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Gay and straight students in Massachusetts team up to make a difference.

When LFJ’s manager for teaching and learning—then a fifth-grade teacher—shared his personal story about the 9/11 attacks with his students, a fascinating, in-depth conversation about narrative writing occurred.

If we want our students to feel safe and accepting of their own mental health issues, can we model that by being open ourselves?

It is not easy for my students in suburban St. Louis to connect with the characters in John Steinbeck’s Of Mice and Men. The novel is packed with gruff men. Middle aged, mostly friendless, they are all struggling to eke out an income on a ranch somewhere in California. The one glimmer of hope in Steinbeck’s classic emerges through the relationship between two men—George and Lennie. They are not relatives. Yet in a society where individualism is paramount, George does far more than merely put up with Lennie. He cares for this mentally challenged man, blankets him with a protective shield. Other characters turn from, threaten, and even belittle Lennie. Most are astounded by George’s choice to attend to someone who seems like such a burden.

Trace school integration from 1849 to 2007.

Positive Behavioral Interventions and Supports (PBIS) offers a schoolwide approach to improving student behavior.

Four transgender high school activists courageously share their stories and explain how educators and allies can help them amid the hostile attacks on their human rights.

Supporting young people’s mental health and well-being is essential in addressing vulnerabilities to harmful disinformation.

Silent Sustained Reading (SSR) is a staple of many classrooms. At my school it lives in Advisory, a 50-minute mixed-grade class that balances literacy development with study hall and school-culture building. The goal of SSR is simple: For 30 minutes twice a week the entire school population is reading silently—and enjoying it.