Want to improve test scores? Remove these non-academic barriers

An alarming undercurrent to current academic declines is a rising tide of maladaptive behaviors across all student populations.

Reading and math scores are down significantly. For instance, the NAEP 2022 report showed a five-point drop in reading and a seven-point decline in math scores for 9-year-olds compared to 2020. History scores have also fallen dramatically, with eighth-grade U.S. history scores in 2022 dropping nine points compared to 2014.

Billions of dollars have been directed to academic initiatives such as the science of reading. However, the root cause may be non-academic barriers to learning, evidenced by increased maladaptive behaviors. According to a recent EdWeek Research Center survey, 70% of educators reported more disruptive student behaviors than in 2019, with one-third noting significantly more dysregulated students.

A Tidal Wave for Teachers

Teachers are increasingly unprepared to manage the mental health challenges students face. Approximately 17% of students under 18 have a diagnosed mental health condition, and half of these students receive no treatment. The lack of training in addressing behavioral and emotional issues leaves teachers feeling overwhelmed.

Most students with specialized learning needs spend their time in general education classrooms, yet only 17% of general education teachers feel well-prepared to teach students with mild to moderate learning disabilities. Coupled with special education teacher shortages reported by 98% of U.S. schools, the challenge grows more daunting.

How to Unlock Learning for All

District leaders should use remaining funding to invest in teacher training and professional development focused on addressing non-academic barriers. Here’s how:

• Implement self-care and wellness programs for educators.
• Provide evidence-based tools for defusing disruptive behaviors and identifying mental health challenges.
• Embed these strategies in new teacher training curriculums and annual coaching programs.
• Engage third-party experts to train teachers without overtaxing existing staff.

These strategies can significantly reduce classroom disruption and improve teacher satisfaction, unlocking learning for all students.

About the Authors

Brent Jones is the superintendent of Seattle Public Schools. He focuses on transforming organizational culture and redesigning PreK-12 systems to ensure all students thrive.

Robert Avossa is a senior advisor to FullBloom. He has over 25 years of experience as a teacher, principal, and superintendent, supporting over 150,000 children and 25,000 educators annually through Catapult Learning and Specialized Education Services, Inc. (SESI).

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This article was originally published by District Administration and can be found here: https://districtadministration.com/want-to-improve-test-scores-remove-these-non-academic-barriers/