rise in telehealth will help. But whatever the solution, he says schools need support as they explore their options.\u003c/p>\n\u003cp>\"Schools can't beg, borrow and steal from what they already have to do this,\" Biel says. \"We need to support schools and school systems with more resources to make this possible.\"\u003c/p>\n\u003cp>\u003cstrong>Federal help for schools\u003c/strong>\u003c/p>\n\u003cp>For districts that want to do more, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/09/974841565/heres-whats-in-the-american-rescue-plan-as-it-heads-toward-final-passage\">the latest COVID-19 relief package\u003c/a> could be a big help. The American Rescue Plan contains roughly $122 billion for K-12 schools, some of which can be used to hire more counselors, social workers and psychologists. And one U.S. senator has been pushing the Biden administration to emphasize mental health as it guides districts on how to spend that money.\u003c/p>\n\u003cp>\"Not all schools and districts are equipped to work on these complex mental and behavioral health issues and meet the unique needs of today's students,\" Sen. Catherine Cortez Masto \u003ca href=\"https://www.cortezmasto.senate.gov/imo/media/doc/21.04.06%20CCM%20Letter%20to%20HHS%20and%20Ed.pdf\">wrote in a letter\u003c/a> to the secretaries of the U.S. Departments of Education and Health and Human Services. \"Many suffer from drastic shortages of counselors, social workers, and psychologists to work with students even under normal circumstances. They will need robust assistance from community-based service providers and the health care community.\"\u003c/p>\n\u003cp>Cortez Masto says a recent spate of \u003ca href=\"https://www.npr.org/sections/health-shots/2021/02/02/962060105/child-psychiatrists-warn-that-the-pandemic-may-be-driving-up-kids-suicide-risk\">student suicides in one county in her state\u003c/a>, Nevada, underscores just how urgent the needs are.\u003c/p>\n\u003cp>\"This is a unique situation we're in, hopefully a once-in-a-lifetime pandemic,\" she tells NPR. \"We don't know the impact it's going to have long-term [on] our kids. But we know the short-term. I've seen it here in southern Nevada and its devastating consequence here. So we've got to change that dynamic.\"\u003c/p>\n\u003cp>In the U.S., where access to health care — especially for children's mental health — is inequitable and inconsistent, the difficult work of identifying and tending to the mental and emotional health of this pandemic generation will fall largely on the shoulders of educators.\u003c/p>\n\u003cp>Programs like the one at Kai's school, in Washington, D.C., could play a critical role in helping to change that dynamic. Cortez Masto hopes the flood of federal relief dollars will help other districts create similar partnerships with child mental health providers, or find other solutions.\u003c/p>\n\u003cp>In the meantime, Kai and his mom are trying to figure out when Kai will return to in-person school. Humphrey-Wall thinks it would be good for her son to get out of the house, but Kai still fears bringing COVID-19 home. He's talking it through with his school-based therapist, doing his best to give those worries a roundhouse kick:\u003c/p>\n\u003cfigure id=\"attachment_57728\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57728\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/enadworny_rashidaandkai_07_slide-9c0033773489803bf3ed95626afd6bddcfd39afa-scaled-e1619077691258.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Kai says he's doing his best to tamp his worries down. He's eager to get back to the business of making friends with the entire world. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We all need to be free from this quarantine. I'm going crazy. I want to be free!\" Kai shouts. He's eager to get back to the business of making friends with the entire world.\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (en español: 1-888-628-9454; deaf and hard of hearing: dial 711, then 1-800-273-8255) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Can+Help+Kids+Heal+After+A+Year+Of+%27Crisis+And+Uncertainty%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Parents Can Help Kids Who Are Scared and Anxious During the Pandemic",
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"content": "\u003cp>For the kids in our lives, the last nine months have been many things. Scary — because an invisible, unknown illness was suddenly spreading across the globe. Maybe even fun, when the possibility of school closing felt like a snow day. But for many, that novelty has given way to frustration and sadness — even depression and anxiety. Just like adults, kids are wondering: Will I get sick? Will someone I love die?\u003c/p>\n\u003cp>It's a lot for kids \u003cem>and \u003c/em>parents to handle. So we talked to the experts and came away with five tips for how you can help your kids through this.\u003c/p>\n\u003ch2>Make sure your kids wear their masks\u003c/h2>\n\u003cp>\"Kids generally don't get very sick from this virus,\" says \u003ca href=\"https://vivo.brown.edu/display/ajha13\">Dr. Ashish Jha\u003c/a>, dean of the Brown University School of Public Health. But, he says, they can still play a part in making sure others don't get sick by wearing their masks and social distancing.\u003c/p>\n\u003cp>It might take a little imagination. If you have younger kids, you can explain the spread of the coronavirus by comparing their mouths to a bottle of bug spray. Weird, yes — but it's one way for young ones to visualize the tiny droplets they spread, even when they aren't sick. If they wear a mask, it helps keep those droplets in.\u003c/p>\n\u003cp>If you've got older kids or teenagers, take this a step further: Encourage them to spread the word. Practice what they might say if they're with friends at the park and someone takes their mask off. Maybe your 13-year-old has been waiting months to see Grandma and could say, \"I need to keep my Grandma safe, so do you mind putting your mask on?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rehearse it with your kids so the conversation goes smoothly.\u003c/p>\n\u003ch2>Practice positive thinking and mindfulness\u003c/h2>\n\u003cp>In a recent report, \u003ca href=\"https://www.calpartnersproject.org/arethekidsalright\">researchers interviewed 46 teenagers in California\u003c/a> and found that the teens reported a huge sense of loss — similar to the stages of grief. Most of the teens were sleeping badly because of lack of activity and lots of screen time.\u003c/p>\n\u003cp>Kids of all ages — as well as their parents — can probably relate.\u003c/p>\n\u003cp>In addition to the obvious prescription — trade in some of that screen time for physical exercise — try some \u003cem>brain\u003c/em> exercises too, like replacing negative thoughts with positive ones. You might try saying a few things you're grateful for each night before dinner or before bed. There's evidence behind that: Gratitude boosts your immune system, lowers blood pressure and motivates us to practice healthy habits. It may feel awkward or cheesy, but practicing mindfulness and positivity very consciously can help kids and parents too.\u003c/p>\n\u003cp>It's also important to watch for signs of something more serious too.\u003c/p>\n\u003cp>\"Depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way,\" adolescent psychologist \u003ca href=\"https://www.drlisadamour.com/\">Lisa Damour\u003c/a> says. Don't take it personally; just keep offering them a listening ear.\u003c/p>\n\u003ch2>Meet tough moments with empathy\u003c/h2>\n\u003cp>There will be times when feelings bubble up. Meltdowns will happen. In those moments, \u003ca href=\"http://guidedsurrender.com/\">wellness guide Frannie Williams\u003c/a> says, take a moment to put yourself in your child's shoes. If they're acting like it's the end of the world, well it might be because their world has turned upside down this year.\u003c/p>\n\u003cp>She says that to help kids calm down, parents have to calm down too. Once she was working with a 5-year-old who was struggling. Williams began taking deep breaths, and \"Out of nowhere, I noticed that she was mimicking me,\" Williams remembers. \"She was modeling me. She started taking these big belly deep breaths.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, says kids learn a lot about dealing with adversity by watching adults. \"And they're seeing how we are reacting to setbacks, mistakes and challenges,\" Truglio explains. \"So this is a big message for adults, because our actions are speaking a lot louder than our words.\"\u003c/p>\n\u003ch2>Find new ways of connecting with people\u003c/h2>\n\u003cp>Your kids are almost certainly missing out on some socializing — with friends and extended family. Get creative about making time for reestablishing some of those lost connections. It will help your children, it will help you and it will likely help the people you're reconnecting with.\u003c/p>\n\u003cp>\u003ca href=\"https://www.medschool.lsuhsc.edu/pediatrics/faculty_detail.aspx?name=osofsky_joy\">Joy Osofsky\u003c/a>, a professor at Louisiana State University School of Medicine in New Orleans, says her grandkids, who live outside the U.S., call her every morning on their way to school so they can play online games together. It's time that both Osofsky and her grandkids have come to cherish.\u003c/p>\n\u003ch2>Get more safe physical contact\u003c/h2>\n\u003cp>Damour says that kids, even teens, are likely missing out on lots of the physical contact they normally get — contact that can't be replicated over Zoom or WhatsApp. Keep that in mind, and don't hold back on the physical affection — the hugs, the pillow fights, the hair ruffles, all of it.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/895086511/meghan-keane\">\u003cem>Meghan Keane\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+Are+Anxious+And+Scared+During+The+Pandemic.+Here%27s+How+Parents+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the kids in our lives, the last nine months have been many things. Scary — because an invisible, unknown illness was suddenly spreading across the globe. Maybe even fun, when the possibility of school closing felt like a snow day. But for many, that novelty has given way to frustration and sadness — even depression and anxiety. Just like adults, kids are wondering: Will I get sick? Will someone I love die?\u003c/p>\n\u003cp>It's a lot for kids \u003cem>and \u003c/em>parents to handle. So we talked to the experts and came away with five tips for how you can help your kids through this.\u003c/p>\n\u003ch2>Make sure your kids wear their masks\u003c/h2>\n\u003cp>\"Kids generally don't get very sick from this virus,\" says \u003ca href=\"https://vivo.brown.edu/display/ajha13\">Dr. Ashish Jha\u003c/a>, dean of the Brown University School of Public Health. But, he says, they can still play a part in making sure others don't get sick by wearing their masks and social distancing.\u003c/p>\n\u003cp>It might take a little imagination. If you have younger kids, you can explain the spread of the coronavirus by comparing their mouths to a bottle of bug spray. Weird, yes — but it's one way for young ones to visualize the tiny droplets they spread, even when they aren't sick. If they wear a mask, it helps keep those droplets in.\u003c/p>\n\u003cp>If you've got older kids or teenagers, take this a step further: Encourage them to spread the word. Practice what they might say if they're with friends at the park and someone takes their mask off. Maybe your 13-year-old has been waiting months to see Grandma and could say, \"I need to keep my Grandma safe, so do you mind putting your mask on?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rehearse it with your kids so the conversation goes smoothly.\u003c/p>\n\u003ch2>Practice positive thinking and mindfulness\u003c/h2>\n\u003cp>In a recent report, \u003ca href=\"https://www.calpartnersproject.org/arethekidsalright\">researchers interviewed 46 teenagers in California\u003c/a> and found that the teens reported a huge sense of loss — similar to the stages of grief. Most of the teens were sleeping badly because of lack of activity and lots of screen time.\u003c/p>\n\u003cp>Kids of all ages — as well as their parents — can probably relate.\u003c/p>\n\u003cp>In addition to the obvious prescription — trade in some of that screen time for physical exercise — try some \u003cem>brain\u003c/em> exercises too, like replacing negative thoughts with positive ones. You might try saying a few things you're grateful for each night before dinner or before bed. There's evidence behind that: Gratitude boosts your immune system, lowers blood pressure and motivates us to practice healthy habits. It may feel awkward or cheesy, but practicing mindfulness and positivity very consciously can help kids and parents too.\u003c/p>\n\u003cp>It's also important to watch for signs of something more serious too.\u003c/p>\n\u003cp>\"Depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way,\" adolescent psychologist \u003ca href=\"https://www.drlisadamour.com/\">Lisa Damour\u003c/a> says. Don't take it personally; just keep offering them a listening ear.\u003c/p>\n\u003ch2>Meet tough moments with empathy\u003c/h2>\n\u003cp>There will be times when feelings bubble up. Meltdowns will happen. In those moments, \u003ca href=\"http://guidedsurrender.com/\">wellness guide Frannie Williams\u003c/a> says, take a moment to put yourself in your child's shoes. If they're acting like it's the end of the world, well it might be because their world has turned upside down this year.\u003c/p>\n\u003cp>She says that to help kids calm down, parents have to calm down too. Once she was working with a 5-year-old who was struggling. Williams began taking deep breaths, and \"Out of nowhere, I noticed that she was mimicking me,\" Williams remembers. \"She was modeling me. She started taking these big belly deep breaths.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.sesameworkshop.org/who-we-are/our-leadership/rosemarie-truglio\">Rosemarie Truglio\u003c/a>, senior vice president of curriculum and content at Sesame Workshop, says kids learn a lot about dealing with adversity by watching adults. \"And they're seeing how we are reacting to setbacks, mistakes and challenges,\" Truglio explains. \"So this is a big message for adults, because our actions are speaking a lot louder than our words.\"\u003c/p>\n\u003ch2>Find new ways of connecting with people\u003c/h2>\n\u003cp>Your kids are almost certainly missing out on some socializing — with friends and extended family. Get creative about making time for reestablishing some of those lost connections. It will help your children, it will help you and it will likely help the people you're reconnecting with.\u003c/p>\n\u003cp>\u003ca href=\"https://www.medschool.lsuhsc.edu/pediatrics/faculty_detail.aspx?name=osofsky_joy\">Joy Osofsky\u003c/a>, a professor at Louisiana State University School of Medicine in New Orleans, says her grandkids, who live outside the U.S., call her every morning on their way to school so they can play online games together. It's time that both Osofsky and her grandkids have come to cherish.\u003c/p>\n\u003ch2>Get more safe physical contact\u003c/h2>\n\u003cp>Damour says that kids, even teens, are likely missing out on lots of the physical contact they normally get — contact that can't be replicated over Zoom or WhatsApp. Keep that in mind, and don't hold back on the physical affection — the hugs, the pillow fights, the hair ruffles, all of it.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/895086511/meghan-keane\">\u003cem>Meghan Keane\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kids+Are+Anxious+And+Scared+During+The+Pandemic.+Here%27s+How+Parents+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Look Inward To Make External Change: Advice From A Meditation Teacher",
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"content": "\u003cp>When you think about meditation, what comes to mind?\u003c/p>\n\u003cp>Perhaps it evokes gentle music, the soft light of candles or a cool, tranquil space. Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you think about meditation, what comes to mind?\u003c/p>\n\u003cp>Perhaps it evokes gentle music, the soft light of candles or a cool, tranquil space. Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"timeUpdated": "6:54 PM",
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"id": "83068",
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{
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{
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{
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"dateUpdated": "Nov 20, 2024",
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"dateUpdated": "Nov 20, 2024",
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{
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{
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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{
"candidateName": "Ramnath “Ram” Shanbhogue",
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]
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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{
"candidateName": "Brian Donahue",
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"candidateParty": "",
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{
"candidateName": "Walter Pizarro",
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"candidateParty": "",
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{
"candidateName": "John T. Van Geffen",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
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"id": "AlamedaFremontUnifiedSchoolDistrictGoverningBoardArea4",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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{
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]
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"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
{
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"candidateParty": "",
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{
"candidateName": "Luis Reynoso",
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"candidateParty": "",
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{
"candidateName": "Sara Prada",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Austin Bruckner Carrillo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18739
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{
"candidateName": "Simon “Peter” Gutierrez Bufete",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Calyn Kelley",
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"candidateParty": "",
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{
"candidateName": "Tom Wong",
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"candidateParty": "",
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]
},
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"id": "AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Lammersville Joint Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
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"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
"candidateName": "David A. Pombo",
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"candidateParty": "",
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{
"candidateName": "Surekha Shekar",
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"candidateParty": "",
"voteCount": 16
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]
},
"AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Livermore Valley Joint Unified School District Governing Board",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
{
"candidateName": "Maggie Tufts",
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"candidateParty": "",
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{
"candidateName": "Amanda Pepper",
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"candidateParty": "",
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{
"candidateName": "Jean Paulsen",
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"candidateParty": "",
"voteCount": 2533
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{
"candidateName": "Tara Boyce",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13210
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15213
},
{
"candidateName": "Deena Kaplanis",
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"candidateParty": "",
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]
},
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"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4544,
"candidates": [
{
"candidateName": "Midji Kuo-Rovetta",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Patricio R. Urbi",
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"candidateParty": "",
"voteCount": 2092
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{
"candidateName": "Jatinder (JP) K. Sahi",
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"candidateParty": "",
"voteCount": 1239
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]
},
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"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4442,
"candidates": [
{
"candidateName": "Melanie Freeberg",
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"candidateParty": "",
"voteCount": 2923
},
{
"candidateName": "Michelle Parnala",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1519
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]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 5221,
"candidates": [
{
"candidateName": "Lydia Idem",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1955
},
{
"candidateName": "Michael Gonzales",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3266
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]
},
"AlamedaNewarkUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaNewarkUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Newark Unified School District Governing Board",
"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 32709,
"candidates": [
{
"candidateName": "Aiden Hill",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7719
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{
"candidateName": "Vikas Minglani",
"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Gabriel Anguiano Jr.",
"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Austin Block",
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"candidateParty": "",
"voteCount": 7607
},
{
"candidateName": "Phuong Nguyen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6237
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7090,
"candidates": [
{
"candidateName": "Donalyn Harris",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3135
},
{
"candidateName": "Kelly Mokashi",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3955
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]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
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"location": "Alameda",
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{
"candidateName": "Marcus Bourlard",
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{
"candidateName": "Gary Singh",
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"location": "Alameda",
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"timeUpdated": "7:43 PM",
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{
"candidateName": "Erin Robertson",
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{
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{
"candidateName": "Shonda Goward",
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{
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{
"candidateName": "Raymond Ojeda",
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},
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{
"candidateName": "Joseph Grcar",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
"candidateName": "Dana Lang",
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"dateUpdated": "Nov 20, 2024",
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{
"candidateName": "Joseph Grcar",
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{
"candidateName": "Daniel M. Akagi",
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{
"candidateName": "Kenneth Owen",
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{
"candidateName": "Darshan Saini",
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{
"candidateName": "Dave Sadoff",
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{
"candidateName": "Rich Halket",
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{
"candidateName": "Jim Oddie",
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{
"candidateName": "Alex Spehr",
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{
"candidateName": "Richard De Vera",
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{
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{
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{
"candidateName": "Luana España",
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{
"candidateName": "Tim McMahon",
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{
"candidateName": "Luis Reynoso",
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{
"candidateName": "Joseph Grcar",
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{
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{
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{
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{
"candidateName": "Matt Bogdanowicz",
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{
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{
"candidateName": "Jacob Vital",
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{
"candidateName": "Moira “Mimi” Dean",
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{
"candidateName": "Bob Glaze",
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"candidateParty": "",
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{
"candidateName": "Luis Reynoso",
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{
"candidateName": "Damaris Villalobos-Galindo",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8868,
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{
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"location": "Alameda",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"location": "Alameda",
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"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 26494,
"candidates": [
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{
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"AlamedaMeasureO": {
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"AlamedaMeasureP": {
"id": "AlamedaMeasureP",
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7005,
"candidates": [
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{
"candidateName": "No",
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"location": "Alameda",
"raceName": "Measure Q",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23788,
"candidates": [
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"candidateIncumbent": false,
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{
"candidateName": "No",
"candidateIncumbent": false,
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"AlamedaMeasureC": {
"id": "AlamedaMeasureC",
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"location": "Alameda",
"raceName": "Measure C",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8959,
"candidates": [
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{
"candidateName": "No",
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]
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"AlamedaMeasureR": {
"id": "AlamedaMeasureR",
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"location": "Alameda",
"raceName": "Measure R",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8849,
"candidates": [
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{
"candidateName": "No",
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]
},
"AlamedaMeasureS": {
"id": "AlamedaMeasureS",
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"location": "Alameda",
"raceName": "Measure S",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8268,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5506
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
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"AlamedaMeasureT": {
"id": "AlamedaMeasureT",
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"location": "Alameda",
"raceName": "Measure T",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8164,
"candidates": [
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{
"candidateName": "No",
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]
},
"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure U",
"raceDescription": "Albany. Bonding limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7953,
"candidates": [
{
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
},
"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
"raceDescription": "Albany. Youth voting. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8760,
"candidates": [
{
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{
"candidateName": "No",
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]
},
"AlamedaMeasureW": {
"id": "AlamedaMeasureW",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
"raceDescription": "Berkeley. Property transfer tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51584,
"candidates": [
{
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"candidateParty": "",
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{
"candidateName": "No",
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"AlamedaMeasureX": {
"id": "AlamedaMeasureX",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure X",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 53196,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41788
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11408
}
]
},
"AlamedaMeasureY": {
"id": "AlamedaMeasureY",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52490,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39475
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13015
}
]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52885,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42252
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10633
}
]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
"raceDescription": "Berkeley. Spending limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52237,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46358
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5879
}
]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52834,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29589
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23245
}
]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51587,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18059
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33528
}
]
},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 49656,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30736
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18920
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52264,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23850
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28414
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52442,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31922
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20520
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52182,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16161
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36021
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51064,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22175
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28889
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 25675,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13635
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12040
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 25420,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19334
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6086
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 46657,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38785
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7872
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 15792,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12702
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3090
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 35248,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25105
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10143
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 159424,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112874
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46550
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 150368,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110226
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40142
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 34840,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15963
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18877
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24778,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20223
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4555
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7963,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2070
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 392
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1488
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1863
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7859.9238,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2001
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2001
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1821.944
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2035.9798
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7091,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1631
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1970
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 717
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6944.475,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995.305
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2568.17
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2381
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52448,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19960
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19623
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11841
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 498
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 526
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 49223,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25131
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24092
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6865,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4782
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2083
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6342,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3358
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6095,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4262
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8579,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1719
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5797
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8256,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1993
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7326,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4403
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2923
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 143482,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5400
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30461
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4830
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41842
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39223
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2790
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9687
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5623
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 126987,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72260
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54727
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 29595,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2579
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22628
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4388
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 29234,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24336
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4898
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 20538,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1598
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9860
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1456
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6216
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 607
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19485,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11423
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8062
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12285,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6476
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1928
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3881
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12044,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7114
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4930
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 13074,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2061
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4423
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4127
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2463
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12090,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6295
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5795
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 137482,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56700
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80782
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 28778,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22397
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6381
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19752,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8835
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10917
}
]
},
"AlamedaOaklandSchoolDirectorDistrict5": {
"id": "AlamedaOaklandSchoolDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 5 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12029,
"candidates": [
{
"candidateName": "Sasha Ritzie-Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5574
},
{
"candidateName": "Patrice Berry",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6455
}
]
},
"AlamedaOaklandSchoolDirectorDistrict7": {
"id": "AlamedaOaklandSchoolDirectorDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 7 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12352,
"candidates": [
{
"candidateName": "Clifford Thompson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7764
},
{
"candidateName": "Domonic Ware",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4588
}
]
},
"AlamedaSanLeandroCityCouncilDistrict1": {
"id": "AlamedaSanLeandroCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 22472,
"candidates": [
{
"candidateName": "Sbeydeh Viveros Walton",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22472
}
]
},
"AlamedaSanLeandroCityCouncilDistrict2": {
"id": "AlamedaSanLeandroCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 28711,
"candidates": [
{
"candidateName": "Ed Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14132
},
{
"candidateName": "Bryan Azevedo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14579
}
]
},
"AlamedaSanLeandroCityCouncilDistrict4": {
"id": "AlamedaSanLeandroCityCouncilDistrict4",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 4 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 22333,
"candidates": [
{
"candidateName": "Fred Simon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22333
}
]
},
"AlamedaSanLeandroCityCouncilDistrict6": {
"id": "AlamedaSanLeandroCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 6 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 27116,
"candidates": [
{
"candidateName": "Robert Aguilar Bulatao",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10437
},
{
"candidateName": "Dylan Boldt",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16679
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea1": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:34 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 70476,
"candidates": [
{
"candidateName": "Anthony Edward Caro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28689
},
{
"candidateName": "Daniel Nathan-Heiss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41787
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea3": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:34 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 79158,
"candidates": [
{
"candidateName": "Yazmin Llamas",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 49891
},
{
"candidateName": "Vicki Gordon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29267
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard2": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard2",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:34 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 104403,
"candidates": [
{
"candidateName": "Diana J. Honig",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 76722
},
{
"candidateName": "Kofi Opong-Mensah",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27681
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard5": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard5",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:34 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 69302,
"candidates": [
{
"candidateName": "Debra Vinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25258
},
{
"candidateName": "Fernando Sandoval",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 44044
}
]
},
"CCAcalanesUnionHighSchoolDistrictGoverningBoard": {
"id": "CCAcalanesUnionHighSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Acalanes Union High School District Governing Board",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:34 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 93748,
"candidates": [
{
"candidateName": "Andrew Fontan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11707
},
{
"candidateName": "Sibyl Minighini",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10507
},
{
"candidateName": "Wendy Reicher",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 28382
},
{
"candidateName": "Paul Chopra",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23588
},
{
"candidateName": "Peter Catalano",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4965
},
{
"candidateName": "Stacey Schweppe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14599
}
]
},
"CCAntiochUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "CCAntiochUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Antioch Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:34 PM",
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{
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"raceDescription": "Top candidate wins seat.",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
"candidateName": "Larry L. Russell",
"candidateIncumbent": true,
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{
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"raceName": "North Marin Water District Director, Division 1 — Short Term",
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{
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"raceName": "North Marin Water District Director, Division 3",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
"candidateName": "Michael H. Joly",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4778,
"candidates": [
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{
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"candidateIncumbent": false,
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"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7136,
"candidates": [
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"voteCount": 2708
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{
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"candidateIncumbent": false,
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"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8556,
"candidates": [
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"candidateParty": "",
"voteCount": 6616
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1940
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]
},
"MarinMeasureM": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure M",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 26127,
"candidates": [
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10994
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]
},
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"id": "MarinMeasureN",
"type": "localRace",
"location": "Marin",
"raceName": "Measure N",
"raceDescription": "San Anselmo. Rent increase limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7462,
"candidates": [
{
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"candidateParty": "",
"voteCount": 2754
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4708
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]
},
"MarinMeasureO": {
"id": "MarinMeasureO",
"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7553,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2555
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4998
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]
},
"MarinMeasureP": {
"id": "MarinMeasureP",
"type": "localRace",
"location": "Marin",
"raceName": "Measure P",
"raceDescription": "San Rafael. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23772,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12367
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{
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"candidateIncumbent": false,
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]
},
"MarinMeasureQ": {
"id": "MarinMeasureQ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure Q",
"raceDescription": "Stinson Beach Fire Protection District. Spending limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 332,
"candidates": [
{
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"candidateParty": "",
"voteCount": 309
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{
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"candidateIncumbent": false,
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]
},
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"id": "MarinMeasureR",
"type": "localRace",
"location": "Marin",
"raceName": "Measure R",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 335,
"candidates": [
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"voteCount": 274
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{
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"candidateIncumbent": false,
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]
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"NapaNapaCountyBoardofEducationTrusteeArea5": {
"id": "NapaNapaCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7478,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2151
},
{
"candidateName": "Gerald Parrott \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 5327
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]
},
"NapaSolanoCountyBoardofEducationTrusteeArea2": {
"id": "NapaSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 28746,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10022
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5398
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13326
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]
},
"NapaNapaValleyCollegeTrusteeArea6": {
"id": "NapaNapaValleyCollegeTrusteeArea6",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley College, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7988,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4822
},
{
"candidateName": "Scott Owens",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3166
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 6511,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4579
},
{
"candidateName": "Kevin “KDub” West",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1932
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 5932,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2075
},
{
"candidateName": "Eve Ryser",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3857
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 5248,
"candidates": [
{
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"candidateIncumbent": false,
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"voteCount": 3080
},
{
"candidateName": "David T. Gracia",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea7": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea7",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 7",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7092,
"candidates": [
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{
"candidateName": "Julianna Hart",
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"NapaFairfieldSuisunUnifiedSchoolDistrictTrusteeArea3": {
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{
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"raceType": "top1",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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{
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"NapaAmericanCanyonCityCouncil": {
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"location": "Napa",
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"raceType": "top2",
"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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{
"candidateName": "Elmer Andrei Manaid",
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{
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{
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"location": "Napa",
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"NapaCalistogaCityCouncil": {
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{
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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"location": "Napa",
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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"location": "Napa",
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"raceType": "top1",
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"dateUpdated": "Nov 22, 2024",
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{
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"location": "Napa",
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"dateUpdated": "Nov 22, 2024",
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"candidates": [
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{
"candidateName": "Hector R. Marroquin",
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{
"candidateName": "Aaron Barak",
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"dateUpdated": "Nov 22, 2024",
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{
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{
"candidateName": "Robert Moore",
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{
"candidateName": "Pam Reeves",
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{
"candidateName": "Eric E. Knight",
"candidateIncumbent": true,
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"location": "Napa",
"raceName": "Napa Valley Unified School District, Measure B",
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 42099,
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{
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"NapaMeasureU": {
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"location": "Napa",
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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"location": "Napa",
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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{
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "6:58 PM",
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"timeUpdated": "6:58 PM",
"dateUpdated": "Nov 22, 2024",
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{
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"timeUpdated": "7:05 PM",
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{
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{
"candidateName": "Jaime Huling",
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{
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{
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{
"candidateName": "Parag Gupta",
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{
"candidateName": "Matt Alexander",
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{
"candidateName": "Supryia Marie Ray",
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{
"candidateName": "Virginia Cheung",
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{
"candidateName": "Min Chang",
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{
"candidateName": "Maddy Krantz",
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{
"candidateName": "Leanna C. Louie",
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{
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{
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{
"candidateName": "Aliya Chisti",
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{
"candidateName": "Ben Kaplan",
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{
"candidateName": "Alan Wong",
"candidateIncumbent": true,
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{
"candidateName": "Luis Zamora",
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"dateUpdated": "Nov 21, 2024",
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{
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"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 137833,
"candidates": [
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{
"candidateName": "Joe Sangirardi",
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"voteCount": 50889
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"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
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"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
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"location": "San Francisco",
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"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
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{
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"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
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"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 363743,
"candidates": [
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{
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"candidateIncumbent": false,
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"id": "SFMeasureF",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure F",
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"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 361559,
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"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 370708,
"candidates": [
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{
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"SFMeasureH": {
"id": "SFMeasureH",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure H",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 365827,
"candidates": [
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{
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"candidateIncumbent": false,
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"SFMeasureI": {
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"location": "San Francisco",
"raceName": "Measure I",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
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{
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"SFMeasureJ": {
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"type": "localRace",
"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 362678,
"candidates": [
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{
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"SFMeasureK": {
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"type": "localRace",
"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 376370,
"candidates": [
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 170382
}
]
},
"SFMeasureL": {
"id": "SFMeasureL",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure L",
"raceDescription": "San Francisco. Transportation network companies tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 369460,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 210314
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 159146
}
]
},
"SFMeasureM": {
"id": "SFMeasureM",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure M",
"raceDescription": "San Francisco. Business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 342199,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 237854
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 104345
}
]
},
"SFMeasureN": {
"id": "SFMeasureN",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure N",
"raceDescription": "San Francisco. Student loan reimbursement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 363317,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 187909
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 175408
}
]
},
"SFMeasureO": {
"id": "SFMeasureO",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure O",
"raceDescription": "San Francisco. Reproductive rights. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 373129,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 312829
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 60300
}
]
},
"SFMayorRound1": {
"id": "SFMayorRound1",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 390051,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95091
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72087
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1318
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2077
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2895
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102689
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89184
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 812
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11420
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1612
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 412
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8663
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 331376,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149073
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182303
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 35473,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 899
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14754
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16666
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1810
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 34294,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16498
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17796
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 28748,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8484
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3752
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1563
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11270
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2800
}
]
},
"SFBoardofSupervisorsDistrict3FinalRound": {
"id": "SFBoardofSupervisorsDistrict3FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 25558,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11504
},
{
"candidateName": "Moe Jamil (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Wendy Ha Chau (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Eduard Navarro (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14054
},
{
"candidateName": "Matthew Susk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict5": {
"id": "SFBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 29688,
"candidates": [
{
"candidateName": "Autumn Hope Looijen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2604
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11838
},
{
"candidateName": "Scotty Jacobs",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2795
},
{
"candidateName": "Allen Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 444
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12007
}
]
},
"SFBoardofSupervisorsDistrict5FinalRound": {
"id": "SFBoardofSupervisorsDistrict5FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 27809,
"candidates": [
{
"candidateName": "Autumn Hope Looijen (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14737
},
{
"candidateName": "Scotty Jacobs (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Allen Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13072
}
]
},
"SFBoardofSupervisorsDistrict7": {
"id": "SFBoardofSupervisorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 37308,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17527
},
{
"candidateName": "Stephen Martin-Pinto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5133
},
{
"candidateName": "Edward S. Yee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1243
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13405
}
]
},
"SFBoardofSupervisorsDistrict7FinalRound": {
"id": "SFBoardofSupervisorsDistrict7FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 35402,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 18911
},
{
"candidateName": "Stephen Martin-Pinto (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Edward S. Yee (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16491
}
]
},
"SFBoardofSupervisorsDistrict9": {
"id": "SFBoardofSupervisorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 32725,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13843
},
{
"candidateName": "Stephen Jon Torres",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1139
},
{
"candidateName": "Roberto Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6605
},
{
"candidateName": "Jaime Gutierrez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 931
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9039
},
{
"candidateName": "Julian Bermudez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 600
},
{
"candidateName": "H. Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 568
}
]
},
"SFBoardofSupervisorsDistrict9FinalRound": {
"id": "SFBoardofSupervisorsDistrict9FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 29404,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17545
},
{
"candidateName": "Stephen Jon Torres (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Roberto Hernandez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jaime Gutierrez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11859
},
{
"candidateName": "Julian Bermudez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "H. Brown (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict11": {
"id": "SFBoardofSupervisorsDistrict11",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 First Round",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 27915,
"candidates": [
{
"candidateName": "Oscar Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2893
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8673
},
{
"candidateName": "Roger Marenco",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 603
},
{
"candidateName": "Jose Morales",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 629
},
{
"candidateName": "Ernest “EJ” Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5439
},
{
"candidateName": "Adlah Chisti",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1432
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8246
}
]
},
"SFBoardofSupervisorsDistrict11FinalRound": {
"id": "SFBoardofSupervisorsDistrict11FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 23796,
"candidates": [
{
"candidateName": "Oscar Flores (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11800
},
{
"candidateName": "Roger Marenco (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jose Morales (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ernest “EJ” Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Adlah Chisti (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11996
}
]
},
"SFCityAttorney": {
"id": "SFCityAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "City Attorney ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 329070,
"candidates": [
{
"candidateName": "David Chiu",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 272777
},
{
"candidateName": "Richard T. Woon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56293
}
]
},
"SFDistrictAttorney": {
"id": "SFDistrictAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "District Attorney",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 347270,
"candidates": [
{
"candidateName": "Brooke Jenkins ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 228923
},
{
"candidateName": "Ryan Khojasteh",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 118347
}
]
},
"SFSheriff": {
"id": "SFSheriff",
"type": "localRace",
"location": "San Francisco",
"raceName": "Sheriff ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:05 PM",
"dateUpdated": "Nov 21, 2024",
"totalVotes": 314763,
"candidates": [
{
"candidateName": "Michael Juan",
"candidateIncumbent": false,
"candidateParty": "",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
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"raceReadTheStory": "",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
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"timeUpdated": "7:48 PM",
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"candidateIncumbent": false,
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"candidateIncumbent": true,
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"candidateIncumbent": true,
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"candidates": [
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"candidateIncumbent": false,
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"SCMeasureF": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure F",
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"raceReadTheStory": "",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 90524,
"candidates": [
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 24251,
"candidates": [
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7154,
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"location": "Santa Clara",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7152,
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"location": "Santa Clara",
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"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 18044,
"candidates": [
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"location": "Santa Clara",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 20969,
"candidates": [
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"voteCount": 14790
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure W",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 24887,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19270
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"candidateIncumbent": false,
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"voteCount": 5617
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"location": "Santa Clara",
"raceName": "Measure X",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 40248,
"candidates": [
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"voteCount": 27987
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure Y",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 28652,
"candidates": [
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"voteCount": 23551
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{
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"candidateIncumbent": false,
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"voteCount": 5101
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Z",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 55025,
"candidates": [
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"voteCount": 33604
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure AA",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 25580,
"candidates": [
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"candidateIncumbent": false,
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"SCMeasureBB": {
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"location": "Santa Clara",
"raceName": "Measure BB",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 13209,
"candidates": [
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{
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"candidateIncumbent": false,
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"SCMeasureCC": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure CC",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 16088,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10679
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{
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"candidateIncumbent": false,
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"SCMeasureEE": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure EE",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 23179,
"candidates": [
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"voteCount": 13028
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{
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"candidateIncumbent": false,
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"SCMeasureGG": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure GG",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 4165,
"candidates": [
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"candidateIncumbent": false,
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{
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"candidateIncumbent": false,
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"SCMeasureHH": {
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"location": "Santa Clara",
"raceName": "Measure HH",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:48 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 361,
"candidates": [
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{
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"candidateIncumbent": false,
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},
"SolanoSolanoCountyBoardofEducationTrusteeArea2": {
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"type": "localRace",
"location": "Solano",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Solano and Napa counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:12 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 28853,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10071
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5416
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
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{
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{
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{
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{
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{
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"candidateName": "Ravi C. Shankar",
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{
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"dateUpdated": "Nov 22, 2024",
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{
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"timeUpdated": "7:45 PM",
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{
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"timeUpdated": "7:45 PM",
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{
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{
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{
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{
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"timeUpdated": "7:45 PM",
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{
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{
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"timeUpdated": "7:45 PM",
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"timeUpdated": "7:45 PM",
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{
"candidateName": "Kali Dukes Wagner",
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{
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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]
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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{
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"raceType": "top1",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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{
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"raceType": "top1",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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"raceType": "top2",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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{
"candidateName": "Mark P. Laskey",
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{
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{
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{
"candidateName": "Trevor J. Ambrosini",
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]
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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"candidates": [
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{
"candidateName": "Susan Harvey",
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{
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{
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]
},
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
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{
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{
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{
"candidateName": "Linda Cade",
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{
"candidateName": "Ariel Kelley",
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"candidateName": "Phillip Carter",
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"candidateName": "David A. Stankas",
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{
"candidateName": "Dave Clemmer",
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"timeUpdated": "7:45 PM",
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{
"candidateName": "Bret Herman",
"candidateIncumbent": true,
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"candidateIncumbent": true,
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{
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"candidateIncumbent": false,
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{
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"timeUpdated": "7:45 PM",
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{
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"candidateIncumbent": true,
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"dateUpdated": "Nov 22, 2024",
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 24186,
"candidates": [
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"voteCount": 16909
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"location": "Sonoma",
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"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 39827,
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"voteCount": 24946
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"SonomaMeasureK": {
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"location": "Sonoma",
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"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 8051,
"candidates": [
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"voteCount": 4519
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"SonomaMeasureL": {
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"location": "Sonoma",
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"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 3696,
"candidates": [
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"voteCount": 2315
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{
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"candidateIncumbent": false,
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"location": "Sonoma",
"raceName": "Measure M",
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"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 3336,
"candidates": [
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"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 6794,
"candidates": [
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"location": "Sonoma",
"raceName": "Measure P",
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"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 7606,
"candidates": [
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"voteCount": 4537
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{
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"candidateIncumbent": false,
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"voteCount": 3069
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"SonomaMeasureX": {
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"location": "Sonoma",
"raceName": "Measure X",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 6395,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3677
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2718
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"SonomaMeasureZ": {
"id": "SonomaMeasureZ",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure Z",
"raceDescription": "Petaluma City Elementary School District. School bonds. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 17296,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11571
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{
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"candidateIncumbent": false,
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"voteCount": 5725
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"SonomaMeasureI": {
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"type": "localRace",
"location": "Sonoma",
"raceName": "Measure I",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 233321,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 145908
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 87413
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"SonomaMeasureJ": {
"id": "SonomaMeasureJ",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure J",
"raceDescription": "Sonoma County. CAFO prohibitation. Passes with majority vote",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 237106,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 34941
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{
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"candidateIncumbent": false,
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"voteCount": 202165
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"SonomaMeasureEE": {
"id": "SonomaMeasureEE",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure EE",
"raceDescription": "Santa Rosa. General business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 76235,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 49055
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27180
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"SonomaMeasureFF": {
"id": "SonomaMeasureFF",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure FF",
"raceDescription": "Santa Rosa. Transient occupancy tax. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 76140,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 51356
},
{
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"candidateIncumbent": false,
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"voteCount": 24784
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},
"SonomaMeasureCC": {
"id": "SonomaMeasureCC",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure CC",
"raceDescription": "Cloverdale. Urban growth boundary. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 3866,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2697
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1169
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]
},
"SonomaMeasureDD": {
"id": "SonomaMeasureDD",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure DD",
"raceDescription": "Cloverdale. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 3902,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2213
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1689
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]
},
"SonomaMeasureS": {
"id": "SonomaMeasureS",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure S",
"raceDescription": "Cotati. Traffic features. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 3681,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2221
},
{
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"candidateIncumbent": false,
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"voteCount": 1460
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]
},
"SonomaMeasureO": {
"id": "SonomaMeasureO",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure O",
"raceDescription": "Healdsburg. Multi-family housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 5829,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2550
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3279
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]
},
"SonomaMeasureY": {
"id": "SonomaMeasureY",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure Y",
"raceDescription": "Petaluma. Urban growth boundary. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 30267,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21258
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9009
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]
},
"SonomaMeasureU": {
"id": "SonomaMeasureU",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure U",
"raceDescription": "Sebastopol. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 4447,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3203
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1244
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]
},
"SonomaMeasureT": {
"id": "SonomaMeasureT",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure T",
"raceDescription": "Sonoma. Sales tax. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:45 PM",
"dateUpdated": "Nov 22, 2024",
"totalVotes": 6163,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3602
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2561
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]
},
"SonomaMeasureQ": {
"id": "SonomaMeasureQ",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure Q",
"raceDescription": "Windsor. Solid waste collection services. Passes with majority vote.",
"raceReadTheStory": "",
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