This week’s blog is all about the importance of home and school connections. In Part One, I’ll reflect on the articles and videos we explored in class, as well as my experience attending a Board of Education meeting. In Part Two, I’ll share my plan for how I intend to communicate with families when I become a teacher.
Part 1
Attending the Oceanside Board of Education meeting was honestly really interesting and gave me a better understanding of what goes on behind the scenes in schools. The meeting started off pretty formal with the Pledge of Allegiance and the National Anthem, which was sung by two high school students from the choir. I thought it was interesting how involved students were apart of the meeting. There were student reps from the high school and a few elementary schools who got to speak and share updates happening from their schools. It showed how student voice matters and that the board actually takes time to listen. They would even ask the students follow up questions because they were genuinely interested. There were presentations, like a recognition from the Nassau/Suffolk Autism Society of America and a highlight of National Nutrition Month with a video created by students at OHS. There was also a lot of voting happening during the meeting. The board voted on different things like approving new school programs, allowing different sports teams and clubs to use the school facilities, and changes to budgets. Every board member had to vote on each item, and it showed me how much planning and agreement it takes to make even small changes in a school district. As someone who wants to be a teacher one day, it helped me realize how many decisions are made that impact students, teachers, and families. It also reminded me how important it is to stay informed and involved in the school community. At the end of the meeting the board gives the public a chance to speak about their concerns. But what I found interesting was that the board only replies once to each speaker, and after that, the speaker can’t respond again. I think that’s a fair way to make sure everyone gets a turn, even if it feels a little strict. Overall, I learned that the board makes really important decisions that affect students, like approving new programs, budgets, and even sports and after-school activities. Since this was my first time attending a budget meeting, it made me realize how much happens behind the scenes in education. I honestly think more people should go to these meetings. They give you a real look at how decisions are made and how money is being used to support students.
Part 2
As a future elementary music teacher, I know how important it is to keep communication strong with families to help students succeed. I plan to use different ways to communicate like GroupMe, remind text, or email so parents can reach me in the way that works best for them. I’ll be clear that communication will always be about student progress, performances, and classroom updates. At the start of the year, I’ll send a welcome letter introducing myself and include a short survey for families to share how they prefer to be contacted, what language they speak at home, and anything I should know about their child before hand.
I’d send out updates throughout the year that include what students are learning in class, upcoming performances, and pictures of the activities we’re doing. Along with parent-teacher conferences I’d also offer appointments if parents would like by phone or Zoom for families who want to discuss more indepth about their child’s progress if necessary. For gifted students, I’ll make sure to communicate with parents about their child’s talents and discuss ways to nurture that talent outside of school, like suggesting private lessons. If a student shows a lot of potential, private lessons can really help them progress faster and develop their skills more fully, and I’d want to work with parents to make sure these opportunities are available for them. If a student has divorced or separated parents, I’ll make sure both are kept in the loop so no one misses important information. And if there’s ever a problem, I’ll always bring a solution or ideas for how we can work through it together.
In the end, I believe that teachers and families should be a team. The more we work together, the more support students will have, which makes a huge difference in their success and confidence in music.
Social media and personal devices have taken over students’ lives, and their presence in schools has become a serious issue. While phones can be useful in certain situations, their negative impact on learning, mental health, and student behavior outweighs the benefits.
The documentary Plugged In: The True Toxicity of Social Media exposes how these platforms are designed to be addictive and how they manipulate users into spending more time online. Social media isn’t just about staying connected. It influences our emotions, our self-esteem, and even how we think. One of the biggest dangers of social media is how it affects mental health. The film highlights how constant exposure to curated, unrealistic content leads to stress, anxiety, and self-doubt. Teens compare themselves to influencers, feel pressure to post perfect pictures and get caught up in the number of likes and comments they receive.
Furthermore, social media is damaging students’ ability to focus. Students in class barely look up from their screens, completely ignoring their teachers. When phones are constantly in their hands, students aren’t engaging in real conversations, learning important social skills, or truly paying attention to school. AI tools like ChatGPT make it even easier for students to cheat instead of actually learning. The presence of phones in classrooms is more harmful than helpful. Teachers see this problem every day. According to a National Education Association (NEA) survey, “educators overwhelmingly report that personal device use in classrooms leads to student inattention, increased behavioral issues, and a lack of motivation.” When students are glued to their phones, their ability to concentrate, engage, and perform academically drops.
One of the main arguments for allowing cell phones in schools is safety. If there’s an urgent situation, schools have other ways to communicate with parents. The NEA even points out that “while phones may provide a line of communication, their presence in the classroom creates far more issues than solutions.” Students using their phones constantly aren’t focused on learning, and in many cases, their devices are being used in harmful ways.
Many schools across the country are starting to limit cellphone use in classrooms, realizing it can actually help students’ mental health, behavior, and focus. A good example is Edgewater High School in Florida, where students have to leave their phones and backpacks at the front of the room before class starts. This is part of a new statewide rule that bans phones during class time, which was passed in May. Heather Kreider, the principal at Edgewater, says, “The result of it on a very wide scale has been extraordinarily positive for [students’] mental health from an anecdotal perspective.” She points out that students are more involved in class and less apathetic now that the rule is in place.
I believe cell phones should be taken to school but hung up on a phone wall. That way, kids can ask for their phones in an emergency, but the phones are away during class time. Teachers should have the final say on whether devices can be used for specific assignments. Technology isn’t going away, but that doesn’t mean it should take over the classroom.
Klein, A. (2019, September 6). Schools say no to cell phones. But is it a smart move? Education Week. LinkLinks to an external site.
Kamenetz, A. (2019, August 27). NPR’s The Scientific Debate over Teens, Screens, and Mental Health. National Public Radio. LinkLinks to an external site.
Vaping has become a big issue among teens, and many don’t realize just how harmful it can be. The lesson “How Nicotine Affects the Teen Brain,” created by Scholastic and the National Institute on Drug Abuse (NIDA), breaks down the science behind nicotine addiction and its long-term effects. It explains how nicotine affects the brain’s reward system, making it highly addictive, especially for teenagers whose brains are still developing. The lesson also includes an interactive fact sheet with cool graphics and key information about vaping risks. There’s even a classroom activity where students research vaping dangers and create presentations to educate their peers. You can check out the full lesson here: https://nida.nih.gov/research-topics/parents-educators/lesson-plans/how-nicotine-affects-teen-brain
This lesson does a great job of explaining how addiction works. It makes it clear why teens are more vulnerable to nicotine addiction and why quitting is so hard once you’re hooked. The interactive fact sheet is a great addition because it keeps students engaged while learning important facts. The presentation activity is also a smart way to get students involved instead of just listening to a lecture. However, one of the biggest weaknesses is that it mostly focuses on the science behind addiction rather than the social pressures that lead teens to vape in the first place. While it’s important to know how nicotine affects the brain, many teens start vaping because of peer pressure, stress, or misleading marketing. The lesson could be stronger if it included real-life stories or videos of teens who struggled with nicotine addiction and overcame it.
If I were to use this lesson in my own classroom, I’d add a discussion or debate about why vaping is so popular among teens and how companies target young people with flavors and social media ads. I’d also include more interactive activities, like a role-playing exercise where students practice saying no in peer-pressure situations. This would help students think about how to apply what they learned in real life, not just in a classroom setting. Overall, this lesson does a solid job of teaching students about the dangers of nicotine and vaping. It’s easy to understand, backed by science, and interactive, which makes it a great resource. However, adding more real-world examples and discussions about peer pressure could make it even better.
Scholastic & National Institute on Drug Abuse (NIDA). How Nicotine Affects the Teen Brain.
Hi everyone! In this vlog, I dive into the importance of mindfulness in the classroom and how it can support both students and teachers. I’ll be discussing a documentary called Room to Breathe, talking about trauma-informed mindfulness strategies, and social-emotional learning (SEL). Plus, I’ll share my experience using the Headspace app and my plans for incorporating mindfulness into my future classroom.
This week’s blog post is about something really important: homelessness and poverty. I watched the documentary The Homestretch, and I also read some articles that really opened my eyes to how serious this problem is. It’s hard to imagine what it’s like, but it’s something we need to understand, especially as we try to help these kids in the future.
One of the most upsetting things I saw in The Homestretch was how kids end up homeless because of abuse or neglect. In the film, one boy had to leave home because of constant emotional and physical abuse. He was still in middle school and ended up spending nights in an abandoned building just to stay warm. It was heartbreaking to see, and unfortunately, this is becoming a bigger issue. According to the 2025 Fact Sheet from the National Center for Homeless Education, 1,374,537 students were homeless in the 2022-2023 school year. That’s a 14% increase from the year before. It’s a sad sign that things aren’t getting better, and if we don’t do something, more kids will struggle to get an education. Another theme that really stood out was the importance of community support. The kids in the film needed help, and they benefited so much from having just one person who cared about them, whether it was a teacher, counselor, or even a friend. It shows how important it is for schools and communities to provide these kinds of support systems. In the same fact sheet, it’s mentioned that 48% of students experiencing homelessness in the 2021-2022 school year were chronically absent, a rate that is 12 percentage points higher than other low-income students, and 22 percentage points higher than all students (National Center for Homeless Education, 2022). If these kids don’t have the support they need, it’s harder for them to stay in school or succeed academically. New York State is trying to combat this issue. In 2022, they awarded $7.1 million in federal grants to programs supporting homeless students. These kinds of efforts are essential if we want to give these kids a chance to succeed.
As future educators, we have the power to make a difference. One of the best things we can do is create a classroom that feels safe and supportive. If we give these students a place where they can feel like they belong, it can really help them feel more confident. We can also make sure they have the things they need, like food, supplies, and a quiet space for homework. It’s also important to know what resources are available in the community, like shelters or mental health services, and help connect students to those if they need them. Building relationships with students is key. If a student feels like someone cares about them, they are more likely to keep coming to school and try harder. It’s also important to be aware of the signs of trauma, because homeless students often go through things like abuse or living in shelters, which can affect their ability to focus in class. If we can try to understand what they’re going through, we can support them in a way that helps them heal and succeed.
A song that really speaks to the theme of hope and overcoming struggles is “Rise Up” by Andra Day. I will link at the top of my post. The lyrics, “I’ll rise up, in spite of the ache, I’ll rise up, and I’ll do it a thousand times again,” really show how the kids in The Homestretch keep going even when it seems impossible. No matter how tough their lives are, they keep rising and fighting for a better future. Homelessness is a heartbreaking problem, and it’s something we can’t ignore. It is important for us as educators, to step up and support these kids. Whether it’s creating a safe classroom environment, offering help with resources, or simply showing that we care, every little bit makes a difference. If we can help even one student feel supported, we can make a real impact in their lives.
De Mare, A., Kelly, K., & Taber, K. (Producers), & De Mare, A., & Kelly, K. (Directors). (2014). The homestretch [Streaming video]. United States: Bullfrog Films.
National Center for Homeless Education. (2022). Student Homelessness in America School Years 2018-19 to 2020-21. Student Homelessness in America (ed.gov)Links to an external site.
While creating my slide on eating disorders, I learned how important it is for teachers to be aware of these conditions and the impact they can have on students. As a future educator, I want to ensure that my classroom is a space where all students feel supported, understood, and safe. Eating disorders are often linked to deeper emotional and psychological struggles. As educators, we need to approach these issues with sensitivity and care. Teachers can make a big difference by recognizing the signs early, offering support, and connecting students with the right resources.
Below is the slide I created, which highlights symptoms, treatments, and ways educators can help.
Anderson, M. (2016). Here’s how schools can support students’ mental health. NPREd.
Education plays a crucial role in shaping how young people understand themselves and the world around them. Yet, discussions about gender identity, sexuality, and diversity in schools remain deeply controversial and divisive. While some see schools as a place to foster inclusivity and acceptance, others believe these topics should be left out of the classroom. This divide has real consequences, impacting the mental health and well-being of LGBTQ+ students and influencing how teachers navigate these discussions. Creating affirming, inclusive spaces in education isn’t just about politics—it’s about ensuring that all students feel safe, respected, and valued.
The Laramie Project
Laramie, Wyoming’s motto is “Live and Let Live,” but the murder of Matthew Shepard in 1998 proved that wasn’t really the case. The Laramie Project, a documentary and play by Moisés Kaufman, shows how deeply rooted hate and discrimination was in the town. Matthew, a gay college student, was beaten and left to die by two mn simply because of his identity. Some people in Laramie tried to brush it off as a robbery gone wrong, while others even blamed Matthew for “flaunting” his identity. At his own funeral, there were protestors spewing hate, showing just how much some people refused to accept LGBTQ+ individuals.
One of the most shocking things in the documentary was the idea that if Matthew had just stayed quiet about being gay, he would not have been hurt. No one should have to hide who they are just to avoid violence. No one should have to hide who they are just to be safe. In the documentary, President Bill Clinton, responding to Matthew’s death, said, “I hope that in the grief of this moment and in the shared outrage across America, Americans will once again search their hearts and do what they can to reduce their own fear and anxiety and anger at people who are different.” In a world still struggling with discrimination, his words remain relevant. (Kaufman, 2002)
This is why learning about gender diversity is so important. Small actions such as using the right pronouns or respecting someone’s identity can make a profound difference. Hate crimes like what happened to Matthew Shepard don’t come out of nowhere—they happen because people are raised in environments where hate and discrimination are seen as normal. Education and awareness can help change that. If more people understood and accepted gender diversity, the world would be a much safer, kinder, and compassionate place.
Students exploring gender identity
Teachers play an important role in making sure that all students feel safe and respected in school, especially when it comes to gender-diverse students. Gender identity is how someone feels about their own gender, whether they identify as male, female, transgender, nonbinary, or something else. Gender expression is how a person shows their gender through things like their clothes, voice, and behavior. “Gender diverse students often report feeling unsafe at school, avoiding gender specific spaces (e.g., restrooms), and experiencing harassment at school. Gender diverse students indicate that they rarely report discriminatory incidents, and those who do feel unprotected.”(APA 2021) These issues can affect their mental health and academic performance. Teachers can help by using inclusive language, respecting students’ identities, and making sure that the classroom is a safe space for everyone. It’s also important that teachers don’t make assumptions about students based on their appearance or force students to share their gender identity before they’re ready. In virtual classrooms, some students may feel even more limited in expressing themselves, so teachers need to be extra mindful ensuring students have opportunities to share and engage in ways that feel comfortable, whether through chat, video, or other online tools. By creating a respectful environment and supporting gender-diverse students, teachers can help everyone feel comfortable and accepted.
2023 U.S. National Survey on the Mental Health of LGBTQ+ Young People
According to the Trevor Project’s 2023 U.S. National Survey on the Mental Health of LGBTQ Young People, LGBTQ students face unique challenges, including higher rates of suicide risk and difficulties accessing mental health care. These findings not only highlight the urgent need for affirming environments but also show how teachers and school communities can directly impact the mental health of LGBTQ students. Understanding these challenges helps underscore the importance of taking action to support these students in every way possible, both in and out of the classroom. The survey found that 41% of LGBTQ young people seriously considered suicide in the past year, with even higher rates among transgender, nonbinary, and LGBTQ youth of color. (Trevor Project, 2023) This highlights how harmful discrimination and harassment can be to their mental health. The survey also revealed that more than half of LGBTQ young people who wanted mental health care couldn’t get it, which makes it even harder for them to cope. However, the survey also points out some ways to help, like creating affirming spaces and respecting pronouns. Transgender and nonbinary young people who had their pronouns respected by everyone in their home had lower suicide rates, and those who felt their school was gender-affirming had better mental health. This shows how teachers can play a significant role in making students feel safe and supported. Teachers can help by using inclusive language, respecting students’ identities, and making sure everyone is valued and treated with respect. With so many anti-LGBTQ policies and attacks happening right now, it’s more important than ever for teachers to create a space where LGBTQ students feel accepted and can get the support they need.
Should kids learn about LGBTQ issues at school?
Debates surrounding the teaching of gender identity, sexuality, and race have created a growing divide, influencing both classroom discussions and the mental health of students. According to recent surveys, many teachers avoid discussing LGBTQ+ issues in their classrooms, with a significant number of educators believing that these topics shouldn’t be taught at all. In contrast, issues of race and racism are more frequently discussed and generally more accepted by both teachers and the public. This split is impacting how students experience their education, particularly those from marginalized communities who need these affirming conversations to feel seen and supported. Furthermore, the pressure from political and parental influences has led many teachers to self-censor, avoiding potentially controversial topics to prevent confrontations. A survey conducted last year with 1,500 teachers revealed that two-thirds of them decided on their own how to restrict how they discussed social and political topics in their classrooms. These restrictions, whether formal or informal, limit the ability of educators to create the open and inclusive spaces that LGBTQ+ and other minority students need to thrive. The divide is also evident in the wider public opinion, with Democrats supporting the teaching of diversity and inclusion, while Republicans tend to oppose teaching LGBTQ+ issues to younger children. Nearly three-quarters of Democrats support teaching kids to embrace differences, compared to just over a third of Republicans. This belief strongly influences views on discussing race, gender, and sexuality in classrooms. “There was broad support for parents having the right to opt their child out of certain lessons, but when researchers prompted respondents to consider downsides, such as their child missing out on the opportunity to learn critical thinking skills, support fell.” (Meltzer and Belsha 2024)While these divides are difficult to bridge, it’s clear that fostering an environment where students can learn about their identities and the world around them is essential for their emotional well-being and academic success. It is crucial that we push for a more inclusive education system, one that supports all students in feeling safe, respected, and valued. By embracing diversity in the classroom, we not only empower students to be their authentic selves but also prepare them to thrive in a diverse society, fostering empathy, tolerance, and understanding for future generations.
This space is where I dive into important topics surrounding education, inclusion, and creating safer, more supportive spaces for all students. I hope to inspire change and spark conversations.
This week’s blog is all about the importance of home and school connections. In Part One, I’ll reflect on the articles and videos we explored in class, as well as my experience attending a Board of Education meeting. In Part Two, I’ll share my plan for how I intend to communicate with families when I become a teacher.
