How Are Our Kids Really Doing Take This Quiz To Find Out

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How Are Our Kids Really Doing?Take This Quiz
To Find Out
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• Kids today have ____ hours less free time each
  week than they did in 1981.
• Hofferth, S. L., Sandberg, J. F. (2001).
  Changes in American children's use of time,
  1981-1997. In T. Owens S. Hofferth (Eds.),
  Advances in life course research series Children
  at the millennium Where have we come from, where
  are we going? New York Elsevier Science.)

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• 12 hours
• less free time each week
• Hofferth, S. L., Sandberg, J. F. (2001).
  Changes in American children's use of time,
  1981-1997. In T. Owens S. Hofferth (Eds.),
  Advances in life course research series Children
  at the millennium Where have we come from, where
  are we going? New York Elsevier Science.)

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• 6-8 year olds spend
• ___ less
• time playing today
• than in 1981.
• (Hofferth, S. L., Sandberg, J. F.
• (2001). Changes in American
  children's use of time, 1981-1997. In T. Owens
  S. Hofferth (Eds.), Advances in life course
  research series Children at the millennium
  Where have we come from, where are we going? New
  York Elsevier Science.)

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• 33
• less time playing
• (Hofferth, S. L., Sandberg, J. F.
• (2001). Changes in American
  children's use of time, 1981-1997. In T. Owens
  S. Hofferth (Eds.), Advances in life course
  research series Children at the millennium
  Where have we come from, where are we going? New
  York Elsevier Science.)

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Dr. Madeline Levine

• Time kids spend doing homework has increased
  ___ since 1981
• (2004 national survey of more than 2,900
  children done by the University of Michigan)

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Dr. Madeline Levine

• 51
• Increase in Time Spent Doing Homework since 1981
• (2004 national survey of more than 2,900
  children done by the University of Michigan)

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Dr. Madeline Levine

• Research shows what correlation between
  homework and achievement for elementary school
  students?
• (Cooper, H., Robinson, J.C., Patall, E.A.
  (2006). Does Homework Improve Academic
  Achievement? A Synthesis of Research 1987-2003.
  Review of Educational Research, 76I, 1-62.)

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Dr. Madeline Levine

• almost no correlation
• (Cooper, H., Robinson, J.C., Patall, E.A.
  (2006). Does Homework Improve Academic
  Achievement? A Synthesis of Research 1987-2003.
  Review of Educational Research, 76I, 1-62.)

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Dr. Madeline Levine

• There is a .7 correlation for middle school
  students for the first 60 minutes
• (Cooper, H., Robinson, J.C., Patall, E.A.
  (2006). Does Homework Improve Academic
  Achievement? A Synthesis of Research 1987-2003.
  Review of Educational Research, 76I, 1-62.)

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Dr. Madeline Levine

• If middle school students do more than one
  hour, research found little or no correlation
  between homework and added achievement
• (Cooper, H., Robinson, J.C., Patall, E.A.
  (2006). Does Homework Improve Academic
  Achievement? A Synthesis of Research 1987-2003.
  Review of Educational Research, 76I, 1-62.)

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• 5-12 year olds need ____hours of sleep each
  night
• (National Sleep Foundation. (2006). Press Release
  2006 Stick to routines.)

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• 10-11 hours
• of sleep each night
• (5-12 year olds)
• (National Sleep Foundation. (2006). Press Release
  2006 Stick to routines.)

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• ___ of 1st-5th
• graders sleep just
• 9-10 hours each
• night?
• (National Sleep Foundation. (2004). 2004 Sleep
  in America Poll.)

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• 54 sleep just 9-10
  hours each night
• 17 sleep less than
• 9 hours
• each night
• (National Sleep Foundation. (2004). 2004 Sleep
  in America Poll.)

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• How many hours of sleep do teens need each
  night?

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• 9.25 hours
• of sleep each night.
• National Sleep Foundation

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• of teens not getting the recommended (needed)
  amount of sleep?

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• 80
• teens not getting recommended (needed) amount of
  sleep
• (National Sleep Foundation. (2006). 2006 Sleep in
  America Poll.)

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• Majority of adolescents
• are averaging
• 7 hours of sleep.
• (9.25 hours needed each night)
• (Wolfe, P. (2005). Advice for the Sleep-Deprived.
  Educational Leadership, 62 (7), 39-40.)

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• 25
• of adolescents are getting
• 6 hours or less of sleep.
• (9.25 hours needed each night)
• (Wolfe, P. (2005). Advice for the Sleep-Deprived.
  Educational Leadership, 62 (7), 39-40.)

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• ?Adults need 8 hours
• (healthy range 7-9 hours)
  
• ?Teens need 9.25
• hours of sleep
• ?5-12 year olds need
• 10-11 hours of sleep
• each night
• ?Preschoolers need 11-
• 14 hours of sleep
• each 24 hours
• 
  National Sleep Foundation

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Whats the impact of less sleep?
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Whats the impact of less sleep?

• By all measures,
• human
• functioning
• declines
• impacting
• memory,
• attention, mood
• and/or cognitive
• performance.

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Dr. Madeline Levine

• If you do only one thing, make sure your
  children and teenagers are getting enough sleep.
• You too.

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• What fall asleep in school and what fall
  asleep doing homework?

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• 28 fall asleep in school and
• 22 fall asleep doing homework
• (National Sleep Foundation. (2006). 2006 Sleep
  in America Poll.)

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Dr. Madeline Levine

• In a national survey, students were asked to
  use 2 words to describe how they felt in school.
  The word most often used by students was _____
  followed by ______.
• (Lyons, L. (2004). Most Teens Associate School
  with Boredom, Fatigue. Gallup Poll.)

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Dr. Madeline Levine

• bored
• followed by tired.
• (Lyons, L. (2004). Most Teens Associate School
  with Boredom, Fatigue. Gallup Poll.)

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• ____ of US high school students surveyed
  indicated that they had cheated on a test at
  least once during the school year.
• (Steinberg, L. (1996). Beyond the Classroom
  Why School Reform Has Failed and What Parents
  Need to Do. Simon and Schuster.)

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• 67
• Teens surveyed said yes, they had cheated on a
  test
• (Steinberg, L. (1996). Beyond the Classroom Why
  School Reform Has Failed and What Parents Need to
  Do. Simon and Schuster.)

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• Adolescents report several reasons why they
  cheat, including

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• Fear of failure, parents demanding good grades,
  wanting to keep up with others, wanting to get a
  good grade, and feeling that the teacher is
  unfair.
• (Davis, S.F., Ludvigson, H.W. (1995).
  Additional Data on Academic Dishonesty and a
  Proposal for Remediation. Teaching of Psychology,
  22 (2), 119-121.)

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• Of 9-13 year olds surveyed, what were they most
  stressed by?
• (KidsHealth KidsPoll. (2005). How Kids Handle
  Stress. National Association of Health Education
  Centers)

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• they were more stressed
• by academics than any other stressoreven
  bullying or family problems.
• (KidsHealth KidsPoll. (2005). How Kids Handle
  Stress. National Association of Health Education
  Centers)

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• What percentage of Bay Area parents report
  their
• 9-13 year old children experience moderate to
  high levels of stress?
• (Lucile Packard Foundation for Childrens
  Health. (2005). KidsData.org. New Poll Highlights
  Parents Views on Physical, Emotional Health of
  Children.)

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• 70
• Bay Area parents report their
• 9-13 year old children experience moderate to
  high levels of stress
• (Lucile Packard Foundation for Childrens Health.
  (2005). KidsData.org. New Poll Highlights
  Parents Views on Physical, Emotional Health of
  Children.)

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• What contributes most to the stress?
• (Lucile Packard Foundation for Childrens Health.
  (2005). KidsData.org. New Poll Highlights
  Parents Views on Physical, Emotional Health of
  Children.)

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• Parents say schoolwork and homework
• (Lucile Packard Foundation for Childrens
  Health. (2005). KidsData.org. New Poll Highlights
  Parents Views on Physical, Emotional Health of
  Children.)

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•  
• What is the 1 Reason Teens Say Teens use drugs?

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• 73
• Teens surveyed agreed drug use is for dealing
  with  
• pressures and stress of school 
• Partnership for a Drug-Free America Partnership
  Attitude Tracking Study August 4, 2008 

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• Only 7
• of parents surveyed
• attributed drug use to dealing with pressures and
  stress of school 
• Partnership for a Drug-Free America Partnership
  Attitude Tracking Study August 4, 2008 

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• How many kids, ages 7-17 were treated for
  depression in the past 5 years in the
• US?
• (Brent, D. (2005). Is the medication bottle
  for pediatric and adolescent depression half-full
  or half-empty? Journal of Adolescent Health, 37
  (6), 431- 433.)

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• 3.2 million
• Children and Teens treated for Depression
• This is more than double the number from the
  previous 5 years.
• (Brent, D. (2005). Is the medication bottle
  for pediatric and adolescent depression half-full
  or half-empty? Journal of Adolescent Health, 37
  (6), 431- 433.)

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• 25 to 33
• of surveyed 7th, 9th, and 11th graders in Santa
  Clara County
• reported symptoms of depression (feelings of
  hopelessness and sadness lasting for at least two
  weeks during the previous year)
• Lucile Packard Foundation for Childrens Health.
  (2007). KidsData.org. Santa Clara County
  Childrens Report 2007

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• 8 increase in suicide rates between ages of 10
  24 in 2004 following a 28 decline in the past
  15 years.
• Morbidity Mortality Weekly Report, 2007
• Centers for Disease Control

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• Cornell Princeton survey found 17 of students
  had engaged in behavior known as self-injuries,
  such as cutting.
• Pediatrics Journal, June, 2006

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• Almost half of all students will become seriously
  depressed during their college career
• College of the Overwhelmed 2004
• Harvard University
• Mental Health Services

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• Of nearly 95,000 students from public and private
  colleges surveyed, ____ students felt so
  depressed it was difficult to function.
• American College Health Association Survey, 2006

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• 44
• students felt so depressed
• it was difficult to function.
• American College Health Association
• Survey, 2006

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• ___ reported having an anxiety disorder.
• American College Health Association Survey, 2006

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• 12
• More than one out of every ten students.
• American College Health Association Survey, 2006

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• Of nearly 2,200 Stanford students surveyed by
  telephone in 2007-08, nearly 12 said they had
  thought of suicide.
• (More than one out of 10 students)
• Mental Heath Well-Being Task Force
• Stanford University, Oct. 2008

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• What is the single strongest predictor of better
  achievement scores and fewer behavioral problems
  for children
• ages 3-12?

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• Family Meals
• (Hofferth, S.L. (2001). How American Children
  Spend Their Time. Journal of Marriage and the
  Family, 63, 295-308.)

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Stanford University Student Mental Health and
Well-being Task Force Report, Oct. 2008

• Academic success does not necessarily equate to
  well-being.
• Many students are succeeding academically,
  despite being burdened by significant mental
  health issues.

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Stanford University Student Mental Health and
Well-being Task Force Report, Oct. 2008

• A Silent Epidemic
• There is abundant evidence that this generation
  suffers from increased emotional and mental
  health challenges.

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Stanford University Student Mental Health and
Well-being Task Force Report, Oct. 2008

• The mental health and well-being challenges
  facing students are part of a larger phenomenon
  and are not merely limited to Stanford or
  college-age students.

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Stanford University Student Mental Health and
Well-being Task Force Report, Oct. 2008

• Research demonstrates that students
  experience these challenges well before they
  enter college.

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For information on

• ?the many negative impacts of student stress
• ? how to lower student stress at home and as
  school
• ?How to join this cause to help children and
  teens everywhere
• go to
• www.challengesuccess.org

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• I watched a video of a recent Stressed Out
  Students conference at Stanford, and I recommend
  it to any parent, whether your kid is in
  preschool, or college.
• Patty Fisher
• San Jose Mercury News Columnist
• Oct. 20, 2008
• SOS Stressed Out Students DVD
• Challenge Success Keynote Event
• 9/26/08
• www.paloaltopta.org
• Only 4, including shipping

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SOS-Stressed Out Students DVD

• Featuring
• David Elkind
• Author of The Hurried Child and The Power of Play
• Dr. Ken Ginsburg
• Author of A Parents Guide to Building Resilience
  in Children and Teens
• Denise Clark Pope
• Author of Doing School How We Are Creating a
  Generation of Stressed Out, Materialistic, and
  Miseducated Students
• Dr. Madeline Levine
• Author of The Price of Privilege How Parental
  Pressure and
• Material Advantage Are Creating a

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Challenge Success

• A pioneering intervention and research project at
  Stanford University
• The mission to inform, inspire and equip youth,
  parents and schools to adopt practices that
  expand options for youth success.
• Programs include
• School Reform
• Parent
  Education
• Youth
  Development
• Movement
  Building
• Research
• www.challengesuccess.org

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Challenge Success

• Each participating school forms an Challenge
  Success team, comprised of a principal, several
  teachers, counselors, parents, as well as some
  students.
• This collaborative team meets monthly to explore
  meaningful ways to reduce the stressors at their
  school-site. The team receives mentoring from
  Challenge Success professionals and attends two
  conferences at Stanford each school-year.

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• Your Grade on this Quiz

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• A
• For caring and participating!

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