School Safety & Security

For those traveling this holiday season, the right playlist is essential to helping those hum-drum miles slip away. And even if you’re staying home, there’s no better time to catch up on the top EWA Radio episodes of 2021. 

From teachers’ unions to school board battles to tracking what really happened to students amid the pandemic, this year’s podcast guests covered just about all the bases. Some of the nation’s top education reporters explain how they got the big stories, and also provide tips for other journalists looking to follow their leads. 

School districts and universities nationwide are reconsidering the use of law enforcement officers on campus after yet another unarmed black man died at the hands of police.

On June 2, the Minneapolis School Board voted unanimously to sever its ties with the city’s police department, which had provided training and oversight for its armed school resource officers. The decision came in the wake of the death of George Floyd, a black man who died after a city police officer knelt on his neck for more than eight minutes during an arrest. Several officers involved in the incident now face felony charges.

While reporting on a school in a neighborhood with a high homicide rate, Los Angeles Times reporter Sonali Kohli stressed to students she interviewed that they were empowered to control the conversation. 

Many teenagers view a professional journalist as an authority figure and might feel pressure to give “correct” answers, Kohli said. That’s why she starts each interview with the premise that a student can end the conversation at any time or ask their own questions.

Editor’s note: This post was updated on June 15, 2020, to reflect the U.S. Supreme Court decision that protects LGBTQ employees from being fired.

The news media must do a better job of covering the challenges faced by LGBTQ youths, a trio of advocates and educators told journalists attending an Education Writers Association seminar on adolescent learning and well-being in February.

As the number of reported cases of the COVID-19, also known as the coronavirus, continues to mount in the U.S., here are five things education reporters should keep in mind when covering the health crisis and its impact on schools and colleges. (This post will be periodically updated as circumstances warrant.)

As the calendar turns to a new year (and a new decade, at least according to some), plenty of education issues from 2019 will be tagging along.

The Centers for Disease Control and Prevention has reported more than 2,500 hospitalizations related to vaping usage in 2019. Of the people hospitalized, 54 percent were age 24 or younger.

During an assembly at the high school where she was principal, Liz Dozier once asked 1,000-plus students if they knew someone who had been shot.

Every single student raised a hand.

“When I first got to the school, I didn’t understand all the effects of trauma — I just knew that our school was in crisis,” Dozier said. “The whole ecosystem that we had set up around kids was dysfunctional.”

After a 10-year-old boy died by suicide in the middle of doing his chores, reporter Allison Ross was tapped to interview his grieving mother.

Ross struggled with how to share the Louisville family’s story sensitively, without being sensational in her coverage for the Courier-Journal newspaper.

It’s probably every reporter’s worst nightmare: Your co-worker rushes over from the police scanner and blurts out, “Active shooter at Such-and-Such School.”

When that happened to South Florida Sun-Sentinel education reporter Scott Travis on Valentine’s Day 2018, “I headed there hoping more than anything that this was a false alarm,” he told EWA seminar attendees May 6. But he was headed to Marjory Stoneman Douglas High School.

This week marks a somber anniversary in the United States — one year since the deadly shooting at Marjory Stoneman Douglas High School in Parkland, Florida.

The massacre on February 14, 2018, left 14 students and 3 staff members dead, and many others wounded.

Barbara Laker isn’t an education reporter. She doesn’t have a long list of teachers’ phone numbers in her contacts. So, it’s amazing that she was able to find and convince 24 teachers and other school employees from 19 elementary schools to swab pipes, drinking fountains and suspicious patches of black on classroom walls.

While the election cycle spotlight typically focuses on state and federal movers and shakers, the outcomes of local school board races this fall could shake up education policies and priorities at the local level in many communities, with seats up for grabs from coast to coast.

Two new national polls provide insights into Americans’ attitudes and perceptions of public education, and provide plenty of fodder for reporters looking for story ideas on the teacher workforce, school choice, and funding priorities.

For reporters, it’s second nature to hold up a redacted paper document to the light to see what might still be visible. Two reporters at the South Florida Sun Sentinel are facing a possible contempt of court charge for using a digital version of this technique on a report — commissioned by Broward County Public Schools — about the shooter at Marjory Stoneman Douglas High School.

When the new academic year begins for California public schools, for the first time instructional materials will be available to ensure every K-12 classroom has access to accurate and unbiased depictions of the sexual orientation and gender identity of historical figures.

The FAIR Education Act – FAIR stands for Fair, Accurate, Inclusive and Respectful – requires history and social studies curriculum to include references to contributions by people with disabilities and members of the LGBT community.

When students misbehave at school, traditional approaches to discipline say you should punish them to deter future offenses.

But a growing movement toward “restorative” approaches to discipline focuses more on repairing the damage rather than suspending or expelling students.

Though details vary from school to school, so-called “restorative justice” programs instead encourage students to reflect on their transgressions and their root causes, talk about them – usually with the victims of the behavior – and try to make amends.

Teachers in Oklahoma and Kentucky are on the picket lines this week, pushing for better compensation for themselves and more money for schools in their respective states.

These strikes come just weeks after West Virginia’s schools were shuttered statewide for almost two weeks in March, eventually sparking the legislature there to award teachers pay raises.

Such work stoppages are historically rare, but the teachers involved say they were necessary to force resolutions to months - or even years - of stalled negotiations.

Common, Miley Cyrus, Ariana Grande, Jennifer Hudson, and Lin-Manuel Miranda were upstaged at Saturday’s March for Our Lives by teens and tweens who had survived school shootings and those who face the threat of gun violence in their daily lives.

In the wake of one of the deadliest school shootings in U.S. history, a groundswell of student activism has jolted the gun control debate and left some school districts coping with the surge of civic engagement.

For education journalists, the developments present an opportunity to examine how local schools and districts are responding to and preparing for student demonstrations and walkouts. Are they encouraging students? Threatening to suspend them? Struggling to come up with a clear strategy?

As the nation faces the fallout from the most recent school shooting, which claimed 17 lives in Parkland, Florida, some education reporters are rethinking their professional best practices.

Among the questions: How should news outlets tally school shootings, given that advocacy groups and researchers often disagree on how to “count” campus incidents involving guns?

What is a news organization’s obligation to counter intentional misinformation aimed at influencing public conversations around gun control?

Your editor has just assigned you a story — students at a local university are planning a demonstration calling for the removal of a Confederate statue. Do you know what to bring, who to talk to, and how to cover it in a way that is balanced and contextualized?

Hurricane Harvey has pummeled Texas, with the greatest concentration of flooding in the Houston area. Local school districts that had intended to kick off the new academic year this week are instead assessing the damages to campuses, and preparing to help students and families displaced by the storm.

A teacher shortage in Oklahoma. Data-driven analysis of the Detroit School Board election. Teen suicide. The impact of an influx of Central American youths on a high-poverty Oakland school. Four of this year’s Education Writers Association award finalists recently shared their stories and took questions from a packed room at the EWA National Seminar on how they did their work.

Rocking the Beat

Many education journalists are savvy enough to use social media as a way to attract readers to their stories. But if that is all they are doing with social media, they are not harnessing its full potential.

“Especially in our beat, it can be a really valuable — if potentially risky and dangerous tool — both for connecting with hard-to-reach sources and for generating story angles and ideas,” said Sarah Carr, who runs The Teacher Project, a fellowship program at Columbia University’s Graduate School of Journalism.

Cara Fitzpatrick was in labor when her husband – and colleague at the Tampa Bay Times – asked her “So what can you tell me about segregation in Pinellas County?”

The paper had just decided to do a large-scale investigation into the district’s schools that were serving predominately low-income, black students. Two years later, Fitzpatrick’s son is walking and talking and she and the rest of the team have earned a Pulitzer Prize for their series Failure Factories.  

Two powerful new stories — one from China, the other set in Oakland, California — explore how educators are addressing perceived shortfalls in boys’ education: namely, bestowing them with the qualities needed for “manhood.”

It’s been a terrific year for our scrappy little podcast, and we’re thrilled to report an equally stellar lineup coming to EWA Radio in 2016.  

I’d like to take a moment to thank the many journalists and education experts who made time to join us for lively conversations, and to all of you who have offered suggestions for stories and guests to feature. Please keep the feedback coming! 

Here’s a quick rundown of the 10 most popular episodes of the year:

Chung-Te Wang had never seen a calculator in school before traveling to the U.S. this year as an exchange student.

“We always calculate with our brain. No offense,” said the 16-year-old from Taiwan, spurring laughter in a room full of reporters at the Education Writers Association’s recent seminar on covering U.S. education in a global context.

For years, common experience and studies have prescribed that humans learn best in their earliest years of life – when the brain is developing at its fastest. Recently, though, research has suggested that the period of optimal learning extends well into adolescence.

The first time I heard a preschooler explaining a classmate’s disruptive behavior, I was surprised at how adult her four-year-old voice sounded.

Her classmate “doesn’t know how to sit still and listen,” she said to me, while I sat at the snack table with them. He couldn’t learn because he couldn’t follow directions, she explained, as if she had recently completed a behavioral assessment on him.

For the first time, the federal Centers for Disease Control and Prevention is urging education policymakers to start middle and high school classes later in the morning to improve the odds of adolescents getting sufficient sleep to thrive both physically and academically.