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Inspiring: Reimagining Education News Stories

When Sean Tevlin discovered The Group School (TGS) in the 1970s, he found “a much needed safe space.” A struggling teen who had dropped out of public school and battled math anxiety, he arrived at the converted industrial garage on Franklin Street in Cambridge, MA with little self-confidence after a learning disability diagnosis. But at TGS, teachers engaged with him, patiently tutored him and rekindled his love of reading. “It opened me up mentally and emotionally,” Tevlin reflects decades later. TGS, known simply as “The Group” to its students, was unlike any public or private school. Between 1971 and 1982, more than 600 students like Tevlin graduated from this freewheeling schooling experiment, which combined radical democracy, intensive arts programming and a philosophy that embraced students' working-class background. The students embraced it: A school free of tuition, grading systems and hierarchy, driven instead by community meetings and collective governance. The Math Survival Skills pamphlet, designed for students who believed they “couldn't do math,” ... lays out the central principle that embodies the school spirit: “The essential thrust of The Group School approach is the empowerment of the learners. We attempt to begin with and build on the strengths and skills of the students, to help them learn new skills and develop competency in areas in which they feel inadequate or insecure, to counteract the traditional ideology that leads them to turn their anger and despair inward and to blame themselves.” Special ed teacher Rosalie Fay Barnes recently showed the website and parts of the 1971 documentary to her students at Berkeley High in Berkeley, California. She was surprised at the enthusiastic reactions. “Numerous students said, 'Let's do this!' i.e., let's start our own school.” When she asked what students needed, she was startled to hear their responses. “Some students wanted more work, more writing, more reading. Many of my students asked me for more.” Since showing the video, “the main thing that shifted is our relationship. I no longer feel like the enforcer of the rules, but the facilitator of a learning journey.”

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Just type a keyword into a search engine, and you'll get thousands of answers in the blink of an eye, with little sense of who is behind them or what their intentions are. The challenge of modern life, then, is to navigate through these choices while filtering out misleading information, which has risen exponentially. A new Finnish curriculum was launched in 2016 with an element called “multiliteracy,” which involved making sure children could competently navigate online media and social platforms. We realized quite quickly that fact-checking concepts and methods could be adapted to the school environment to support the new curriculum. The teachers building the curriculum boiled down complex fact-checking methods into three fundamental questions: Who's behind the information? What's the evidence? What do other sources say? These questions are folded throughout the curriculum, across subjects, and there is continuity from year to year. In addition, Finland's education system reflects deep cultural values. In early childhood education, pupils spend nearly half of the day outdoors, in the school yard or in the nearby forest, exploring and having fun. According to the Finnish national curriculum for early childhood education, children have the right to play, to learn through play, to enjoy what they learn, and to build a sense of themselves, their identity, and the world according to their own starting points.

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Wooden boats set out from houseboats and island homes carrying children dressed in school uniforms, their backpacks tucked between oars and lunch pails. Their destination: Kashmir's floating schools — classrooms anchored on the lake in this Himalayan region of the Indian subcontinent that has been claimed by both India and Pakistan, and scarred by decades of conflict. For the children of these watery hamlets, reaching school has never been simple. There are no roads connecting their homes to the nearest city, Srinagar, just narrow canals, shifting water levels and the long paddle to land. In the early light, children like 11-year-old Mahira begin their school day with a boat ride that lasts nearly 40 minutes. At one of the floating schools currently in operation, plans are underway to add a computer corner, powered by solar panels, so children here can learn digital skills too. For the students, these schools are not just classrooms but spaces of belonging. And despite minimal funds, teachers on the lake say these schools have improved attendance and engagement — especially for girls. Mahira says her favorite subject is English because “it feels like opening another world.” Her younger brother prefers science, especially when it helps him understand the fish and plants of the lake. The first floating school appeared in 2020, when the pandemic closed classrooms across the valley and families on Dal Lake decided to act. They cleared space on floating land, set up benches and a blackboard, and began teaching.

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I moved to Fawkner, Melbourne with my partner and kids about five years ago, in search of affordable housing. The suburb was nice enough but I felt unmoored. Then I signed up to help with our school garden. On volunteer day, my partner pushed our kids to school in a wheelbarrow, and I was armed with a shovel and pitchfork. Around 50 people turned up to the school on a Sunday to help with the garden, and while the kids played, the adults chose jobs according to our levels of ability and enthusiasm. My partner opted to repair the garden beds and I went for the lower-stakes job of weeding. It was slow and careful work, pulling out dandelions and chickweed. Between gardening and tending to the kids, there were moments of socialising: a nod of thanks from a teacher, a chat with another parent about the out-of-control compost heap that lives behind the mud kitchen. These conversations were tentative, at least on my part; the pandemic and early motherhood had left me out of practice when it came to socialising. However, the school garden was the perfect place to learn how to be with other people again and I could see that I was surrounded by the sorts of people who I wanted to befriend. Working together in this way brings us close to what Aristotle called “the friendship of the good”. This, according to Aristotle, is the best kind of friendship: it happens when you see the good in another person, and they in you. It is very different to what he calls a “utilitarian friendship”, where we spend time with another person because of what they can do for us. A friendship of the good, conversely – like the school garden itself – is about creating something bigger than ourselves.

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At Boyle County High School, locally-raised beef marinated in cumin is heaped onto corn tortillas with queso, guacamole, sharp red tomatoes, and vibrant lettuce. It’s just one of many meals the teens at Boyle get to enjoy, and a far cry from the days of fruit cups, pan pizza, and skim milk, days which everyone involved are happy to see gone. According to Lex 18 News, some 150 Kentucky farms sell their produce to around 90 state school districts thanks to a pandemic-era grant that supplied the state with $3.2 million for the purpose. It’s clear from the attitude of Boyle County School District Food Service Director Cheyenne Barsotti that the move-to-local has affected far more than just the hungry teens’ excitement for lunch hour: it’s changed the whole way the school approaches food. Barsotti’s cafeteria staff may just cook from scratch at times depending on what produce is available. The cooks feel safe trying out new recipes. Several students told the NBC-affiliate that the fajitas were a 9.5 out of 10. Under the new direction of American health policy, the USDA Dietary Guidelines have featured, for the first time in their history, a focus on protein over carbs—and real food, that is to say, food which spoils and doesn’t come out of a box, over all others. Even though [the initial] grant money has been halted, the program has enlivened so many that school districts are trying to maintain the new direction, the new attitudes, and the new menus.

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Young people have become powerless against the multibillion-dollar tech companies whose apps exploit adolescents’ need for social acceptance. This is the backdrop against which my book, “The Anxious Generation,” was published in 2024. The book helped fuel the movement to reclaim childhood from tech companies — a movement that has since spread, driven in part by the protective passions of parents. Already, a majority of states have enacted laws to limit phone use in school. Eighteen states and Washington, D.C., have gone all the way and enacted “bell-to-bell” phone restriction policies, which liberate students from the distraction of their phones for the entire school day. Outside of the United States, Brazil has made every school phone-free, and new school phone policies have passed in the Netherlands, Finland and South Korea, among other countries. We are just beginning to see some of the impacts: Children are more attentive in class and are reading more books; teachers have told me they hear more laughter in the halls and at lunch. Heavy social media use doubles the risk of depression for adolescents. Just as we have age limits in the real world for porn, gambling, alcohol, tobacco and many other products, countries have begun enacting policies to add age restrictions to social media. These things may seem small, but in terms of children’s development ... they’re enormous.

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In Finland, kindergartens are exposing children to more mud, wild plants and moss - and finding changes to their health that show how crucial biodiversity is to wellbeing. At Humpula daycare centre in Lahti, north of Helsinki, children are encouraged to get muddy. Across Finland, 43 daycare centres have been awarded a total of €1m (£830,000) to rewild yards and to increase children’s exposure to the microscopic biodiversity – such as bacteria and fungi – that lives in nature. We already know that access to the outdoors is important for children and their development. But this study goes one step further. It is part of a growing body of research linking two layers of biodiversity. There is the outer layer – the more familiar vision of biodiversity, made up of soil, water, plants, animals and microbial life, that lives in the forest, playground (or any other environment). And then there is the inner layer: the biodiversity that lives within and upon the human body, including the gut, skin and airways. Increasingly, scientists are learning that our health is intimately linked to our surroundings, and to the ecological health of the world around us. The plants, dead wood and soil in the daycare centre have all been specially selected for their rich micro-biodiversity. They have also dug up and imported a giant live carpet of forest floor, 20-40cm deep and 10 metres square. It has blueberries, lingonberries and moss growing on it, to encourage the children to forage, find bugs and learn about nature.

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Walking into Brightworks could be a shock for helicopter parents. The K-12 school is alive with invention, autonomy and what founder Gever Tulley calls “the energy of a big multi-generational family household.” Therefore there are no traditional grades or classes at Brightworks. Students are grouped into “bands” by interest and maturity, not by age. There are no teachers — just “collaborators,” and parents are invited to visit and join as they please. Agency is woven into every part of Brightworks’ ecosystem. Students move freely through the buildings. “The first instinct can’t be, ‘Where are you supposed to be?’” Tulley explains. “You have to assume they’re on a mission — maybe to grab a wrench from the shop or to take a walk. That’s part of the culture here.” Students can’t hide behind textbooks or screens; each semester, they must propose, plan and find collaborators for their own project — and eventually present it to the entire school, known as the “Brightworks family.” Tulley believes this kind of learning — driven by curiosity — pays off for life: “We see students as heroes on their own journey.” His aim is also to prepare kids for the future. “Twenty years from now, every industry will need small teams of highly specialized people solving complex problems,” he says — people who can also communicate and collaborate well. Brightworks graduates have been accepted at top-tier universities, including Harvard.

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The cafeteria at Ballard High School during lunch is a loud place. Students are talking and laughing, playing card games and going out to the courtyard for an informal recess. This year the high school in Louisville instituted a cellphone ban from “bell to bell” — meaning, not just during instructional time, as is now required by state law in Kentucky, but also during lunch and time between classes. Kentucky joins a growing number of states, schools and districts that have been implementing new phone bans. In the first month of school this year, students took out 67 percent more books than the same month last year. “Even my library aides who do the bulk of the circulating were like, ‘Gosh, there’s a lot of kids checking out books,’” said Stephanie Conrad, the school’s librarian. Conrad was prepared for the uptick in library use because of similar phenomena at other schools that instituted cellphone bans, but she said it has still been exciting to see how much kids are reading — and engaging more with their peers. “Like, a minute or two of downtime with kids, they used to have their phone. They were kind of in this little cellphone cocoon. Very quiet, not interacting,” Conrad said. And now — “it’s wonderful. They’re interacting, and they’re not isolated online.” Neuss, the principal, acknowledges that ... most students would still prefer to have their phones during lunch, but from where he sits, they look like they’re having more fun without them.

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Kolle 37 is not your usual kind of kids’ recreation space. This 4,000-square-meter, anarchic adventure playground in the heart of Berlin’s central Prenzlauer Berg neighborhood is like the love child of a Wes Anderson set designer and a steampunk doorman at the city’s infamous Berghain nightclub. Also known as the Adventurous Construction Playground Kolle 37, this unconventional educational space allows children to build — or, indeed, destroy — structures as they see fit. (Parents can enter only one day a week, on Saturdays.) Kolle 37, which started in 1990, is open to children between the ages of six and 16, and offers a rare space for unaccompanied play and so-called “free-range parenting” — moms and dads are asked to give a cell phone number and leave the site promptly. The playground, which receives funding from Berlin government authorities, also offers practical courses such as pottery, blacksmithery, archery and handicrafts, and has a space for music practice. Weekly meetings are held among the kids to discuss rules and problems, with a system of cards used for behavioral issues. Yellows serve as warnings and reds mean a child must leave for the day, for example if they hurt someone or stole something. “They run everything,” says [social workert Marcus] Schmidt. “If the government or officials visit, the kids give the tour. There’s an equal relationship between children and adults here. This is a really, really special place.”

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Since the Israel-Hamas war, relationships between some students have been nowhere near brotherly, let alone collegial. Some students just aren’t accustomed to contrary or controversial ideas and believe that even hearing them is harmful. What hasn’t made headline news is the spike in civil discourse initiatives at campuses. Here’s one gauge. At the Institute for Citizens & Scholars, a coalition of College Presidents for Civic Preparedness went from a handful of participants prior to Oct. 7, 2023, to well over 100 afterward. The likes of Harvard, Yale, the Massachusetts Institute of Technology, and the University of Michigan in Ann Arbor have launched civil discourse initiatives since the deadly Hamas attack that sparked the Israeli invasion of Gaza. One success story is the Dialogue, Inclusion, and Democracy (DID) Lab at Providence College in Rhode Island, run by Dr. Bevely and Professor Nick Longo. “With Mutual Respect” events feature two people on opposing sides of an issue. Panelists don’t so much debate as endeavor to foster mutual understanding. In December 2020, Vanderbilt [University's] women’s basketball team elected to protest for racial justice by staying inside the locker room during the national anthem. Vanderbilt ... facilitated structured dialogue between the basketball players and military veterans on the Nashville, Tennessee, campus. Some athletes shared experiences of racism and discrimination. Young men and women, some of whom had combat experience, explained why they felt so strongly about serving their country. The culture of civil discourse needs to be rooted in a relationship of trust. “If as a student, I’m challenging something, or I say something controversial, I’m going to have to trust you that you’re not excluding me,” says [Chancellor] Dr. Diermeier.

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“I can do things by myself more instead of having my dad or my mom do them,” says Deven Doutis. Deven’s teacher, Amy Wolfe, sensed students were entering higher grades with more needs than in past years. Some couldn’t open a water bottle, for instance, or navigate minor conflicts with their peers. So when Ms. Wolfe heard about a program called Let Grow, she decided to pilot it within select classrooms. The program’s premise is simple: When children gain independence, they grow into more confident and capable people. In a commentary piece published by The Journal of Pediatrics last year, researchers pointed to evidence showing a correlation between children’s dwindling independence and increasing mental health problems over several decades. “We are not suggesting that a decline in opportunities for independent activity is the sole cause of the decline in young people’s mental well-being over decades, only that it is a cause, possibly a major cause,” the authors wrote. In Ms. Wolfe’s classroom each month, students chose an independent activity, loosely tied to a theme, and completed it by themselves. Then they reported back to their classmates and teacher about the experience. There were no grades or critiques. If Ms. Wolfe asked any probing questions, it was to suss out how her students felt after, say, baking a cake or pulling weeds. Her hope is that their newfound confidence carries into the academic realm.

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The average American today spends nearly 90 percent of their time indoors. Yet research indicates that children benefit greatly from time spent in nature; that not only does it improve their cognition, mood, self-esteem and social skills, but it can also make them physically healthier and less anxious. “Outdoor time for children is beneficial not just for physical health but also mental health for a multitude of reasons,” says Janine Domingues, a senior psychologist in the Anxiety Disorders Center at the Child Mind Institute. “It fosters curiosity and independence. It helps kids get creative about what they can do … and then just moving around and expending energy has a lot of physical health benefits.” [A] 2022 systematic review found that time outdoors can improve prosocial behaviors, including sharing, cooperating and comforting others. Research has found that nature can be particularly helpful for those who’ve had adverse childhood experiences. Such experiences can include growing up with poverty, abuse or violence. One 2023 study published in the Journal of Environmental Psychology looked at how making art in nature affected about 100 children in a low-income neighborhood in England. Their confidence, self-esteem and agency all improved. For all these reasons, it’s important for even very young children to have access to nature where they already are, says Nilda Cosco, a research professor.

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Kein Abschluss ohne Anschluss (KAoA) — or “no graduation without connection” — [is] a program that has been rolled out across the German state of North Rhine-Westphalia to help students better plan for their futures. Young people get support with resumes and job applications; in ninth grade, they participate in short internships with local businesses and have the option of doing a year-long, one-day-a week work placements in grade 10. “You don’t learn about a job in school,” said Sonja Gryzik, who teaches English, math and career orientation at ... Ursula Kuhr Schule. “You have to experience it.” Students in Germany can embark on apprenticeships directly after finishing general education at age 16 in grade 10, attending vocational schools that offer theoretical study, alongside practical training at a company. College-bound kids stay in school for three more years, ending with an entry exam for university. Businesses in Germany seem keen to participate in vocational training. Chambers of commerce and industry support company-school partnerships and help smaller businesses train their interns. Students are even represented in unions, said Julian Uehlecke, a representative of the youth wing of Germany’s largest trade union alliance. The goal of apprenticeships is to offer training in the classroom and in the workplace. The system gives students “a pretty good chance of finding a well-paid stable job,” said [policy researcher] Leonard Geyer.

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Laura Talmus felt helpless when her then-11-year-old daughter Lili kept calling her from school in tears. After her daughter passed away from medical complications in her sleep at age 15 in 2009, Talmus put together a video celebrating her life. When she showed the video, Lili’s classmates were shocked to realize how isolated Lili had felt. The next year, Talmus ... and her husband channeled their grief into forming Beyond Differences, a nonprofit that focuses on raising awareness about social isolation in youth and providing solutions. Talmus believes the social isolation her daughter experienced is affecting students all over the country and contributing to serious health issues, mental health problems, suicide and school violence. Beyond Differences ... has now grown to reach over one million students in all 50 states. On February 16, 2,500 schools [participated] in No One Eats Alone Day, a day of action ... that encourages fifth through eighth graders to mingle, make new friends and become more aware and proactive about social isolation, especially at lunch. “No One Eats Alone is completely rooted in the experience Lili had,” Talmus explains. “For many children, the lunch break or recess are the worst parts, so we started with that.” Beyond Differences sends backpacks or “Belonging Boxes” with a lesson plan, games, toys, art projects, stickers and conversation starters to participating educators, at no cost to the schools.

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After a decline in nutrition education in U.S. schools in recent decades, there's new momentum to weave food and cooking into the curriculum again. Remember the hands-on cooking in home economics class, which was a staple in U.S. schools for decades? "I'd love to see it brought back and have the science around healthy eating integrated," says Stacy Dean, deputy under secretary for food, nutrition and consumer services at the U.S. Department of Agriculture. Dean told me she was inspired by a visit to Watkins Elementary, in Washington, D.C., where this idea is germinating. Students grow vegetables in their school garden. They also roll up their sleeves in the school's kitchen to participate in a FRESHFARM FoodPrints class, which integrates cooking and nutrition education. Evaluations show participation in FRESHFARM programs is associated with increased preference for fruits and vegetables. And, the CDC points to evidence that nutrition education may help students maintain a healthy weight and can also help students recognize the connection between food and emotional wellbeing. Given the key role diet plays in preventing chronic disease, the agency says it would be ideal to offer more nutrition education. Programs like FRESHFARM can help kids expand their palettes by introducing them to new tastes. At first, many kids are turned off by the bitter taste of greens. But through the alchemy of cooking, caramelizing the onions, and blending in fresh ginger, kids can be inspired.

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"Before the Appleton Wisconsin high school replaced their cafeteria's processed foods with wholesome, nutritious food, the school was described as out-of-control. There were weapons violations, student disruptions, and a cop on duty full-time. After the change in school meals, the students were calm, focused, and orderly. There were no more weapons violations, and no suicides, expulsions, dropouts, or drug violations. The new diet and improved behavior has lasted for seven years, and now other schools are changing their meal programs with similar results."
  ~~  Jeffrey M. Smith, Author of Seeds of Deception

The informative article below clearly demonstrates the importance of a healthy school diet for our children. Diet is being shown to clearly influence both behavior and mood. A healthy diet fosters calmer, healthier, more focused behavior. Studies like the one below demonstrate that excessive amounts of fast food can lead to severe behavior changes, and suggest that avoiding genetically modified foods may be a very healthy option. Links at the bottom of the article provide lots more information on this topic for those interested.

Two excellent, humorous videos also reveal important health-related information. First, "Store Wars" is hilarious! This incredibly well done, five-minute spoof on the movie Star Wars is available here. Have fun watching Cuke Skywalker battle Darth Tater and lots more. A second fun one is a spoof on the Matrix called "The Meatrix," available here. A little humor goes a long way in delivering a great message. Spread the humor and spread the news by forwarding this great information to your friends and family. Have a great day, and may the force be with you!

Why Schools Should Remove GE-Tainted Foods from Their Cafeterias

Institute for Responsible Technology
Newsletter on GM Foods, Spilling the Beans
By Jeffrey M. Smith, author of Seeds of Deception

Before the Appleton Wisconsin high school replaced their cafeteria's processed foods with wholesome, nutritious food, the school was described as out-of-control. There were weapons violations, student disruptions, and a cop on duty full-time. After the change in school meals, the students were calm, focused, and orderly. There were no more weapons violations, and no suicides, expulsions, dropouts, or drug violations. The new diet and improved behavior has lasted for seven years, and now other schools are changing their meal programs with similar results.

Years ago, a science class at Appleton found support for their new diet by conducting a cruel and unusual experiment with three mice. They fed them the junk food that kids in other high schools eat everyday. The mice freaked out. Their behavior was totally different than the three mice in the neighboring cage. The neighboring mice had good karma; they were fed nutritious whole foods and behaved like mice. They slept during the day inside their cardboard tube, played with each other, and acted very mouse-like.

The junk food mice, on the other hand, destroyed their cardboard tube, were no longer nocturnal, stopped playing with each other, fought often, and two mice eventually killed the third and ate it. After the three month experiment, the students rehabilitated the two surviving junk food mice with a diet of whole foods. After about three weeks, the mice came around.

Sister Luigi Frigo repeats this experiment every year in her second grade class in Cudahy, Wisconsin, but mercifully, for only four days. Even on the first day of junk food, the mice's behavior "changes drastically." They become lazy, antisocial, and nervous. And it still takes the mice about two to three weeks on unprocessed foods to return to normal. One year, the second graders tried to do the experiment again a few months later with the same mice, but this time the animals refused to eat the junk food.

Across the ocean in Holland, a student fed one group of mice genetically modified (GM) corn and soy, and another group the non-GM variety. The GM mice stopped playing with each other and withdrew into their own parts of the cage. When the student tried to pick them up, unlike their well-behaved neighbors, the GM mice scampered around in apparent fear and tried to climb the walls. One mouse in the GM group was found dead at the end of the experiment.

It's interesting to note that the junk food fed to the mice in the Wisconsin experiments also contained genetically modified ingredients. And although the Appleton school lunch program did not specifically attempt to remove GM foods, it happened anyway. That's because GM foods such as soy and corn and their derivatives are largely found in processed foods. So when the school switched to unprocessed alternatives, almost all ingredients derived from GM crops were taken out automatically.

Does this mean that GM foods negatively affect the behavior of humans or animals? It would certainly be irresponsible to say so on the basis of a single student mice experiment and the results at Appleton. On the other hand, it is equally irresponsible to say that it doesn't.

We are just beginning to understand the influence of food on behavior. A study in Science in December 2002 concluded that "food molecules act like hormones, regulating body functioning and triggering cell division. The molecules can cause mental imbalances ranging from attention-deficit and hyperactivity disorder to serious mental illness." The problem is we do not know which food molecules have what effect.

The bigger problem is that the composition of GM foods can change radically without our knowledge. Genetically modified foods have genes inserted into their DNA. But genes are not Legos; they don't just snap into place. Gene insertion creates unpredicted, irreversible changes. In one study, for example, a gene chip monitored the DNA before and after a single foreign gene was inserted. As much as 5 percent of the DNA's genes changed the amount of protein they were producing. Not only is that huge in itself, but these changes can multiply through complex interactions down the line.

In spite of the potential for dramatic changes in the composition of GM foods, they are typically measured for only a small number of known nutrient levels. But even if we could identify all the changed compounds, at this point we wouldn¹t know which might be responsible for the antisocial nature of mice or humans. Likewise, we are only beginning to identify the medicinal compounds in food. We now know, for example, that the pigment in blueberries may revive the brain¹s neural communication system, and the antioxidant found in grape skins may fight cancer and reduce heart disease. But what about other valuable compounds we don¹t know about that might change or disappear in GM varieties?

Consider GM soy. In July 1999, years after it was on the market, independent researchers published a study showing that it contains 12-14 percent less cancer-fighting phytoestrogens. What else has changed that we don¹t know about? [Monsanto responded with its own study, which concluded that soy¹s phytoestrogen levels vary too much to even carry out a statistical analysis. They failed to disclose, however, that the laboratory that conducted Monsanto¹s experiment had been instructed to use an obsolete method to detect phytoestrogens results.]

In 1996, Monsanto published a paper in the Journal of Nutrition that concluded in the title, "The composition of glyphosate-tolerant soybean seeds is equivalent to that of conventional soybeans." The study only compared a small number of nutrients and a close look at their charts revealed significant differences in the fat, ash, and carbohydrate content. In addition, GM soy meal contained 27 percent more trypsin inhibitor, a well-known soy allergen. The study also used questionable methods. Nutrient comparisons are routinely conducted on plants grown in identical conditions so that variables such as weather and soil can be ruled out. Otherwise, differences in plant composition could be easily missed. In Monsanto's study, soybeans were planted in widely varying climates and geography.

Although one of their trials was a side-by-side comparison between GM and non-GM soy, for some reason the results were left out of the paper altogether. Years later, a medical writer found the missing data in the archives of the Journal of Nutrition and made them public. No wonder the scientists left them out. The GM soy showed significantly lower levels of protein, a fatty acid, and phenylalanine, an essential amino acid. Also, toasted GM soy meal contained nearly twice the amount of a lectin that may block the body's ability to assimilate other nutrients. Furthermore, the toasted GM soy contained as much as seven times the amount of trypsin inhibitor, indicating that the allergen may survive cooking more in the GM variety. (This might explain the 50 percent jump in soy allergies in the UK, just after GM soy was introduced.)

We don't know all the changes that occur with genetic engineering, but certainly GM crops are not the same. Ask the animals. Eyewitness reports from all over North America describe how several types of animals, when given a choice, avoided eating GM food. These included cows, pigs, elk, deer, raccoons, squirrels, rats, and mice. In fact, the Dutch student mentioned above first determined that his mice had a two-to-one preference for non-GM before forcing half of them to eat only the engineered variety.

Differences in GM food will likely have a much larger impact on children. They are three to four times more susceptible to allergies. Also, they convert more of the food into body-building material. Altered nutrients or added toxins can result in developmental problems. For this reason, animal nutrition studies are typically conducted on young, developing animals. After the feeding trial, organs are weighed and often studied under magnification. If scientists used mature animals instead of young ones, even severe nutritional problems might not be detected. The Monsanto study used mature animals instead of young ones.

They also diluted their GM soy with non-GM protein ten- or twelve-fold before feeding the animals. And they never weighed the organs or examined them under a microscope. The study, which is the only major animal feeding study on GM soy ever published, is dismissed by critics as rigged to avoid finding problems.

Unfortunately, there is a much bigger experiment going on one which we are all a part of. We're being fed GM foods daily, without knowing the impact of these foods on our health, our behavior, or our children. Thousands of schools around the world, particularly in Europe, have decided not to let their kids be used as guinea pigs. They have banned GM foods.

The impact of changes in the composition of GM foods is only one of several reasons why these foods may be dangerous. Other reasons may be far worse (see http://www.seedsofdeception.com).

With the epidemic of obesity and diabetes and with the results in Appleton, parents and schools are waking up to the critical role that diet plays. When making changes in what kids eat, removing GM foods should be a priority.

Note: For an inspiring video showing the dramatic results from a change in school diet, click here.

The above article about genetically modified foods was written by Jeffrey Smith. Individuals may subscribing to his excellent, free newsletter. For a powerful, engaging, ten-page summary of Jeffrey's book on GM foods, Seeds of Deception, click here. For more, see our information-packed Health Information Center.

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Every weekday at 5280 High School in Denver starts the same way. Students in recovery from drug and alcohol addiction gather on the steps of the school's indoor auditorium to discuss a topic chosen by staff members. One recent morning, they talked about mental health and sobriety. The students attend Colorado's only recovery high school — one of 43 nationwide. These schools are designed for students who are recovering from substance use disorder and might also be dealing with related mental health disorders. Compared with their peers at regular schools who have gone through treatment, recovery high school students have better attendance and are more likely to stay sober, and their graduation rate is at least 21% higher, according to one study. Recovery high schools often weave components of treatment into the school day — activities like 5280's daily recovery program meeting. In the afternoon, the school offers wellness electives such as spiritual principles and journaling. The school also employs a director of recovery and recovery coach to work with and counsel the students individually. "The No. 1 step is just letting them know out of the gate, no matter what's going on, that we love them," said Brittany Kitchens, the school's recovery coach. "We are here for them." Kitchens teaches students how to navigate recovery and regulate their emotions. She likens herself to a hall monitor, constantly checking in with students and looking for changes in behavior.

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A violent week of fistfights at a Louisiana high school led to the arrests of at least 22 students last month. So a group of concerned fathers decided enough was enough. They formed a volunteer group, Dads on Duty, and began roaming the halls of Southwood High School in Shreveport to calm students, spread positivity and keep the peace. So far it's working. The group of about 40 fathers, wearing Dads on Duty T-shirts, patrol the campus every weekday on different shifts, working as community leaders and liaisons. Since they started the initiative, there's been no fighting at the school. "I immediately knew that [this violence] ... isn't the community that we're raising our babies in," said Michael LaFitte, [one] of the dads. The dads showed up at the school at 7:40 a.m., balancing their work schedules to patrol the campus in the morning, during lunch and after school. Shreveport has seen an uptick in violence and crime in recent months [as a consequence of] socioeconomic issues made worse by the lingering pandemic. The city's mayor, Adrian Perkins, credits the fathers with helping to combat violence involving local youth. He turned up at the school for a Dads on Duty shift when the fathers first started, and said he was impressed by their commitment. Dads on Duty has been working closely with the Caddo Parish School Board and local law enforcement, LaFitte said. The dads say their focus is not criminal justice - they let sheriff's deputies handle that - but an additional layer of parenting. "We are armed with love," LaFitte said.

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Don’t you remember having an imaginary friend? That friend was not imaginary—you were talking to Spirit,” said Patricia Bell. Bell, seventy years old with sinewy arms, aqua eyes, and straw-colored hair, is the director of Children’s Week at the Lily Dale Assembly, a hamlet in upstate New York that serves as the headquarters of Spiritualism, an American religion based on communication with the dead. Approximately twenty-two thousand pilgrims pass through Lily Dale’s guarded gate each summer. In July, when many American children go to soccer camp, or horse-riding camp, or coding camp, the Spiritualists of Lily Dale welcome kids for a week of animal communication, dream interpretation, body tapping, qigong, and contact with deceased ancestors. Founded in 2003, Bell’s camp is the only Spiritualist camp in the nation dedicated to teaching young mediums and psychics. Bell ... believes that the otherworldly abilities she’s nurturing in herself as well as the children aren’t rare gifts, but innate skills, as reflexive as breastfeeding. These skills are typically educated out of people as they age. She formed the camp to let kids exercise their craft and to make it less daunting for them to talk to those on the “spirit plane.” Kylie ... has been coming to camp for nine years. “They teach us how to focus,” she said. “We go into our heart and take a few breaths, and, like, you talk to God for a few seconds and say thank you. My hands start tingling a lot and that’s when I know where the pain of the other person is.”

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