DEI is not a quota system At its core, DEI in education is simple: every student deserves a fair shot, a safe classroom, and a real sense that they belong there. That is it. Not special treatment. Not lowered standards. Not “meritless quotas.” Just a commitment to making sure opportunities are not quietly reserved for a narrow slice of students while everyone else fights for scraps. When DEI is implemented well, it shows up as: Curriculum where more students actually see themselves reflected and respected. Classrooms where belonging is treated as a prerequisite for learning, not a nice-to-have. Systems that notice who keeps getting left out and choose to fix that, not explain it away. That is not fringe ideology. That is basic educational integrity. The “DEI equals quotas” talking point is convenient because it sounds like a defense of excellence while actually defending the status quo. Research on teacher and leader diversity shows that when students learn from adults who share or respect their identities, their academic achievement, engagement, and graduation rates go up. The bar doesn’t drop. The bar stays where it should be, and more students finally get a real chance to clear it. The Black airline pilot example matters here. A Black pilot must pass the same exams, the same flight hours, the same safety checks as a white pilot, and often does so under more scrutiny and second-guessing. DEI policies do not hand over the cockpit. They open a door that has been historically kept shut so that a qualified candidate can even get to the runway in the first place. Bad DEI is real. It’s just not the whole story. People have had bad experiences under the banner of DEI. Some have walked out of staff trainings feeling shamed, lectured, or reduced to a stereotype. Some kids have been handed simplistic, fear-based lessons about identity that made them feel exposed or labeled instead of empowered and understood. Those stories are real. They deserve to be heard. But a few missteps or poorly designed programs do not invalidate the core aim of DEI any more than a harsh coach invalidates the value of sports, or a bad doctor proves medicine is a scam. When DEI goes wrong, it is usually because: It leans on blame instead of responsibility. It centers performative optics over real inclusion. It treats students and staff as problems to be fixed rather than humans to be understood. Those are design and implementation failures, not proof that equity and inclusion are inherently harmful. The work is to fix what is broken, not dismantle the whole effort and pretend inequity will magically sort itself out. The “yours or mine” worldview The loudest backlash against DEI rests on a scarcity story: if “they” get more, “you” will get less. If we expand access, your child will lose. If we talk about race, gender, ability, or class, someone must be getting attacked. This zero-sum lens is not new. It has shown up in every chapter of social progress: school desegregation, women entering professions, protections for students with disabilities, bilingual education, and more. Each time, the pattern repeats: Someone insists that expanding opportunity will destroy standards. A handful of sensationalized stories get pushed as “proof.” The deeper, quieter reality of kids thriving in more inclusive environments gets ignored. The vibrant diversity of a democracy has always been a strength, not a liability. Diverse classrooms push students to think more critically, listen more carefully, and collaborate across differences. Those are not “soft skills.” They are the exact skills needed to navigate a world that is already multicultural, interconnected, and complicated. Rebranding or telling the truth Right now, many districts are quietly swapping out terms: “DEI” becomes “belonging,” “culture and climate,” “student success,” “character,” or “life skills.” And in some communities, that is a necessary survival strategy. People are trying to keep good work alive without painting a target on their backs. That is understandable. But there is a cost when educators feel they must hide what they are actually doing. It reinforces the lie that equity work is something shameful, fringe, or dangerous. It signals to kids who are already marginalized that their realities are controversial topics to tiptoe around, not truths that deserve care and clarity. There is another path: Name the misconceptions clearly. Refuse to accept bad-faith narratives as the frame for the conversation. Root every explanation in what students need and what the evidence shows. If someone is upset because they misunderstand DEI, the answer is not to quietly erase the word and hope the storm passes. Sometimes the answer is to step into the discomfort and say, “Here is what this actually is. Here is what it is not. Here is why it matters for your child.”

The right support, at the right moment, can make all the difference in a young person’s life. That’s where dedicated school counselors come in, and the research proves it. Kathy Pelzer, a founding member of the California Association of School Counselors, has seen it first hand throughout her career. Schools with a full-time counselor see improved attendance, higher graduation rates, and more students heading to college. It’s not just about academic advice; having a trusted adult on campus who really knows the students means someone is there to notice early warning signs, offer help in a crisis, or guide tough conversations about peer pressure, bullying, or mental health. In comparison, one-off interventions such as sporadic assemblies or guest speakers rarely have a lasting effect. Kids need consistency, not quick fixes, and this shows in the data. When the counselor-to-student ratio is low—ideally 1:250—students benefit across the board. One widely cited study found that adding just one more high school counselor increased college attendance rates by up to ten percentage points for that school. That’s not just a stat on a spreadsheet; it’s hundreds of kids realizing new possibilities for their futures. Despite all this, there’s still no guarantee that every school has a counselor on staff. There’s no federal law requiring a counselor in every school, and plenty of states don’t mandate it either. Millions of kids, especially in underfunded areas, are asked to cope on their own or with only piecemeal support. Policymakers can change this. With such clear evidence that school counselors help students succeed—emotionally, academically, and personally—the question becomes, why don't we fund and require them in every school? These are not just numbers or policy points. This is about giving kids the tools to weather storms and discover their strengths. Legislators have a choice. The research is there; now it’s time to make it count for every student who walks through those doors.

Mike Johnson, a middle school counselor in California, shares his school's approach to engaging busy working families in their children's education. The solution? Bug 'em! But bug them with positivity, purpose, and a plan.

Educators may not wear capes, but the way they show up in students' lives makes them superheroes. Cher Kretz, a school counselor and voracious advocate, shares a story of how a small interaction made a big impact on a 3rd-grade student.

Dr. Loretta Whitson, Executive Director and leader of the California Association of School Counselors, shares a little note she received that reminds her of the impact she's made over 40 years in education, even when she can't recall it. This is the Legacy of Educators.

Anita Shirley, EdD, has many impactful stories to share from her career in education, but this story will inspire anyone to understand how important this job really is.

Every day, thousands of educators make profound positive differences for students across the nation and globe. This series, "Big Wins, Little Wins" features teachers, school counselors, and more sharing the impact they make. Alexis Goddard was named 2024 School Counselor of the Year by CASC, and shares a story of one particular student who's life trajectory was kept on track because of the power of school counseling, commitment and connection.

Students arrive at school with all of life’s complexities in tow, but so do their parents. Josh Godinez, school counselor and education leader, knows that support must go beyond students to create any real change. If we focus only on what’s happening for kids, we risk missing the struggles adults bring into the classroom environment—struggles that directly shape what those students carry. For Josh, the school building is just one part of the solution. It’s counselors, teachers, and administrators stepping up for youth, but there are other needs—often silent—that belong to parents and caregivers, too. When adults are stretched thin, isolated, or lacking support, that tension shows up in their kids’ lives at school. If a family is hurting, the student sits with that in every lesson and lunch break. The real measure of a healthy school? Whether the wider community steps in for families, not just students. That means building systems where: Parents and guardians are connected to practical resources—housing, food, job assistance. Schools are partnered up with local organizations who can fill gaps when kids or their parents need help. There’s no assumption that care stops with the school day; the “village” wraps support around everyone in it, adults included. You can’t ignore what families carry. As Josh asks, “Are we really doing a good job as a society in making sure that we’re providing?” Students and their parents need each other—and they both need a village at their backs.

Public education is a cornerstone of our democracy, but it’s facing real challenges right now. Jami Parsons, Deputy Executive Director of the California Association of School Counselors, emphasizes that we need to hold tight to the value of K-12 public education, even as debates swirl about what schools should teach and how they should operate. Educators are under more pressure than ever, juggling high expectations and responding to a growing range of student needs. In classrooms across the country, teachers are seeing the effects—students struggling with behavior, mental health, and uncertainty about the future. More and more, teachers are turning to school counselors for help. But there aren’t enough counselors and support staff to meet the demand. School counselors play a vital role in helping students navigate challenges, stay focused on their goals, and prepare for life beyond graduation. As pressure on public education increases, investing in strong counseling programs is more important than ever.

For many students, it’s easy to feel lost, unmotivated, or like you don’t fit in. At the start of middle school, Anya, a Southern California middle schooler, knew this feeling well. Anya’s counselor, Miss B, created a space where she could open up, share her worries, and truly be herself. Just having someone to listen made it easier for Anya to come to school each day. Stories like Anya’s show the real power of school counselors. They’re there when students need someone to talk to, when they need help finding their place, or when they just need to know they aren’t alone. For many students, a counselor’s support makes all the difference between struggling in silence and finding the confidence to thrive.

School counselors play a crucial role in student well-being that goes far beyond academics. Amber Thompson, a high school counselor in Southern California, says her goal is to make every student feel like “the one” when they walk into her office. Many students don’t feel seen, heard, or validated at home, and these basic needs are often more important than any academic issue. Research shows that students who feel supported and connected at school are more likely to succeed, both academically and emotionally. Counseling programs that focus on relationships, social-emotional skills, and genuine care lead to better attendance, higher graduation rates, and improved mental health. Simple acts—a smile, a hug, honest feedback—can make all the difference for a student who feels invisible. Amber’s approach is to meet students where they are, offer validation, and hold them to high standards, regardless of their background. In a time when many young people feel overlooked, school counselors are often the steady presence students need most.

Students bring their whole lives with them to school. Patty Taylor, a veteran teacher, elementary school counselor, and assistant executive director and treasurer of CASC, knows this firsthand. She’s spent decades in classrooms and counseling offices, witnessing the real stories behind the faces in every desk—family upheaval, trauma, and loss. The reality for educators is that you can’t address every challenge a child faces, but you also can’t pretend those challenges don’t exist. Ignoring them isn’t an option, not if you want students to learn and thrive. When students aren’t comfortable and emotionally supported, academic learning takes a back seat. This is where the profession of school counseling takes center stage. Long gone are the days of just schedule changes and college applications. School counselors across California and the country are leading the push for social and emotional health to be taken seriously in schools. The work isn’t easy. It demands empathy, awareness, and a willingness to speak up for students who might not have anyone else in their corner. But as Patty’s experience shows, it’s the foundation for any real progress in schools. So, pay attention to what students are carrying with them. Make space for their stories. And remember that real learning begins with real human connections.

Many families and educators want students to leave school ready to work with others, speak up for themselves, and handle real-world challenges. These are not extra skills - they are essential for life after graduation, whether a student chooses college, a job, the military, or something else. Jill Cook, Executive Director of the American School Counselor Association, spoke with AIT at the 2024 California Association of School Counselors conference about the barriers counselors face in teaching these skills. Even saying “social and emotional learning” is discouraged or restricted in some parts of the country. This puts counselors in a tough spot. They are asked to help students grow in ways everyone agrees are important, but sometimes must do so without naming the work directly. Instead of giving up, counselors have adapted. They might call these lessons “life skills” or “student standards.” The name changes, but the purpose stays the same. Counselors still teach students to manage emotions, work in teams, and make good decisions. The research is clear: students who learn these skills are more resilient and better prepared for life after high school. The challenge is even greater for students who are most at risk, like LGBTQ youth and students of color. These students face higher rates of mental health concerns and suicide attempts. When policies limit explicit support, counselors look for other ways to let students know they are not alone. Sometimes this means working quietly within the rules, sometimes it means finding creative ways to offer support. Educators and counselors often take on this work because they care deeply about helping students succeed. When new rules or politics make it harder to do their jobs, many respond by finding new paths forward. They build relationships, find allies, and keep looking for ways to help students feel seen and supported. What stands out is the persistence and commitment of school counselors. No matter what the rules say, they keep showing up for students. They know that helping students build real-life skills is not about a label or a buzzword. It is about making sure every student has the tools they need to succeed, even when the path is not straightforward. For more resources and support, the American School Counselor Association offers guidance at schoolcounselor.org.

The conversation around educator well-being was front and center at the 2024 California Association of School Counselors conference. Across the country, teachers, counselors, and school staff are being asked to serve as lifelines for students and families, often while quietly struggling with their own mental health. The challenge isn’t just about individual resilience; it’s about whether the education system itself is set up to support the people at its core. Ashley Kruger, an Educational Consultant with Hatching Results and a recognized leader in school counseling, captured this dilemma. She pointed out that while educators are expected to provide stability and care for students, they often lack access to the same supports and services for themselves. Many educators face barriers to mental health resources, whether due to time, stigma, or simply not knowing where to turn. The result is a stretched-thin workforce, expected to model resilience and self-regulation without the infrastructure to sustain it. One of the most important ideas to emerge from the conference was the need to move beyond “one and done” approaches to self-care. It’s common for schools to offer a week of wellness activities or a day of appreciation, but as many educators noted, these gestures, while appreciated, don’t address the deeper need for ongoing support. True self-care for educators isn’t about a single event or a temporary perk. It’s about embedding care into the daily fabric of school life, with districts investing real time and resources so that self-care becomes a regular, supported practice, not just an afterthought. There’s also a growing recognition that appreciation, while important, isn’t enough on its own. Feeling valued is meaningful, but it doesn’t automatically build the skills or resilience needed to navigate the daily challenges of teaching. Systemic change means creating space for educators to process stress, access mental health services, and participate in activities that genuinely restore their energy. This could look like a scheduled time for mindfulness, peer support groups, or professional development focused on well-being. The conversation also touched on the ripple effect of educator well-being. When teachers and counselors are supported, they are better able to show up for students, not just academically, but emotionally. A healthy, resilient staff models the very skills and attitudes that students need to thrive. Conversely, when educator self-care is neglected, it becomes harder to break cycles of burnout and disengagement. A key takeaway from these discussions is that educator self-care must be seen as a collective, systemic responsibility. It’s not just up to individuals to “try harder” to take care of themselves; schools and districts need to create environments where self-care is possible and prioritized. This shift requires leadership, investment, and a willingness to rethink how we define success in education. For those seeking practical guidance and evidence-based strategies, Ashley Kruger’s work with Hatching Results and her contributions to books like Hatching Tier Two and Three Interventions in Your Elementary School Counseling Program offer hands-on tools for building supportive school systems.

At the 2024 California Association of School Counselors conference, one of the main topics was how to create real, positive change in schools. Students are asking themselves if things will ever get better, or if school is just about surviving stress and disappointment. This mindset affects not just their academic performance, but also their motivation and mental health. During our interview at the conference, school counselor Cher Kretz pointed out that a shift in how we talk with students can make a meaningful difference. Instead of focusing only on what’s going wrong, she and others recommend asking students about what’s working, even if it’s something small. For example, a question like “What helped you get through yesterday?” can help students recognize their own strengths and see that improvement is possible. This approach, which is rooted in solution-focused counseling, is being used more widely to help students build hope and resilience. Many students don’t have an adult they feel comfortable turning to, so even small gestures from teachers or counselors, like checking in, listening, or offering encouragement, can have a big impact. Cher also emphasized that sometimes, a short conversation where a student feels heard is enough to help them feel less alone and more supported. The pressures students face outside of school, such as social media, family stress, and uncertainty about the future, were also part of the conversation. Schools are starting to respond by offering more mental health resources, providing quiet spaces for students to take a break, and making it easier to ask for help without embarrassment. Flexibility and understanding are becoming more important as schools recognize the range of challenges students bring with them each day. The overall message from the conference was that turning schools around doesn’t require dramatic, sweeping changes. Instead, it’s about small, consistent efforts: focusing on hope, building relationships, and celebrating small wins. When students believe things can get better and know someone at school cares about them, they’re more likely to stay engaged and succeed. For practical strategies and real-life examples, Cher Kretz shares advice and stories on her podcast, The Focused Mindset, and at TheFocusedMindset.com. You'll also benefit from her inspirational Ted X Talk and more.

In an age where information is at our fingertips, the disconnect between parents and the education system has never been more pronounced. As technology rapidly evolves, children are exposed to a wealth of information that often leaves parents feeling overwhelmed and underprepared. The challenge is clear: how do we equip parents with the tools they need to support their children’s education effectively? "We have to have a united front in front of the kids. It's kind of like when mom and dad have different parenting styles, the kids pick up on that and use that to their advantage. Well, if parents and teachers and educators aren't together, kids are going to pick up on that too, and it's not going to be a good thing in the classroom." - Nicole Vitto, School Counselor, ATS: Common Ground The reality is that many parents want to be involved but often feel lost in the complexities of the modern educational landscape. A study by the National Center for Education Statistics found that nearly 90% of parents believe that parental involvement is crucial for their child's academic success. Yet, many feel ill-equipped to engage meaningfully due to a lack of resources and guidance from schools. Parents today are juggling work, household responsibilities, and the demands of daily life, leaving little time to navigate the intricacies of their children's education. This disparity leads to a disconnect, where parents are unaware of the educational content their children are encountering online. Moreover, the rise of misinformation on the internet exacerbates parents' fears. Many are left questioning what resources they can trust. According to a 2021 report from the Pew Research Center, 64% of parents express concern about the accuracy of information their children find online. This anxiety can create barriers to effective communication between parents and educators, ultimately impacting students' learning experiences. To address these challenges, schools must prioritize providing parents with the necessary tools and information. Workshops, informational sessions, and open communication channels can empower parents to confidently engage with their children's education. Research from the Harvard Family Research Project indicates that when schools actively involve parents, students demonstrate higher academic achievement and improved behavior. Schools need to foster an environment where parents feel welcomed and included in the educational process. By creating a culture of collaboration, schools can ensure that parents and educators are working toward the same goals, ultimately benefiting the students. This partnership is vital; when parents are informed and engaged, they can reinforce what is being taught at school in their homes, creating a consistent message for students. Furthermore, investing in parent education can alleviate fears and misconceptions surrounding the educational system. When parents understand the curriculum and teaching methods, they can better support their children’s learning and development. As a result, children are more likely to thrive academically and socially, knowing that their parents and teachers are aligned in their approaches. The path forward is clear: by empowering parents with the tools and knowledge they need to support their children's education, we can create a more cohesive and effective educational system. This is not just about improving individual lives; it’s about investing in the collective future of our society. It’s crucial to recognize that parents are not just stakeholders; they are vital partners in the educational journey. By working together, we can ensure that every child has the support they need to succeed, paving the way for a brighter future for all. The goal is to create an educational environment where parents and educators collaborate seamlessly, providing children with the best possible foundation for their growth and development.

The term "equity" often sparks heated debates when it's brought up in the context of education, raising concerns among parents, educators, and policymakers. Many fear that focusing on equity might mean lowering standards or implementing unfair advantages. Luckily, these apprehensions usually stem from misunderstandings about what educational equity truly means and aims to achieve. At its core, educational equity is about ensuring every child has a fair opportunity to succeed, regardless of their background or circumstances. It's not about guaranteeing equal outcomes, but rather about providing the necessary resources and support to level the playing field. As noted by the National School Boards Association, "Educational equity means that every student has access to the resources and educational rigor they need at the right moment in their education, regardless of race, gender, ethnicity, language, disability, family background, or family income." The reality of educational inequity in America is stark and rooted in systemic issues. School funding, largely based on local property taxes, creates vast disparities between districts. A 2019 report by EdBuild found that predominantly white school districts received $23 billion more in funding than districts serving mostly students of color, despite serving a similar number of students. These financial differences manifest in teacher quality, educational resources, and learning opportunities available to students. The COVID-19 pandemic has only exacerbated these pre-existing inequalities. According to a McKinsey & Company report, students in majority-Black schools ended the 2020-21 school year with six months of unfinished learning, compared to four months for students in majority-white schools. This widening gap underscores the urgent need for equitable solutions in education. Critics worry that focusing on equity might lead to a "race to the bottom" in academic achievement or result in reverse discrimination. However, research suggests otherwise. A study published in the American Educational Research Journal found that schools implementing equity-focused policies saw improvements in academic achievement across all student groups, not just those traditionally underserved. Addressing these inequities requires systemic change, but it doesn't mean compromising educational excellence. The Learning Policy Institute suggests several evidence-based strategies, including reforming school funding models, investing in early childhood education, providing comprehensive support services in underserved schools, and implementing culturally responsive teaching practices. As we move forward in this conversation, it's crucial to approach the topic with openness and empathy. Understanding that equity is about fairness and opportunity, not preferential treatment, can help alleviate fears and foster productive dialogue. The American Psychological Association emphasizes that "equity in education requires putting systems in place to ensure that every child has an equal chance for success." Equity in education isn't a zero-sum game. When we ensure that all students have the opportunity to reach their full potential, our society becomes stronger, our economy more robust, and our future brighter. As stated by the Economic Policy Institute, "Providing a high-quality education to all children is critical to America's economic future."

In the ongoing dialogue about Generation Z, a crucial voice often goes unheard – that of educators who work with these young people daily. Ashley Jaron, a high school teacher, offers a compelling perspective: "We blame the kids... But at the same time, we as adults are failing them in a lot of areas and then blaming them for our failures when we see the results." This insight challenges us to reconsider our approach to today's youth. Born between 1997 and 2012, Gen Z is navigating a world vastly different from the one we experienced in our adolescence. As Ms. Jaron points out, "We were given a safer country to live in... We didn't have cell phones the way they have cell phones." The statistics underscore the unique challenges facing this generation. A 2019 Pew Research Center study found that 70% of teens see anxiety and depression as major problems among their peers. This mental health crisis is exacerbated by constant connectivity and social media pressures. Dr. Jean Twenge, a psychologist studying generational differences, notes, "The biggest difference between Gen Z and other generations is in their mental health. They're much more likely to report symptoms of depression and anxiety". This observation aligns with Jaron's concern about the impact of our judgments on Gen Z's mental well-being. Despite these challenges, Gen Z demonstrates remarkable resilience and potential. A 2021 report by McKinsey & Company highlights that this generation is more ethnically diverse, better educated, and more tech-savvy than any before it. They're leading movements for social justice and creating innovative solutions to global problems. However, as Ms. Jaron reminds us, "Their brains are not fully developed. They're teenagers." This biological fact is often overlooked in our rush to judgment. Dr. Frances Jensen, author of "The Teenage Brain," explains, "The teenage brain is only about 80 percent of the way to maturity. Their frontal lobes are not yet fully connected". Ms. Jaron's call to action is clear: "I wish everyone would see that someone raised them and it was us. And this is the result and we owe it to them to fix it." This statement underscores our responsibility to provide support and understanding, rather than criticism. To truly support Gen Z, we need to: 1. Invest in mental health resources in schools and communities. 2. Adapt educational curricula to include digital literacy and emotional intelligence. 3. Create open dialogues to understand and address their unique challenges. 4. Recognize and nurture their potential instead of focusing on perceived shortcomings. As we move forward, it's crucial to heed the words of both educators like Ms. Jaron and researchers studying this generation. By shifting our perspective and taking concrete action, we can help Gen Z navigate their complex world more effectively. After all, as Ms. Jaron poignantly states, "We're never going to see their full potential because they're not going to believe they have it." It's time we change that narrative.

Kids don’t often go out of their way to express deep feelings, so when they do, we must seize the opportunity for connection and community building! One day, Teresa Campbell, a middle school teacher at North Parkway Middle School in Jackson, TN, noticed her students were unusually emotional and distracted. Rather than pushing forward with her lesson plan, she made a pivotal decision: to stop teaching and start listening. This choice underscores a fundamental yet often overlooked principle in education: the power of listening. By simply listening, Teresa transformed not just the culture of the classroom but also created space for learning to truly bloom. Modern neuroscience reveals why making room for connection and creating space for vulnerability and expression is so powerful. When teachers truly listen, they engage more than just the auditory parts of the brain; they activate neural pathways linked to empathy and emotional processing. According to research from the University of California, Berkeley, creating an environment where students feel safe to express their emotions can significantly reduce anxiety and stress levels. This reduction in stress allows students to be more open to learning, fostering a deeper connection to the material and to each other. The benefits of fostering connection in the classroom are backed by solid research. A study published in the Journal of Educational Psychology found that classrooms where teachers prioritize listening and connection see better student engagement, improved behavior, and higher academic achievement. By paying attention to their students’ emotional needs, teachers gain valuable insights into the challenges they face, allowing them to tailor their teaching more effectively. Listening is also crucial for building an inclusive classroom environment. This is especially vital in diverse settings where students might feel marginalized. When educators make space for students to share their experiences and emotions, it bridges cultural and social gaps, fostering a more supportive and harmonious learning atmosphere. This approach helps students feel respected and understood, enhancing their willingness to participate and engage. To effectively integrate listening into the classroom, teacher training programs need to emphasize interpersonal skills and emotional intelligence. All It Takes Professional development workshops can equip educators with strategies for creating these connections, such as open-ended questioning and reflective feedback. Additionally, educational policies should support smaller teacher-to-student ratios and encourage the use of teaching aids that allow teachers to focus more on individual students. This ensures that teachers can respond to students' needs in real-time, rather than being confined to rigid lesson plans. Ms. Campbell’s experience with her classroom, in only her first year as a teacher, is a powerful reminder of the transformative power of noticing and responding to what students need in the moment. By making connection and listening a priority, educators can enhance learning outcomes, support students' emotional well-being, and create a nurturing educational environment. Moving forward, let’s champion the cause of paying attention to our students, ensuring that every student not only learns but feels genuinely heard. Life is messy, and sometimes the best teaching happens when we pause to truly listen and engage in real discussions.

School finance is notoriously complex. As Justine Fischer expresses, "Do you know how complicated school finance is to get anything done? It shouldn't take 25 different regulations to pay the electric bill." Her frustration truly captures a widespread challenge in education systems nationwide—balancing the necessity of regulation with the pressing need to focus on student learning. The layers of regulations governing school finances were largely instituted as responses to past mismanagement and legal challenges. While these rules aim to ensure transparency and accountability, they also come with a significant downside: they can divert attention from educational goals. Educators find themselves mired in paperwork, struggling to navigate a sea of bureaucratic requirements that can seem disconnected from the classroom. Research reveals the extent of this bureaucratic burden. According to a report by the Center for American Progress, administrative tasks consume about one-third of a school's budget—funds that might otherwise be directed towards enhancing student learning experiences. Moreover, educators spend countless hours on compliance tasks that could be spent teaching, planning lessons, or engaging with students. The question then arises: Could these processes be simplified without compromising accountability? Many experts believe so. Streamlining administrative procedures can free up resources—both time and money—for direct educational purposes. For example, integrating technology and automating certain financial operations could reduce the manual workload and minimize errors, making the system both efficient and transparent. Prioritizing children in the educational ecosystem means reassessing how administrative tasks impact teacher availability and student interaction. Schools need to ensure that administrative necessities do not overshadow the fundamental goal of education—enhancing student learning. Advocates argue for a shift in focus from stringent compliance to flexible policies that empower educators to make decisions best suited for their students' growth. This conversation about school finance reform is part of a larger dialogue on how to optimize educational environments. It ties into broader discussions about educational equity, resource allocation, and the effectiveness of current educational policies. As education systems evolve, finding the right balance between necessary oversight and operational efficiency remains a key challenge. Reevaluating and potentially simplifying the regulatory framework around school finances could have far-reaching benefits for educational quality and efficiency. By reducing the administrative load, we can redirect energies towards what truly matters: providing students with the quality education they deserve. As the educational community continues to debate these issues, the ultimate goal remains clear—putting children first, and ensuring they receive the attention and resources necessary to thrive in an increasingly complex world.

In today’s educational landscape, the ability to engage in meaningful debate is not just beneficial—it's essential. Dr. Raghu Appasani highlights a concerning trend: our growing hesitation to engage in open discourse. This hesitancy threatens to undermine our educational foundations, stalling personal growth and innovation. Debate equips students with the tools to analyze complex issues, understand diverse viewpoints, and articulate their thoughts clearly. These skills are foundational not only for academic success but for lifelong learning and effective citizenship. Dr. Appasani reflects on his high school debate experiences, pointing out how defending ideas he didn't initially support broadened his perspective and deepened his understanding of others. Rigorous academic research underscores the value of debate in education and these studies indicate that students who engage in debate show improved critical thinking skills, are more adept at problem-solving, and possess a greater ability to empathize with others. These are not just academic advantages but are qualities that students carry into their future careers and personal lives. The digital age brings unparalleled access to information but also new challenges in how we communicate. The risk of public backlash on social media can make students reluctant to express unpolished ideas. Dr. Appasani stresses the importance of creating safe spaces in educational settings where students can explore and debate ideas without fear of retribution or ridicule. At All It Takes, we believe it is imperative for educators to integrate structured debate into curricula, providing frameworks that encourage respectful and productive discussion. Schools should aim to cultivate environments where mistakes are seen as a natural part of learning. This approach will help students become not only better learners but also more thoughtful and considerate individuals. We have a responsibility to encourage a culture of curiosity and open-mindedness. Let’s champion the cause of debate and discourse in our educational systems to prepare a new generation of thinkers, leaders, and innovators. Join us in this vital mission to ensure that our students are equipped to face the complexities of the world with confidence and compassion.

There is a lot of controversy surrounding social and emotional learning, which is often due to misunderstandings, assumptions, and fear. Dr. LaDonna Braswell, who is an exceptional principal at North Parkway Middle School in Jackson, TN, specializes in community building and social and emotional literacy. Could the implementation of social and emotional learning in schools can lead to a future with less violence? According to real-life experience AND research across social sciences, the answer is a resounding YES!

Meet Mia, a high school student who is transforming her school's leadership landscape. Discover her inspiring journey from joining the Latino Youth Leadership Group to becoming a vocal advocate for her community. Mia shares how she became the representation she never saw growing up, and why it's crucial for voices like hers to be heard in decision-making spaces. Her insight highlights the importance of involvement and representation in shaping not just school policies but also broader community and national discussions.

Andrew Walanski believes that choosing love over fear can change education and society beyond it. Inspired by Gregory Boyle's approach to humanizing gang members in their recovery, his message suggests a shift towards kindness and empathy in schools and discipline. It doesn't mean there aren't consequences, but the form they take must shift for the education system to make meaningful headway in addressing these issues. Here's a straightforward look at why love matters in learning.

Julienne Ho, parent, All It Takes board member, and general rockstar, discusses the landscape of observable differences along racial and socio-economic lines and the pressure parents go through in approaching these topics with their growing children. Jules encourages bold and brave honesty, so those who are focused on a better tomorrow will find and inspire each other. If we don't answer their questions truthfully, they'll seek answers elsewhere. As a parent or educator, what's your approach to discussing loaded differences with youth?

Compassion is empathy in action! All It Takes are simple acts of understanding and grace. Christina Fitzgerald is the Director of Curriculum and Instruction for a school district in California and an influential advocate for her teachers to embrace the human side of their jobs. Following up with students on their 'off' days is vital, because the behavior can never be truly addressed without addressing the root cause. Plus, by staying curious, you're modeling compassion and authenticity, which students are craving. A brilliant education is only possible through brilliant human connection!

Cathy Flores, Principal of an alternative high school in California and senior director of Diversity, Equity, Inclusion, & Belonging, talks about the complexities educators of color navigate on their campuses and throughout their careers. Shining a light on the added responsibilities these educators bear in educating their peers about cultural sensitivity and inclusivity, Cathy brings to light the silent, heavy, and unrecognized burdens they carry. A collective effort towards recognizing these challenges and actively working towards an educational environment that values and supports diversity at its core is necessary at this moment to meet the social crisis facing our society. What are you doing in your community to center those most marginalized? Let us know!