Philadelphia, PA (PRWEB) October 28, 2004 -- The United States faces a national crisis regarding the health and welfare of today’s youth. Rising rates of obesity and Type-2 Diabetes are a reality for far too many children, and subsequently their present and future health is at risk.

School physical education programs and cafeterias also experience great difficulty combating the health crises faced by their youth.

FLY Fitness (Fitness as a Lifestyle for Youth), an all-around fitness and nutrition program geared towards teenagers, officially launched in September 2004 with its first program being conducted at Abington Friends School in Pennsylvania.

Read more >>>

Source: NASSP

Child development experts say that physical and behavioral changes that would have been typical of teenagers decades ago are now common among "tweens"—kids ages 8 to 12. The shift that's turning tweens into the new teens is complex—and worrisome to parents and some professionals who deal with children. They wonder if kids are equipped to handle the thorny issues that come with the adolescent world. FoxNews.com, 11/25/06

 

 

 

 

 

 

Please note:  Florida has very broad public records law.  Your e-mail communications may therefore be subject to public disclosure.

This report presents 11 years of data from 1994 to 2005 (no survey was
conducted in 2004) on Internet access in U.S. public schools by school
characteristics. It provides trend analysis on the percent of public
schools and instructional rooms with Internet access and on the ratio of
students to instructional computers with Internet access. The report
contains data on the types of Internet connections, technologies and
procedures used to prevent student access to inappropriate material on
the Internet, and the availability of hand-held and laptop computers to
students and teachers. It also provides information on teacher
professional development on how to integrate the use of the Internet
into the curriculum, and the use of the Internet to provide
opportunities and information for teaching and learning.

Download, view, and print the report as a pdf file.

http://nces.ed.gov/pubs2007/2007020.pdf

PDF File(689KB)

Violent video games leave teenagers emotionally aroused

Today, November 28, 2006, 18 hours ago

Read More >>>

CHICAGO, Nov. 23 — On weekdays, during what are normal school hours for most students, the Billings children do what they want. One recent afternoon, time passed loudly, and without order or lessons, in their home in a North Side neighborhood here.

Hayden Billings, 4, put a box over his head and had fun marching into things. His sister Gaby, 9, told stories about medieval warrior women, while Sydney, 6, drank hot chocolate and played with Dylan, the baby of the family.

Read more >>>

Today, November 22, 2006, 16 hours ago

by Andy Carvin, 10:40AM

Last week a Washington state school district announced an ambitious plan to put its entire curriculum online for public access. They’re one of the first K-12 districts to follow the lead of higher education’s open courseware movement, which is changing the way the world accesses educational knowledge. Read more >>>

Subject: NEW REPORT! - Academic Pathways, Preparation, and Performance:
A Descriptive Overview of the Transcripts from the High School
Graduating Class of 2003-04

This report uses transcript data from the Education Longitudinal Study
of 2002 (ELS:2002) to provide nationally representative information
about the level of academic preparation the high school graduating class
of 2003-04 had when leaving high school. The report supplies a brief
examination of the coursetaking patterns of 2003-04 graduates, with a
focus on their participation in mathematics, science, and Advanced
Placement/International Baccalaureate courses. Additionally, the report
links these coursetaking patterns with test achievement in mathematics,
grade point average, and expectations for future educational attainment.
Major findings in the report are that: the high school graduating class
of 2003-04 earned an average of 25.8 course credits (measured in
Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of
the class earned at least a credit in Advanced Placement or
International Baccalaureate courses. Among the graduates, 5 percent got
no further than basic math or pre-algebra courses, 45 percent completed
at least algebra I or II, 36 percent completed at least one
trigonometry, statistics, or precalculus course, and 14 percent
calculus, as their highest level mathematics in high school. Ninety one
percent of graduates who completed an academic curriculum and 46 percent
of students who completed an occupational curriculum demonstrated
mastery at proficiency level 3 on the ELS:2002 12th grade mathematics
assessment, which is simple problem-solving, requiring low-level
mathematical concepts.

To download, view and print the publication as a PDF file, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007316

------------------------------------------------

By visiting Newsflash you may also sign up to receive information from
IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of
all activities within the Institute of Education Sciences (IES).

To obtain hard copy of many IES/NCES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827
(877-4-EDPUBS).
------------------------------------------------

Go Ahead, I Dare You
A new study asks why teenagers do stupid and dangerous things. The answers might surprise you.

Read more >>>

To give homework, or not; that's the debate that's been written and talked about extensively in this e-mail before. Post columnist Jay Mathews writes that the case against homework is a weak one. "Improving homework quality is not the same thing as abolishing it. It is better to fix a broken clock than give up trying to tell time."

The deadline for the Florida State Schools of Character application has been extended to December 18! Learn about this exciting new award for Florida schools and districts at www.character.org/ssoc <http://www.character.org/ssoc> or on The Golden Rule Foundation’s website at www.DoUntoOthers.net (then click on SSOC).
 
National Schools of Character (NSOC)
Every year, the Character Education Partnership (CEP) names 10 public and private schools and districts (K-12) as National Schools of Character (NSOC) for their outstanding work in character education. The purpose of the awards program is to honor these exemplars, showcase their work, and help them to inspire and lead others.
 
State Schools of Character (SSOC)
Through a grant from the John Templeton Foundation, CEP has expanded the NSOC program to include State Schools of Character (SSOC). Thirteen states, including Florida, are conducting SSOC competitions to allow  more schools and districts to be recognized and to provide exemplary sites within states to serve as models for other educators.
 
SSOC a Step to NSOC
State Schools of Character award recipients are eligible to be nominated by their state for the NSOC competition. In 2007, NSOC award recipients will receive a $20,000 grant: $10,000 to enhance their program and $10,000 to provide outreach to other educators through workshops and mentoring.

TALLAHASSEE - (AP) -- School districts will lose $204 million in state assistance because statewide enrollment increased by fewer than 500 students this year, far below the projected growth rate, Florida education officials said today. Read more >>>

College Goal Sunday is approaching! Florida will host College Goal Sunday at 47 sites around the state in approximately 40 counties on February 25, 2007. For a list of sites and site contacts, please visit www.fldoe.org/collegegoalsunday . If you feel that you can be of assistance to the local site coordinators in your area in planning the event, please do not hesitate to contact them.

College Goal Sunday was designed to help dispel the idea that higher education is too expensive. Research shows that families see the high cost of college education as the main barrier between them and a degree, even though tens of millions of dollars in various forms of financial aid are available to students. The simple fact is many families-particularly minority, low income, and first generation college students - are not applying for those funds. These students and their families need two things: First, they need to receive more information about the availability of financial aid, and second, they need expert assistance in filling out the required paperwork.

At Florida College Goal Sunday, financial aid professionals and others will volunteer to help families complete the Free Application for Federal Student Aid (FAFSA) and learn about the financial aid process. Please pass this very important information along to the students that you work with on a daily basis. I have attached fliers in English, Spanish, and Creole for you to post at your local high schools. Please let me know if you have any questions.

Amy Albee
Coordinator of Outreach and Access
Division of Community Colleges and Workforce Education
Florida Department of Education
(850) 245-9488

NEW YORK, Aug. 24, 2001

(CBS) Parents of college freshmen face a rite of passage this fall when
they take their sons and daughters to campus for the first time.

http://www.cbsnews.com/stories/2001/08/24/backtoschool/main308005.shtml

Collection of links to material about phobias, which are known as anxiety disorders in extreme cases. Topics include treatments and coping, specific conditions (such as social phobia), related issues (such as panic disorders and agoraphobia), and fears and phobias in children and teens. From the National Library of Medicine (NLM) and the National Institutes of Health (NIH).

URL: http://www.nlm.nih.gov/medlineplus/phobias.html

JUVJUST OJJDP's E-mail Information Resource<http://www.ojjdp.ncjrs.gov/images/juvjust_comp2_sm.jpg>

DOJ Sponsors National Methamphetamine Awareness Day

On November 7, 2006, the U.S. Department of Justice <http://www.usdoj.gov/> issued the following the following press release <http://www.usdoj.gov/opa/pr/2006/November/06_opa_754.html> :

Washington-The Department of Justice today announced that it will sponsor National Methamphetamine Awareness Day <http://www.usdoj.gov/methawareness/nationalday.htm> on Nov. 30, 2006, in order to generate awareness <http://www.usdoj.gov/methawareness/> about the damaging effects of meth abuse on individuals, families and American communities. Education and public outreach are at the heart of the national drug control strategy, and National Methamphetamine Awareness Day will play an important role in highlighting the nationwide efforts to increase awareness and decrease demand of this highly addictive and dangerous drug.

As part of National Methamphetamine Awareness Day, Attorney General Alberto R. Gonzales will host a national event with federal, state, local and community leaders to discuss the broader impact that meth production and use is having on our communities. Across the nation, U.S. Attorneys, along with state and local leaders, will coordinate a variety of educational events targeting their specific communities.

National Methamphetamine Awareness Day is a coordinated effort not only to reach potential meth users with a message of prevention, but also to educate current users about the programs available to them. In order to increase the impact of this message, the Department is partnering with a number of federal, state and local governments, as well as with private sector and non-profit entities, including: the U.S. Department of Labor; U.S. Department of Health and Human Services; U.S. Department of Interior; Office of National Drug Control Policy; the Drug Enforcement Administration; the Partnership for a Drug-Free America; Boys & Girls Clubs of America; Community Anti-Drug Coalitions of America; Fraternal Order of Police; National District Attorneys Association; National Association of Attorneys General; Inter-Association Task Force on Alcohol and Other Substance Abuse Issues; American Council on Education; National Association of Student Personnel Administrators; American College Health Association; Association of Fraternity Advisors; and the National Panhellenic Conference.

As part of our ongoing effort to combat meth use, the Department of Justice created a model methamphetamine educational presentation that is available to the public to be used by law enforcement, community groups and local leaders in addressing meth use in their communities. The educational presentation is posted on the Department's new meth Awareness Web site: http://www.usdoj.gov/methawareness.

For more information about National Methamphetamine Awareness Day and how to get involved in your community, contact the U.S. Department of Justice's Office of Public Affairs at 202-514-2007 or visit http://www.usdoj.gov/methawareness.

-----------------------------------------------------
The Office of Juvenile Justice and Delinquency Prevention <http://ojjdp.ncjrs.gov/> is a component of the Office of Justice Progams <http://www.ojp.usdoj.gov/> in the U.S. Department of Justice <http://www.usdoj.gov/> .

Subscribe <http://puborder.ncjrs.gov/listservs/subscribe_JuvJust.asp> or unsubscribe <http://puborder.ncjrs.gov/listservs/Unsubscribe_JUVJUST.asp> to JUVJUST.
Visit the OJJDP Web site at http://www.ojp.usdoj.gov/ojjdp.

The Department of Education has issued the following memorandum regarding the Florida Comprehensive Assessment Test® (FCAT) Concordant Scores for Meetintg High School Graduation Requirements.  The memorandum may be viewed at:


   http://info.fldoe.org/docushare/dsweb/Get/Document-4059/fcat_highschlrq.pdf

The Department of Education recently released a tool kit for Hispanic families that includes a variety of resources to help students succeed in school. The tool kit was developed with guidance from over 1,800 Hispanic parents at Parent Information and Resource Centers across the country and is available in both English and Spanish.
www.ed.gov/parents/academic/involve/2006toolkit/

Research Digest: Approaches to Parental Involvement for Improving the Academic Performance of Elementary School Children in Grades K-6
Chad Nye, Herb Turner and Jamie Schwartz summarize their report on the most dependable evidence on the effect of parental involvement intervention programs on improving the academic performance of elementary school age children. The digest shows that parent involvement has a positive and significant effect on children's overall academic performance.
www.gse.harvard.edu/hfrp/projects/fine/resources/digest/approaches.html

Full Report
You can find the full report on which the research digest is based on the Campbell Collaboration website at the link below.
campbellcollaboration.org/doc-pdf/Nye_PI_Review.pdf

Public release date: 13-Nov-2006
[ Print Article | E-mail Article | Close Window ]

Contact: Wray Herbert
wherbert@psychologicalscience.orf
202-783-2077
Association for Psychological Science

Adolescents, risks and the pitfalls of rationality

Is it a good idea to swim with sharks? Is it smart to drink a bottle of Drano? What about setting your hair on fire -- is that a good thing to do?

People of all ages are able to give the correct answer (it's "no," in case you were wondering) to each of these questions. But adolescents take just a little bit longer (about 170 milliseconds longer, to be exact) to arrive at the right answer than adults do. That split second may contain a world of insight into how adolescents tick -- and how they tick differently from adults.

A major new report by Valerie F. Reyna (Cornell) and Frank Farley (Temple University), "Risk and Rationality in Adolescent Decision Making," in the journal Psychological Science in the Public Interest, summarizes the present state of psychological science research on decision making, on why adolescents make the (sometimes bad) decisions they make, and on how interventions may be better designed to steer young people toward better choices.

It is often believed that adolescents think they are immortal, just plain invulnerable to life's slings and arrows. This notion is often used to explain why young people are liable to drive fast, have unprotected sex, smoke, or take drugs -- risks that adults are somewhat more likely to shy away from.

Research shows that adolescents do exhibit an optimistic bias -- that is, a tendency to underestimate their own risks relative to their peers. But this bias turns out to be no more prevalent in adolescents than in grownups; adults commit the very same fallacy in their reasoning. And actually, studies on perception of risks by children, adolescents, and adults show that young people tend to overestimate their risks for a range of hazards (including car accidents and sexually transmitted diseases such as HIV/AIDS), both in absolute terms (i.e., as compared with actual risks) and relative to adults. Their estimation of vulnerability declines rather than increases with age.

So why do adolescents take risks? Decision research answers this with another counterintuitive finding: Adolescents make the risky judgments they do because they are actually, in some ways, more rational than adults. Grownups tend to quickly and intuitively grasp that certain risks (e.g., drunk driving, unprotected sex, and most anything involving sharks) are just too great to be worth thinking about, so they don't proceed down the "slippery slope" of actually calculating the odds. Adolescents, on the other hand, actually take the time to weigh risks and benefits -- possibly deciding that the latter outweigh the former.

So adolescents engage in just the sort of calculations -- trading off risks against benefits -- that economists wish that all people would make. But economists notwithstanding, research is showing more and more that a faster, more intuitive, less strictly "rational" form of reasoning that comes with increased experience can often be more effective. Mature or experienced decision makers (e.g., experienced vs. less experience physicians) rely more on fuzzy reasoning, processing situations and problems as "gists" rather than weighing multiple factors and evidence. This leads to better decisions, not only in everyday life but also in places like emergency rooms where the speed and quality of risky decisions are critical.

These counterintuitive conclusions about the decision-making processes of young people have major implications for how to intervene to help steer them in the right direction. For example, interventions aimed at reducing smoking or unprotected sex in young people by presenting accurate risk data on lung-cancer and HIV may actually backfire if young people overestimate their risks anyway. Instead, interventions should focus on facilitating the development of mature, gist-based thinking in which dangerous risks are categorically avoided rather than weighed in a rational, deliberative way.

Read the Report [link]. For more information, contact Valerie Reyna at vr53@cornell.edu.

Psychological Science in the Public Interest provides definitive assessments of topics where psychological science may have the potential to inform and improve the lives of individuals and the well-being of society. The Association for Psychological Science represents psychologists advocating science-based research in the public's interest.

Yesterday, November 11, 2006, 11:03:30 AM | BENEDICT CAREYGo to full article <http://www.nytimes.com/2006/11/11/health/psychology/11kids.html?ex=1320901200&en=6dac9008135af907&ei=5088&partner=rssnyt&emc=rss>
Increasing numbers of children are being treated for psychiatric problems, but naming those problems remains more an art than a science.
http://tinyurl.com/ybjfp9

On Saturday, Nov. 18, the American Foundation for Suicide Prevention (www.afsp.org) will sponsor its 8th Annual National Survivors of Suicide Day, reaching out to tens of thousands of people across the country who have lost a loved one to suicide. The day of nationwide conferences will connect survivors through a satellite and Internet broadcast, allowing survivors to share their experiences of loss.  The broadcast, which will offer emotional support to survivors and information about resources for healing, will feature a panel of survivors and mental health professionals. 

http://www.des.emory.edu/mfp/james.html#odds

Created by Professor Frank Pajares of Emory University, this site serves as an omnibus of information about the 19th century philosopher William James. Visitors only need to scroll down the site to examine all of the materials available here, which include a detailed chronology of James’ life, an essay on James’ time at Stanford by Albert Bandura, and of course dozens of essays and transcribed speeches by James himself. Perhaps one of the best features on the site is the complete text of James’ much-celebrated work “Talks to Teachers”. Of course, visitors will also find such favorites as “The Principles of Psychology” and “The Meaning of Truth”. [KMG]

SAT® Program

Test Day Reminders November 2, 2006


Dear Counselor, As the November SAT approaches, here are some tips that will help your students to do their best on test day. Also, you may find it helpful to download a student handout with similar information <http://click.collegeboard.com:80/12198263.51419.0.19170> . We hope these tips will be helpful to your students on test day! Sincerely, The College Board


Before Test Day
Make sure you have two No. 2 pencils and a soft eraser. A No. 2 pencil is required to answer the essay and the multiple-choice questions. Mechanical pencils are not allowed. Pens are not allowed.
Have your SAT Admission Ticket and acceptable photo ID ready. You will need your Admission Ticket <http://click.collegeboard.com:80/12198263.51419.0.21731>  and photo ID <http://click.collegeboard.com:80/12198263.51419.0.17049>  for admission to the test center.

Prepare snacks to bring with you. Although food or beverages cannot be opened in the test room, you may stow them under your chair or desk and consume them outside the test room during breaks. A healthy snack will go a long way in keeping you alert during the entire test.

Be well-rested and ready to go. Get a good night's sleep the night before the test and eat a good breakfast that morning.

Check to see if your test center is open. Visit www.collegeboard.com <http://click.collegeboard.com:80/12198263.51419.0.137>  on Friday for a list of test center closings. On Saturday morning, if there is bad weather in your area, tune into your local media (like you do for school closing announcements) to make sure that your test center has not been affected.

Plan ahead to arrive at the test center on time. Unless otherwise noted on your Admission Ticket, arrive at the test center no later than 7:45 a.m. Testing should start at approximately 8 a.m.

On Test Day
Give yourself plenty of time to get to the test center. Consider traffic, weather conditions, flat tires, and anything else that could slow you down.
Be sure to test at the center indicated on your Admission Ticket. Even if you're scheduled to test at a center that was not your first choice, you are only guaranteed admission to the test center listed on your Admission Ticket. Seating is very limited at other test centers.

Use breaks to eat or drink any snacks you have brought with you. You will have several breaks during the test. Use them to relax and eat a snack, so you can stay focused.

Make sure you use a No. 2 pencil. You must fill in the entire circle darkly and completely. If you change your response, erase it as completely as possible. It is very important that you follow these instructions when filling out your answer sheet.

Pace yourself during the test. Remember, each question counts the same. If you find yourself spending too much time on one question, move on to the next question.

Dear Students and Colleagues,

The United Negro College Fund Special Programs Corporation (UNCFSP) announces the release of our new, integrated registration and resume system at www.uncfsp.org/register  

Each year UNCFSP provides hundreds of thousands of dollars to support underserved and underrepresented populations, including minority institutions, faculty, and students.

Our new registration and resume system is your portal to these opportunities, including:

• Scholarships
• Fellowships
• Internships
• Grants
• Research Awards
• Employment
• Contract Work
• Professional Development
• Other Opportunities
  

By registering and providing your resume, you will receive the following:

• Automatic notification about open opportunities that match your level and interests
• Facilitated application process for any/all open opportunities
• Notification about professional development and other opportunities
• Quarterly newsletter
  
  
  Go to www.uncfsp.org/register now!  We currently have multiple open opportunities, and more are coming soon!  Winter/Spring is our main recruitment time for workforce development awards, including fellowships and internships.  We strongly encourage ALL students, faculty, and professionals to sign up now!    
  
  Questions?  Please contact us at registration@uncfsp.org 
  
  
  UNCF Special Programs Corporation | 2750 Prosperity Avenue | Suite 600 | Fairfax | VA | 22031

Fielding Partners With National Tutoring Assn. and Crossroads of Learning: New Standards in Certification to be Developed

For Immediate Release
Mary C. McGeachy (Rodheim Marketing Group)
mary@rodheim-marketing.com <mailto:mary@rodheim-marketing.com>
917.334.6813

(Santa Barbara, CA/ Lakeland, FL/ --- October 18, 2006) Fielding Graduate University announced today that they are partnering with The National Tutoring Association (NTA) and Crossroads of Learning to develop a series of online tutor training, certification, graduate and professional development programs. The first offering, "Tutoring Foundations," will launch in fourth quarter 2006. In addition to satisfying the training requirements for NTA Level I Basic and Advanced certification, the curriculum will qualify graduates to receive three continuing education units (CEUs) granted by Fielding.

"We're very excited about our relationship with Fielding Graduate University and Crossroads of Learning," said NTA President, Lynn Giese. "This collaboration will equip tutors to better serve the educational community."

"Tutoring Foundations" is a self-paced, online training course, estimated to require 35 - 40 hours of study including a final telephone interview and consultation. Students will be supervised by an NTA advanced or master tutor, who will review course work with them and be available for advice during the course. The nine-module course has been developed by a unique collaboration of six contributing educators, all respected practitioners in tutoring and tutor training, and approved by the School of Educational Leadership and Change at Fielding Graduate University.

In developing the "Tutoring Foundations" course, the three organizations recognized their overlapping goals and values, and found a way to sit at the same table and co-create a unique solution to a national challenge. "Tutoring has taken on national significance as educators, government and families work to close the achievement gap," stated Judy Witt, Dean, School of Educational Leadership & Change at Fielding.. "The field of tutoring needs to become more professional and professionally recognized. Fielding is proud to partner with National Tutoring Association and Crossroads of Learning to lead the way."

"Our company's philosophy guiding this project is to deliver appropriate technology and systems in support of lifelong learning and productivity," said Crossroads of Learning founder, Bob Lasiewicz.

About Fielding Graduate University: Founded in 1974, Fielding Graduate University, headquartered in Santa Barbara, CA, is a world-recognized leader in doctoral education, having created one of the most successful graduate-level distributed learning models for mid-career adults. Fielding is an accredited, non-profit graduate university offering numerous programs within three schools: Psychology, Human and Organization Development, and Educational Leadership & Change. The Fielding community enables students to participate effectively from anywhere in the world and is dedicated to lifelong learning, social justice and change, and innovation in organizations, communities, and society. For more information, visit www.fielding.edu.

About the National Tutoring Association: Founded in 1992, the NTA (www.ntatutor.org <http://www.ntatutor.org/> ) is the oldest and largest international organization of tutoring professionals, currently representing nearly 5,000 tutors and learning center administrators, including colleges, universities, K-12 schools, community and grant supported programs, NCLB/SES and TRIO providers as well as independent tutoring centers and their staffs. Their members include peer, paraprofessional, professional, volunteer, and private practice tutors. The NTA is also a member of the American Council of Developmental Education Associations (ACDEA).

About Crossroads of Learning: Crossroads of Learning (www.crossroadsoflearning.com) is a division of Media InfoSystems, Inc. (www.mediainfosystems.com) a provider of systems design, training, and business products and services since 1985. The Crossroads of Learning mission is to provide resources for the one-to-one education and coaching community of interest.

Survey: Teachers want more training
Teachers would like better training in classroom management and
instructional skills, according to a survey conducted by the American
Psychological Association's Coalition for Psychology in Schools and Education. More than
2,300 pre-K through 12th-grade teachers participated in the study, with a
majority saying they need guidance in dealing with students' negative or
disruptive behaviors, and student safety in classrooms. Surveyed teachers
also said they would like training on how to motivate students and encourage
them to think critically. New teachers who responded to the survey showed a
need for training on instructional strategies that address the wide needs of
different achievement levels in a single classroom. Most teachers who
participated in the survey said they favor online training sessions or
smaller, district level workshops over larger, regional conferences.

To view the report's executive summary, go to
www.apa.org/ed/cpse/tns_execsummary.pdf

From http://www.eurekalert.org/pub_releases/2006-11/wfub-prh102706.php

Public release date: 1-Nov-2006
[ Print Article | E-mail Article | Close Window ]

Contact: Karen Richardson
krchrdsn@wfubmc.edu
336-716-4453
Wake Forest University Baptist Medical Center

Poor readers have higher risk of suicidal thoughts and behavior

WINSTON-SALEM, N.C. – Teenagers with reading problems are at significantly higher risk for suicide and for dropping out of school than typical readers, according to a study by Wake Forest University Baptist Medical Center researchers.

"In our study, poor readers were three times more likely than typical readers to consider or attempt suicide and six times more likely to drop out of school," said lead author Stephanie Sergent Daniel, Ph.D. "Educators and parents should be aware of the risk of suicidal thoughts and behavior among adolescents with reading problems."

The results, reported today in the November issue of the Journal of Learning Disabilities, are from a study of 188 students recruited from six public high schools at age 15. They were followed for a mean of 3.3 years.

Researchers initially screened 1,074 students and identified a sub-group willing to participate in the long-term study. From this group, they recruited a group of poor readers and a group of typical readers that were matched for gender and race.

Standard educational tests were used to measure single-word reading ability, one of several skills involved in reading. Students scoring in the lowest 18 percent were considered poor readers – a cutoff commonly used to diagnose dyslexia. In addition, each student and his primary caretaker were interviewed by master's level trained research clinicians to assess psychiatric disorders and suicidal behaviors. The median length between interviews for students and parents was twelve months.

The follow-up interviews revealed that students with poor reading skills were more likely to experience suicidal thoughts or attempts and were more likely to drop out of school. In addition, suicidal thoughts or attempts and school drop-out were strongly associated with each other.

The researchers found that psychiatric disorders were also related to thoughts of suicide and to school drop-out, but that poor reading was a risk factor on its own.

"Significant reading difficulties were independent of, or over and beyond, the risk from the psychiatric conditions," said Frank Wood, Ph.D., senior researcher. "Regardless of whether they have independent psychiatric disorders, these students begin to get depressed or suicidal in higher numbers than typical readers."

Previous studies have suggested that youths with learning disabilities are at increased risk of suicidal behavior. However, few studies have examined whether reading difficulties specifically are associated with suicide or whether there is a relationship between suicidal tendencies and school drop-out.

In addition to this study involving public school students, the researchers also noted a high suicide rate in a group of 50 randomly selected students with reading disabilities that they followed for 25 years. Four of the students died by suicide, a rate much higher than found in the general population.

However, Daniel said, "It is important to note that a significant number of students with reading problems did not drop out of school or have thoughts of suicide."

"More research is needed to determine which youths with poor reading might be most vulnerable to these outcomes and which factors might be associated with resilience in the face of the stresses of school problems and poor reading ability," she said.

The study was supported by the National Institutes of Health. The preliminary results from this research were presented in 2002 at the American Association of Suicidology in Bethesda, Md., and this is the first publication of the research.

Other co-researchers were Adam Walsh, M.S.W., David Goldston, Ph.D., Elizabeth Arnold, Ph.D., and Beth Reboussin, Ph.D., all with Wake Forest Baptist at the time of the research.

Media Contacts: Karen Richardson, krchrdsn@wfubmc.edu; Shannon Koontz, shkoontz@wfubmc.edu, at 336-716-4587.

Wake Forest University Baptist Medical Center is an academic health system comprised of North Carolina Baptist Hospital and Wake Forest University Health Sciences, which operates the university's School of Medicine. The system comprises 1,187 acute care, psychiatric, rehabilitation and long-term care beds and is consistently ranked as one of "America's Best Hospitals" by U.S. News & World Report.

(Deadline: Rolling) Office Depot is accepting applications for its Helping
Kids and Schools Grants Program. The purpose of this program is to support
organizations in the areas of health, education and the welfare of children.
Funds should be used to directly provide services.
http://www.healthinschools.org/grants/ops737.asp

Excitement is building for ASCA's 2007 annual conference in Denver,
Colorado. Confirmed keynote speakers include Dr. Joycelyn Elders, Michele
Borba and Jim Fay. The featured pre-conference speaker will be Michael
Pritchard. For more information, go here.