Dear Educators,

As we near the end of another school year, I am reminded of a powerful concept that resonates deeply with our MARIO Mission, Vision, and Values : discovering and addressing what we don’t know. We believe that quality education shouldn’t be about the knowledge we impart to our students, but about uncovering and unlocking the hidden interests, the unvoiced concerns, and the untapped potential within each student. Taking this approach, we are better positioned to inspire our students and ultimately develop self-directed learners.

The schools beta testing our software over the past semester have completed their trial period and their stories beautifully illustrate the importance of uncovering patterns and hidden challenges. 

The majority of our schools have expanded their usage of our MARIO For Me (MFM) software and moved from learning support classrooms to whole-school implementation through advisory or pastoral care programs. Counselors, equipped with the insights provided by MFM, have started having conversations every week with students who were previously flying under the radar but now get flagged by MFM. It’s still early days, but we are estimating that approximately 3% of our schools’ populations are dealing with significant issues that typically wouldn’t be addressed without the help of MFM. In a school of 1,000 students, MFM has the potential to spotlight 30 opportunities each week that could significantly enhance student wellbeing and success.

One school has recently discovered that MFM can also capture data at the school level, seeing a significant spike in school-wide stress. The data prompted them to dig deeper, as there wasn’t an immediately obvious reason for the sudden increase. It emerged that multiple major assessments were scheduled in the same week, leading to heightened stress levels among students. With this newfound insight, the school is revising its assessment policy to better distribute assessments throughout the academic year.

It’s exciting to discover things we may not have known, because it opens up the opportunity to take us off ‘autopilot’ and into meaningful action. 

I invite you to reflect on this theme as we head into the summer break.. How can we continue to uncover patterns and hidden challenges in our classrooms? How can we better support our students by understanding their unique needs and challenges? Can we find out more about our students’ thought processes and behaviors? 

Thank you for your dedication and commitment to making your students’ lives richer this school year. Enjoy your well-deserved break, and let’s look forward to a new school year filled with discovery and growth.

With gratitude and appreciation,

Philip Bowman

Co-founder & CEO, MARIO Framework

Mind, Brain and Education, Motivation

This study investigated the effectiveness of an educational program built on the brain-based learning theory in improving mathematical skills and motivation among students with learning disabilities.

Math Learning Disabilities Are Targeted

The focus of this study is on math, as insufficiency to understand and learn math is considered a form of learning disability that emerges among children in elementary stages, and could continue for the rest of their lives. Studies indicate that approximately 26% of students with learning disabilities have math-based learning difficulties.

Brain-based learning is a theory focusing on the structure and functions of the brain. Such functions make the learning process more consistent with the student’s brain and enable the students to be more productive through elevating their motivation, feelings, and positive attitudes toward learning, focusing on prerequisites of learning, and using activities to stimulate the mental processes of the student.

Positive Results Found in the Intervention Group

The sample of the study consisted of 60 students with learning disabilities in the third, fourth, and fifth grades. The sample was divided randomly into two groups; an experimental group and a control group. In order to achieve the objectives of the study, the researchers developed achievement tests, a motivation scale, and a psychometric scale. The implementation of the program took two consecutive months; 75 lessons, 2 lessons per day with a duration of 45 minutes for each lesson. 

The study concluded that there were statistically significant differences in the post-test of mathematical skills in favor of the experimental group. There was no statistically significant effect for both gender, grade variables, and the interaction between the educational program and grade on the achievement of mathematics skills. There were statistically significant differences in the post-test of motivation to learn mathematics and its sub-dimensions in favor of the experimental group.

Brain-Based Learning Strategies Create Engagement in Learning

The result explains that the program included a variety of cognitive, emotional, social, and physical kinetic strategies, as well as multiple activities which created a suitable environment for the brain to function more effectively, and thus increase the abilities and capabilities of students, which reflected positively on their performance on the achievement tests.

The application of brain-based learning strategies has provided cognitive activities that require mental effort from students in a stimulating environment. These activities play a role in breaking boredom and building links between teacher and student, making the learning environment comfortable and encouraging student achievement.

Notable Quotes: 

“Using this theory in teaching mathematics enabled students to overcome the previous methods of memorizing, recitation, and using high cognitive skills.”

“This theory depends on teamwork and encourages students to interact and exchange ideas and solutions among themselves, making them realize that there was more than one solution to the mathematical problem and encouraged them to think flexibly.”

“Modern trends in teaching Mathematics focus on using activities and strategies that are learner—oriented, where the learner becomes an active in dealing with mathematical experiences.”

Personal Takeaway: 

I am very excited to hear about methods that can help students learn math in an easier and more engaging manner. In my observation, math is one of the hardest subjects for students with learning disabilities, and this leads to a decline in motivation. Reading this study gave me renewed hope for the future!—Shekufeh

Al Onizat, Sabah & Qatawneh, Yayhya. (2019). The Effectiveness of an Educational Program Built on the Brain-Based Learning Theory in Improving Mathematical Skills and Motivation for Learning among Student with Learning Disabilities in Jordan. Modern Applied Science. 13(11), 1-1.

Remote Learning

Looking through the lens of first and second barriers, this study aims to explore the implementations of K-12 online learning.

Considerable Changes Needed To Be Made for the Switch to Online Learning

Most studies on online learning prior to the pandemic focused more on the population of middle to upper-class students than public schools, who were also required to move to online learning during the pandemic. Shifting from onsite to virtual learning during the pandemic required teachers to make considerable changes to how they delivered instruction.

Lack of Resources Created a Barrier to Successful Online Learning

Six different subject teachers from a K-8 public school participated in the study. The qualitative study focused on the external and internal barriers teachers faced during the shift. Data was taken from semi-structured interviews that were based on Ertmer’s (2013) protocols on first and second-order barriers. 

When it came to first-order barriers (external), three different themes emerged. 

First, the participants mentioned the lack of policies and communication from the district. However, participants noted that from the administrative level, there was autonomy for teachers to help with problem-solving. Despite the support from the administrative level, participants noted that training for such best practices in online learning was not available either, especially when previously used teaching tools were banned. 

Secondly, there was a lack of access to technological resources such as reliable internet connections, standardized platforms, and effective communication with students and their caregivers. Though teachers were given some technology tools to use, i.e. IXL, teachers were unsure of their effectiveness. Before the move to online learning, teachers communicated about student progress within the school or via email; however, the lack of an LMS during the online learning transition impacted how teachers interacted with parents to support learning.

Thirdly, there was not enough time for teachers to plan for instruction. Teachers were feeling rushed to design an adapted learning environment for their students. In addition to that, they needed time to analyze the trial-and-error process of online learning. The participants noted the integral aspect of collaboration with fellow teachers during this time. In this case, teachers expressed how the lack of time was exacerbated by the perceived lack of guidance, which impacted their alignment of tools and instructional strategies. 

Second barriers (internal) to online learning were as follows. The different beliefs about digital tools, online learning, and classroom practices. The participants found themselves trying to balance the appropriate amount of screen time with the students’ workload, as well as monitor the students’ socio-emotional health. They mentioned positive effects such as students become more self-directed with their learning as well as teachers not having strict district guidelines, as a participant mentioned that there weren’t any rules as to how “virtual” was to be done. 

Negative effects included the amount of screen time students were getting. One teacher felt that she was more a facilitator of learning as opposed to a teacher. Another challenge mentioned was sustaining the interaction of students online, something that was done with more ease in a face-to-face setting. The teacher’s immediacy to give feedback and analyze student work was also impacted, which during online learning, took a considerable amount of time. Managing off-task behavior of younger students also proved to be more challenging. Established classroom practices had to be altered to support students who were falling behind.

Teacher Resilience Helped Smooth the Hurdles of Online Learning

There were some crucial adaptations to face-to-face strategies, in order to develop a purposeful learning environment. Time management and constraints both posed big factors in teachers learning how to use the technology meaningfully, as well as adapting lessons designed for face-to-face for the online environment. The reliability of technology also proposed some first-order barriers for teachers. 

The author’s findings also emphasized the need for administrative and district support as well as common agreements when using technological tools. However, despite all the mentioned barriers, the teachers demonstrated admirable resilience, willingness to problem solve, and resourcefulness when it came to establishing online environments. The presence of home-school support during online learning also proved to be a benefit for both teacher and student.

Notable Quotes: 

“While research has previously focused on the changing roles of teachers and caregivers in online settings (e.g., Hasler-Waters et al., 2014; Linton, 2016; Oviatt et al., 2016), our findings suggest a need for additional administrative inclusion and changed administrative roles in terms of communication and establishing policies.”

“With minimal training, limited time, and little prior experience, teachers were able to establish online learning environments.”

“This ‘teacher-as-designer’ and learning resources approach seemed to structure the classroom as well as set the stage for self-directed learning.”

“They specifically discussed how critical collaboration was for sharing materials, refining instructional approaches, and impacting learning outcomes.”

Personal Takeaway: 

As more schools offer virtual learning after the pandemic, it is crucial for educational institutions to support their teachers. Supervisors and administrators should consider the growing research in online learning, as they either move to offer virtual learning environments or to supplement in-person instruction.—Nika Espinosa

Tawfik, A. A., Shepherd, C. E., Gatewood, J., & Gish-Lieberman, J. J. (2021). First and Second Order Barriers to Teaching in K-12 Online Learning. TechTrends. https://doi.org/10.1007/s11528-021-00648-y

by Graeme Scott – Executive Chairperson at MARIO Framework

Dear all,We will soon have 50 schools using our MARIO for Me software for middle and high schools.  The results from our schools have been really impressive and the data produced, fascinating.  We have had a number of schools recording over 1,000 one-to-one learning conversations with students, and one teacher even recording over 1,000 one-to-one conversations on her own!  Each of these conversations is an insight into the learning and wellbeing of a young person and an opportunity to connect with them on a deeper level.  I’m excited to share that our Elementary/Primary School version is nearing the final stages of testing.  As a former elementary teacher, I have taken a particular interest in this one.  Sincere thanks to those schools who have helped with the testing and their wonderful students who have given us really important (and often really amusing) feedback.  We currently have ten eager schools waiting patiently to trial this with their young students and we’re excited to hear their feedback.

As I write this, we have just concluded our 2023 Q1 Board meeting.  The first part of the meeting was an inclusive affair, with almost 30 on the call from 20 different countries, including a number of experienced educators now supporting our work through introductions to new schools and specialist advice.  It really does feel like a global effort now.  We are always looking for new schools to join our growing MARIO family.  If you are interested in monitoring and improving student learning and wellbeing through innovative data analytics and effective interventions, why not get in touch.

Very best wishes,

Graeme

As we head into the month of May, our certification course participants are busy preparing to submit their final learning projects. Here, course participants have the opportunity to showcase their learning and reflect on how they can begin to implement what they have learned from the course into their own unique contexts. We can’t wait to see what great ideas this passionate group of educators will come up with! In addition to individual projects, this cohort has also shared some great insights on our discussion boards. Topics of discussion this week have included: strategies to support reluctant learners, how to use MARIO for Me software to guide one-to-one sessions with learners and monitor student growth, and the benefits of taking professional learning courses with colleagues to consolidate learning and help to put theoretical ideas into action. We love seeing our participants collaborate with one another in this digital space! 

Behind the scenes, the Professional Learning Team is hard at work creating new self-study courses that will be available this fall. These courses are specifically designed for professionals who want to explore a particular educational interest or up-skill in a certain area with the flexibility of an asynchronous course model. Stay tuned for more exciting updates coming soon! 

Pandemic 

In order to provide readers with an extensive overview of the problem the authors synthesized global evidence of mental health problems experienced by children and adolescents during the COVID-19 pandemic, especially given that this time has also been recognized as a psychiatric epidemic.

The Effect of Pandemic Control Measures on Children and Adolescents

Children and adolescents are among the most vulnerable populations affected by the preventative measures used during the pandemic. The “closure of schools, leading to reduced interaction with peers, and lessened opportunities for physical activity and exploration” all contributed adversely to the welfare and mental health of this population. Some studies even found that children whose parents were frontline workers during the epidemic suffered significantly higher rates of mental health challenges. For example, in Turkey, children of health workers had significantly higher anxiety levels measured when compared to non-health workers’ children. China’s unique context during this period of time also meant that the pandemic resulted in a significant psychosocial impact on Chinese adolescents and children, with a high prevalence of anxiety, depression, sleep disorders, and post-traumatic stress reported.

The Wide Range of Mental Health Problems Experienced 

An extensive literature search was conducted as part of this umbrella overview. Included studies had to have a participant makeup that comprised 70% children or adolescents to be included in the review. 17 systematic reviews were selected for further analysis and they covered a wide range of mental health problems including psychosocial problems and psychiatric conditions. 

The COVID-19 pandemic and the stressors associated with it have resulted in a wide range of mental health problems. Evidence suggests children and adolescents are experiencing higher incidences of “anxiety, depression, psychological distress, PTSD, sleep disorders, suicidal behavior, addiction disorders, and other psychosocial problems.” The authors also identified several factors associated with mental health outcomes in this population, these included social demographic data factors, family-related factors, and social and community-related factors.

Multipronged Efforts Need to be Made to Alleviate the Mental Health Burden

The evidence suggests that multipronged efforts need to be made to alleviate immediate and future health and social consequences of this mental health burden in this population. The authors provide an extensive list of evidence-based guidelines and recommendations that could fit the mental health needs of children and adolescents in different contexts as part of the review. Here are a few:

  • On an individual level, awareness of mental health and pandemic safety should be strengthened, along with promoting more positive psychology-based targeted interventions alongside public health ones. 
  • Strengthening public mental health services for rural and other marginalized population groups.
  • Providing family-based interventions for holistic mental health development of children, adolescents, and their family caregivers.
  • Healthcare professionals and social workers should be encouraged to offer services in diverse settings.

Notable Quotes: 

“Transdisciplinary mental health research, policymaking, and practice should be emphasized to mitigate the mental health impacts of this pandemic and ensure optimal mental, physical, and social health of children and adolescents locally and globally.”

“Gender was associated with mental health outcomes as reported in several reviews. Chai et al. [43] reported the percentage of boys was a moderator of mental health outcomes across study samples. In contrast, several reviews reported girls had a higher burden of mental health problems during this pandemic.”

“Several other mental health problems were reported in multiple reviews. Cunning et al. reported that the prevalence of OCD among adolescents ranged from 44.6% to 73% causing exaggerating symptoms.”

Personal Takeaway: 

It is not surprising that the COVID-19 pandemic had and continues to have a significant impact on mental health in children and adolescents. They experienced disruptions to almost all aspects of their life with changes in lifestyle and daily behaviors that were made worse by disruptions or lack of availability of health services and supports. The authors highlight the need to continue to address the current problems and work to better prepare for future public health emergencies. —Ayla Reau

Hossain, M. M., Nesa, F., Das, J., Aggad, R., Tasnim, S., Bairwa, M., Ma, P., & Ramirez, G. (2022). Global burden of mental health problems among children and adolescents during COVID-19 pandemic: An umbrella review. Psychiatry research, 317, 114814. https://doi.org/10.1016/j.psychres.2022.114814

Pandemic 

In order to provide readers with an extensive overview of the problem the authors synthesized global evidence of mental health problems experienced by children and adolescents during the COVID-19 pandemic, especially given that this time has also been recognized as a psychiatric epidemic.

The Effect of Pandemic Control Measures on Children and Adolescents

Children and adolescents are among the most vulnerable populations affected by the preventative measures used during the pandemic. The “closure of schools, leading to reduced interaction with peers, and lessened opportunities for physical activity and exploration” all contributed adversely to the welfare and mental health of this population. Some studies even found that children whose parents were frontline workers during the epidemic suffered significantly higher rates of mental health challenges. For example, in Turkey, children of health workers had significantly higher anxiety levels measured when compared to non-health workers’ children. China’s unique context during this period of time also meant that the pandemic resulted in a significant psychosocial impact on Chinese adolescents and children, with a high prevalence of anxiety, depression, sleep disorders, and post-traumatic stress reported.

The Wide Range of Mental Health Problems Experienced 

An extensive literature search was conducted as part of this umbrella overview. Included studies had to have a participant makeup that comprised 70% children or adolescents to be included in the review. 17 systematic reviews were selected for further analysis and they covered a wide range of mental health problems including psychosocial problems and psychiatric conditions. 

The COVID-19 pandemic and the stressors associated with it have resulted in a wide range of mental health problems. Evidence suggests children and adolescents are experiencing higher incidences of “anxiety, depression, psychological distress, PTSD, sleep disorders, suicidal behavior, addiction disorders, and other psychosocial problems.” The authors also identified several factors associated with mental health outcomes in this population, these included social demographic data factors, family-related factors, and social and community-related factors.

Multipronged Efforts Need to be Made to Alleviate the Mental Health Burden

The evidence suggests that multipronged efforts need to be made to alleviate immediate and future health and social consequences of this mental health burden in this population. The authors provide an extensive list of evidence-based guidelines and recommendations that could fit the mental health needs of children and adolescents in different contexts as part of the review. Here are a few:

  • On an individual level, awareness of mental health and pandemic safety should be strengthened, along with promoting more positive psychology-based targeted interventions alongside public health ones. 
  • Strengthening public mental health services for rural and other marginalized population groups.
  • Providing family-based interventions for holistic mental health development of children, adolescents, and their family caregivers.
  • Healthcare professionals and social workers should be encouraged to offer services in diverse settings.

Notable Quotes: 

“Transdisciplinary mental health research, policymaking, and practice should be emphasized to mitigate the mental health impacts of this pandemic and ensure optimal mental, physical, and social health of children and adolescents locally and globally.”

“Gender was associated with mental health outcomes as reported in several reviews. Chai et al. [43] reported the percentage of boys was a moderator of mental health outcomes across study samples. In contrast, several reviews reported girls had a higher burden of mental health problems during this pandemic.”

“Several other mental health problems were reported in multiple reviews. Cunning et al. reported that the prevalence of OCD among adolescents ranged from 44.6% to 73% causing exaggerating symptoms.”

Personal Takeaway: 

It is not surprising that the COVID-19 pandemic had and continues to have a significant impact on mental health in children and adolescents. They experienced disruptions to almost all aspects of their life with changes in lifestyle and daily behaviors that were made worse by disruptions or lack of availability of health services and supports. The authors highlight the need to continue to address the current problems and work to better prepare for future public health emergencies. —Ayla Reau

Hossain, M. M., Nesa, F., Das, J., Aggad, R., Tasnim, S., Bairwa, M., Ma, P., & Ramirez, G. (2022). Global burden of mental health problems among children and adolescents during COVID-19 pandemic: An umbrella review. Psychiatry research, 317, 114814. https://doi.org/10.1016/j.psychres.2022.114814

Conceptual Change

This study aims to identify and synthesize the existing literature on the factors that influence the academic talent development of Black girls in K-12 settings. The aim is to examine the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls.

Factors Involved Can Either Facilitate or Hinder Talent Development in Black Girls

The literature review highlights several factors that can influence academic talent development among Black girls, including cultural and social influences, family and community support, teacher expectations and biases, and school policies and practices. The study notes that these factors can either facilitate or hinder academic talent development in Black girls. The study highlights the need for more research to better understand these complex factors and their interplay in academic talent development.

Positive and Negative Impacts Both Play a Part in Talent Development

The methodology involved a comprehensive search of multiple databases for peer-reviewed articles published between 2000 and 2019. After applying inclusion and exclusion criteria, 23 articles were selected for analysis. The results of the study indicate that the factors that influence academic talent development in Black girls are complex and multifaceted. The study found that cultural and social influences, such as racial stereotypes and biases, can negatively affect academic talent development. However, family and community support, including parental involvement and mentorship programs, can have a positive impact.

Notable Quotes: 

“Black girls have been identified as “one of the most vulnerable student populations in public schools” due to discriminatory policies and practices (Evans-Winters & Esposito, 2010, p. 14).”

“Black high school and middle school girls confront other challenges including negative stereotyping, negative racial identity development, and limited access to educational opportunities due to poverty (Olszewski-Kubilius & Corwith, 2018).”

“Racial discrimination is prevalent in the school life of Black girls and can have negative outcomes on academic adjustment and motivation (Eccles et al., 2006; Sellers et al., 1998). These negative experiences may hinder Black girls from reaching their full academic potential (Mayes & Hines, 2014).”

Personal Takeaway: 

As a teacher, I want to empower all students to one day be leaders who can make changes in the world and fight for the injustices that are prevalent in our society. Unfortunately, my own teaching context means that I have very limited opportunities to work with Black students, even though I am working at an international school based in Africa. Black students are generally grossly under-represented in international schools.—Shekufeh

Davis, Brenda K. “Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review.” Journal of Advanced Academics 32.4 (2021): 435-468.