co educational school meaning

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Meaning of coeducational in English

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• Berkeley College is a coeducational institution that specializes in business .
• She said that girls tend to do better academically in single-sex schools than in coeducational ones .
• Students could be assigned to either single-sex or coeducational classes .
• They turned the struggling women's school into a co-educational college .
• We offer co-educational programmes for those aged 14 to 21.
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coeducation

Definition of coeducation

Examples of coeducation in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'coeducation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1850, in the meaning defined above

Dictionary Entries Near coeducation

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“Coeducation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/coeducation. Accessed 13 May. 2024.

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Nglish: Translation of coeducation for Spanish Speakers

Britannica.com: Encyclopedia article about coeducation

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co-education

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The teaching of girls and boys together in the same school and the same class. Whereas primary education has generally always been co‐educational (although up to the 1950s there were often separate entrance doors for boys and girls), it was often the case in the first two‐thirds of the 20th century that boys and girls would attend separate schools for their secondary education. Since the Education Act 1944 (Butler Act) the trend has been towards co‐educational secondary provision. Some researchers suggest that boys achieve better in mixed (co‐educational) classes, while girls may achieve more highly, particularly in science subjects, in single‐sex schools. See also gender.

From:   co‐education   in  A Dictionary of Education »

Subjects: Social sciences — Education

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Definition of 'co-educational'

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coeducational

[ koh-ej- oo - key -sh uh -nl ]

a coeducational state college.

coeducational programs.

Discover More

Other words from.

• coed·u·cation·al·ism noun
• coed·u·cation·al·ly adverb

Word History and Origins

Origin of coeducational 1

Example Sentences

When he attended Marymount Manhattan College it was transitioning from all women to coeducational, and though he was studying technical theater and not acting, he landed all the male leads in the college’s plays.

Unusually for the era, Tuskegee was coeducational from the first.

Speak of coeducational colleges and State Universities; have they advantages over the rest?

Marriages between those who have gone to coeducational colleges appear to have a still higher chance of success.

The college was a coeducational institution, and the boys and girls were in fair measure paired off in congenial fashion.

She was like a girl grind in a coeducational college who determines to head the class and to that devotes all of a sexless energy.

Already coeducational colleges incline to more careful leadership for their girls.

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Definition of co-educational adjective from the Oxford Advanced American Dictionary

co-educational

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What is Called Co-Education?

In Brief: Co-education is the education of males and females in the same school, college or university. The term ‘co-education’ can also refer to the integrated education of children with different abilities in the same class. The main advantages of co-education are that it breaks down gender barriers and leads to more well-rounded individuals. It can also lead to improved communication skills and greater socialization opportunities. Some disadvantages include increased distractions, competitiveness and peer pressure. Ultimately, the decision about whether to send a child to a single-sex or coeducational school is a personal one that depends on each family’s values and preferences. The History Of Co-Education: Co-education has been around since ancient times and was practiced in Greece, Rome, India and China. In medieval Europe, some monasteries and cathedral schools were coeducational, as were a small number of town schools. However, most educational institutions were single-sex until the nineteenth century when co-education became increasingly common. In 1833, for example, James Mill advocated for the equal education of women in Essays on Government. During this time there was a growing belief that men and women should be treated equally in all aspects of life including education. This belief was reflected in changes to legislation such as The Married Women’s Property Act 1882 which gave married women control over their own property. As society became more egalitarian, co-education became more prevalent throughout Europe and North America. By the end of the twentieth century, it was estimated that over 80% of schools in developed countries were coeducational. The Advantages Of Co-Education: There are several advantages associated with co-education. One benefit is that it helps break down gender stereotypes by giving boys and girls exposure to both male and female role models. Studies have shown that children who attend coeducational schools are more likely to hold less traditional views about gender roles than those who attend single-sex schools.

For example, they may be more likely to believe that both men and women can work equally well as doctors or lawyers.

Another advantage is that it often leads to better academic results because students feel less pressure to conform to stereotypes about how boys or girls ‘should’ behave.

What is the Example of Co-Education?

There are many examples of co-education, but one of the most common is when boys and girls learn together in the same classroom. This can happen at any level of education, from primary school right up to university. In a co-educational setting, boys and girls are usually taught separately for some subjects, such as Maths and English, but they share lessons for others, like History or Science. One benefit of co-education is that it can help break down gender stereotypes. For example, if boys and girls learn together it can challenge the idea that certain subjects are ‘for girls’ or ‘for boys. Co-ed classrooms can also be more fun and lively places to learn, with a wider range of people to interact with. Of course, there are also some disadvantages to co-education. Some parents worry about their children being distracted by members of the opposite sex in class. And sometimes boys and girls can find it hard to work together cooperatively – especially during those tricky teenage years!

What is Co-Education in Simple Words?

Co-education is when both boys and girls are taught together in the same school. It started to become popular in the late 1800s when more schools began to allow girls to attend. Some people believe that co-education is better because it helps boys and girls learn to work together and understand each other. Others believe that it can be distracting for students and that boys and girls should be educated separately.

What are the Benefits of Co-Education?

There are several benefits of co-education. First, it helps to create a more diverse and well-rounded learning environment. When students are exposed to different genders and viewpoints in the classroom, they can learn from one another and develop a greater understanding of the world around them. Second, co-ed classrooms can promote healthy competition and collaboration among students. Boys and girls can push one another to achieve their best work when they’re working together in class. This can lead to better grades and higher test scores for everyone involved. Third, co-education can help reduce gender stereotypes and sexism in schools. When boys and girls learn alongside one another, they’ll be less likely to buy into harmful stereotypes about each other’s abilities or interests. And as they grow older, they’ll be better equipped to respect one another’s differences and work together effectively in both professional and personal settings.

Essay on Co-Education || Advantages and disadvantages of Co-education || Co Education || Handwriting

Importance of Co-Education

There are many advantages of co-education. First and foremost, it helps students learn to communicate and work together. This is an important skill that will come in handy later in life when they enter the workforce. Additionally, co-ed schools tend to have more resources than single-sex schools, which can benefit students academically. Finally, research has shown that girls who attend co-ed schools outperform their counterparts at single-sex schools on measures of academic achievement and leadership skills.

Co Education Essay

There are many advantages and disadvantages of co-education. Some parents and educators feel that it is better for children to be educated in a single-sex environment while others believe that co-ed education is more beneficial. In this essay, I will discuss the pros and cons of co-education before drawing a conclusion. One advantage of co-education is that it helps to develop social skills. Children who go to school together learn how to interact with members of the opposite sex from an early age. This can be helpful later in life when they need to work with people of both sexes in the workplace. It can also help them to form strong friendships which may last a lifetime. Another benefit is that boys and girls learn to respect each other when they are educated together. They learn about different cultures and lifestyles which can help to promote tolerance and understanding in society. Co-ed schools also tend to have better facilities than single-sex schools as they can cater to the needs of both genders. However, there are some disadvantages associated with co-education too. Some parents worry that their children will be distracted by members of the opposite sex if they are educated together. Boys may become more interested in impressing girls rather than concentrating on their studies and girls may become self-conscious about their appearance if they think boys are looking at them all the time! Another concern is that mixed classrooms can lead to bullying as kids often pick on those who are different from them – for example, those who do not dress or behave “normally” according to gender stereotypes. So, what is the verdict? There are arguments both for and against co-education but I believe that its benefits outweigh its drawbacks overall. What do you think?

Co Education Synonyms

What is co-education? Co-education is the integrated education of male and female students in the same institution. This type of education can be provided in schools, colleges, or universities. It is also known as mixed-sex education. The advantages of co-education are:

1) It helps in the social development of both sexes. 2) It inculcates a sense of competition and cooperation between the sexes.

3) Both sexes get to interact with each other and learn from each other. This leads to better understanding and communication between them. 4) Co-ed classrooms provide a more natural environment for learning as compared to single-sex classrooms. Studies have shown that students perform better in co-ed classrooms than in single-sex classrooms.

The term “co-education” is used to describe the education of boys and girls in the same school. Co-education has been around for centuries, but it is only recently that it has become popular in developed countries. There are many advantages to co-education, including the following: 1. It helps to break down gender stereotypes.

2. Boys and girls learn to work together and cooperate from an early age.

3. It prepares students for life in the real world, where they will have to interact with people of both genders on a daily basis. 4. Co-ed schools tend to have a more relaxed atmosphere than single-sex schools, which can be beneficial for some students. 5. Studies have shown that students who attend co-ed schools perform better academically than those who attend single-sex schools.

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Home » School » Nursery » Closing the Gender Gap: The Benefits of Co-educational Learning

Closing the Gender Gap: The Benefits of Co-educational Learning

By Independent School Parent | Mon 7th Mar 2022

https://www.independentschoolparent.com/school/the-benefits-of-co-educational-learning/

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Opting for a co-educational learning environment for your children comes with many academic, social, personal and developmental benefits for both sexes, explains Julie Chatkiewicz, Vice-Principal at St Margaret’s School , Herts.

It’s normal to feel anxious about choosing the right school for your child because there are so many different factors to consider: personality, strengths, individual needs and special interests are all valid considerations, along with the schools’ own cultures and values and whether they’re compatible with your requirements and expectations. Whether to move your child from a single-sex prep school to a co-educational learning environment at senior level is another conundrum altogether.

If a child already attends a co-educational school, it may simply seem easier to follow that path. But for those looking to benefit from a collaborative, mixed-gender-learning environment, the move from single sex to co-education can be a daunting step, both for the child and their parents .

The decision often depends on the educational and emotional needs of the child, together with parental values of what constitutes the ideal learning environment within which to flourish; this will of course vary from parent to parent.

Single sex or co-educational learning? Removing the fear factor

Moving schools can be a stressful process for all children, but those moving to co-education from single-sex may have particular worries, such as building friendships with the opposite sex, or if there are only a small number of either boys or girls at the school , receiving unwanted attention in class or on social media .

Schools can help with such concerns through activities that are organised on a genderless basis, by creating positions of responsibility so that the opposite sex is respected equally, which will in turn create good role models for new pupils in the future .

Year seven pastoral staff can focus on specific concerns, addressing pupils’ worries through themed assemblies and PSHE sessions.

Co-educational learning: adding a new dimension to the classroom

Credit: Pixabay

Apart from improved socialisation skills, parents often consider the wider academic opportunities of co-education for their child, as there will inevitably be a greater array of subjects and activities offered. There are also many other benefits for children learning in a co-educational environment.

They’re more likely to take risks and challenge accepted views in discussions. The natural competition between boys and girls can add a very different, but positive, dimension to the classroom.

Learning in a co-ed setting can help children to appreciate and respect the potentially different views of other genders , and this can also help them later in life to become better prepared when faced with challenging situations.

Curriculum-wise, teachers will cover different, broader topics in lessons rather than simply focus on subject matter, which is very narrow and more suited to a single-sex school. Without doubt, co-education improves the learning environment for both genders.

Broadening friendship groups

Socially and emotionally, children will develop a broader range of friends in a co-educational learning setting and will see it as completely normal to have friendships with the opposite sex.

This better prepares them for life outside the school gates . For girls in particular, a real benefit is that classroom friendships don’t have the same intensity as is sometimes the case in a single-sex environment.

The transitional period into co-educational learning is all-important and can be facilitated through group activities, which encourages team building across the sexes. A co-curricular programme with a diverse range of activities which appeals to all and encourages inclusivity, helps children to find their feet.

Creating a smooth and supportive transition

Links that co-educational schools build up with their feeder prep schools can assist with a smooth transition. Sharing information between a child’s junior and new senior school really does help.

Equally, a strong pastoral care structure helps to settle children when they join their new school . Parents need to be made aware of how the support structure works and who to contact should they have any concerns.

Clear information about rules and how the school operates needs to be shared with parents via the website and through direct communication from the child’s head of year or form tutor. While the primary focus for a school may be helping new pupils to settle, there are also clear benefits to supporting new parents through the process of moving schools .

The world is co-educational

Longer term, co-educational learning is more reflective of the world we live in and will in theory, result in a child who has confidence in relationships with the opposite sex as they progress through life.

The Greek philosopher, Plato was a great advocate of co-education and equal opportunities for all. This message is one that still resonates for schools today when preparing their pupils for a 21st century world , one that is without question, co-educational.

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Educate Together

Ireland’s equality-based schools

• Co-educational Schools

In Educate Together’s co-educational schools, students are encouraged to explore their full range of abilities and are provided with equal opportunities regardless of their gender.

For Educate Together, ‘co-education’ goes far beyond its traditional meaning of educating girls and boys together. We recognise the crucial role schools have to play in tackling gender inequality. Our schools develop comprehensive programmes to counter gender stereotyping in all its forms. Our schools encourage and support the wide variety and range of talents among students irrespective of gender. We think that encouraging an ability amongst children to have respectful relationships between girls and boys is a vital part of preparing them for their future in a society where hopefully there will be increasing equality between genders.

Happy #InternationalWomensDay to all @EducateTogether staff, students and parents/guardians! Co-education & gender equality are central to the Educate Together ethos & we would like to thank everybody in our network who works towards achieving gender equality everyday. — Educate Together (@EducateTogether) March 8, 2019

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Educate Together schools provide an environment in which the identity of each child is equally respected and celebrated. LGBT issues are specifically addressed in the Ethical Education curriculum – a key component of the Educate Together school model.

• Find out more about Ethical Education in Educate Together schools here

Educate Together schools have been proactive in ensuring that school libraries, from Junior Infants up, contain books with children from same-sex families as well as characters who identify as LGBT. Educate Together is also committed to tackling homophobic and transphobic bullying in all its forms. In partnership with BeLonGTo Youth Services , Educate Together has offered professional development courses for teachers challenging homophobia; an initiative which was long overdue in Ireland. Educate Together has been glad to have had great support from organisations such as BeLonGTo and TENI (Transgender Equality Network Ireland)  – two organisations with tremendous expertise in this area.

Our wonderful students at #GenderMatters #EthicalEducation Up Cork! They travelled six hours today to share their student assembly knowledge. pic.twitter.com/Gb8hxrk7wA — Pamela O'Leary (@pamelora) November 24, 2017

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Benefits of Co-education in a School

Co-education was first introduced in the 1830’s when it was decided that boys and girls would benefit from learning alongside one another in an educational setting. Since then co-ed has grown in popularity and now makes up 80% of secondary schools in the UK. There are many benefits of co-education, many of which can be found below.

Preparing for the ‘real’ world

Co-education is the perfect tool to help prepare young minds for the real world. Whether at home, school or at work, men and women are in constant contact and have to cooperate in daily life. By experiencing this from such an early age a child will find it easier to build relationships and work alongside the opposite sex.

Better communication skills

It is important to develop communication skills from a young age and co-education plays a huge role in this, allowing a child to talk to people of any gender with ease. This varied experience means that both female and male perspectives are constantly explored and the varied modes of communication amongst the genders are better understood. If students are not given this opportunity they may find it harder to develop the skills needed to interact with each other in the long run.

Healthy competition

Competition is an important part of life as an adult and as a child. Healthy competition within education is vital to prepare students for life out of school, whether it be how to deal with failure or to drive pupils to strive for success and feel passionate about what they are doing. The collaborative environment of co-education, be it working as a team or against each other, can help children overcome the fear or shyness and of interacting with the  opposite gender.  A co-ed system provides a balanced and comfortable environment where they feel they can easily have a conversation with the opposite sex. The comfort zone created by co-ed will help shape their behaviour for the future, where working with seniors and colleagues, male or female, is of paramount importance.

Gender equality

We live in a time were gender equality is more important than ever, and by providing an environment were both genders are taught and treated the same promotes this equality from the very start of their education. Children who are raised in such an environment from a young age will grow to respect and appreciate the opinions and attributes of both genders, understanding that even though they may not be the same, they are still equal. Men and women should have the same and equal opportunities and this starts from an early age within education. Although there is no significant differences in grades or academic achievements from students in a same-sex or co-ed setting there are many other skills and opportunities to be taken away from this form of education.

Breaking down barriers

Common stereotypes still put men and women into specific roles but co-education can break down those barriers and give both genders the same opportunities to learn a broad range of  subjects that might not be available to them in a single sex setting. For instance, some boys schools may not offer food technology or textiles as they are seen to be ‘traditionally female’ subjects and girls schools may not offer wood work or technology as they are seen as ‘traditionally male’ subjects. In a co-educational setting the entire curriculum is offered to all the pupils and these kinds of misconceptions can easily be overcome. Students will see from a young age that no gender is better at a subject than the other.

Practise is the best way to learn and master social skills, problem solve and work together, co-education allows the student to do this in a natural way from the beginning of their education so that it is just the norm.

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Co-Education – History, Advantages & Disadvantages

Co-education is an education system where students of both genders males and females study in the same educational institutions. The benefits of co-education include developing mutual respect between genders, better socialization, and preparing them for real-life situations. However, as a disadvantage, it can lead to gender bias and distractions. The impact of co-education depends on cultural or societal norms and the context in which it takes place.

Table of Content

What is Co-Education?

History of co-education, what is co-education in india, benefits of co-education, disadvantages of co-education, faqs on benefits of co-education.

Co-eduction is a system of education where girls and boys are educated together. The practice started in Greece and is now becoming common all over the world. From their early school days, students experience diverse environments, that broaden their horizons and allow them to adapt to different environments as they grow. The feeling of gender equality is inculcated and it boosts their social skills and self-esteem. It allows them to compete with each other and learn from each other. It makes the students understand that no sex is superior to others. It prepares the children for the adult life. They can share their ideas and thoughts with each other.

The practice of co-education first started in Greece. The world’s oldest co-educational school is Archbishop Tenison’s Church of England High School, Croydon. It was established in 1714 in Surrey (now in South London). During the Middle Ages in Europe, co-education was rare, and most education took place in monastic and religious institutions. Co-education became more prevalent in universities and colleges during the late 19th and early 20th centuries. The fight for women’s right and increased gender equality further promoted co-education. By the mid-20th century, co- education became common in primary and secondary school around the world including India.

While co-education is widely accepted, debates continue about the best practices for fostering equality and inclusivity in educational settings. Co-education is an important step towards promoting gender equality in education and society.

Co–education in India has been present since ancient times in the form of the Gurukul system of education, where students of all genders received education in the same place under the guidance of a guru or teacher. During British colonial rule, gender-based education became more common, with separate schools for boys and girls. This separation was mainly due to social norms prevalent at that time. After India gained independence in 1947, co-education started to regain popularity. The Indian government promoted co-education as a means to promote gender equality and social integration. In India majority of the colleges and university departments are now co­educational. While co-education is widely practiced, disparities in educational opportunities and outcomes still exist in certain parts of India, particularly in rural areas. After the enactment of the Right to Education Act in 2009 it was made compulsory for educational institutions to provide equal opportunities to students of all genders.

The supporter of Co-education basically favor the Co-Education system for two factors i.e. Sociological and Economical factor. The various benefits of co-education are described as follows:

• The students get exposed to diversity at a young age, so they find it easier to adapt to diverse environments which reduces gender biases.
• It promotes co-existence by promoting social and communication skills.
• They study in a healthy environment consisting of both the sexes, that improve their communication skills. It motivate them to excel in academics and in extracurricular activities.
• It help in developing mutual respect for each other and the holistic development of a student’s personality.
• Studying together in co- education helps overcome hesitation and shyness to talk to the opposite sex as they study in a friendly environment together.
• In co education both male and female point of view or perspective is explored and thereby provides healthy learning environment and broaden their horizon.
• It reduces the burden on the government to provide resources and infrastructure to the state with more school. So it is a cost effective method.
• It reduces gender stereotype and resultes in better social grouping by working together in the same environment.
• It results in the character development of an individual.
• Co-education helps in developing the habit of team work.
• Co-education promotes gender equality and reduces gender discrimination.
• It helps create a more inclusive and equal society by ensuring that education is accessible to all, regardless of gender,
• Co-education prepares the student for the real world situations,for the social and professional life ahead.
• It promotes a controlled envrionment.

Co-education has various benefits but it also has some disadvantages, depending on specific circumstances and the way it is implemented. Some of the disadvantages of co-education are as follows:

• Coeducation can result in distraction, especially during adolescence, as students are more interested in socializing with members of the opposite sex than in studying
• It can result in unequal participation and opportunities for students of the opposite sex as some courses or activities may be dominated by one gender.
• Safety of the girl student is of major concern in the co-educational institutions. Cases of sexual assault and harassement in these institution requires proper policies.
• Some cultural norms and beliefs are against co-education. They restrict their daughters to study in the co-educational institutions.
• Some students feel shy and uncomforatble in co-learning environment for personal and cultural reasons.
• It can result in unhealthy competition between both genders, which may not form conducive environment for learning.
• It reduces the options for schools and colleges for the students of both genders.
• It can result in unwanted agruments and discussions that can form unhealthy environment.

Co-education provides both advantages and disadvantages. It results in deveolping mutual respect for the opposite sex, reduces gender dicrimination and enhances social and comminication skill and prepare the students for the real life world. However, it can also lead to less concentration, social pressure and reinforce gender stereotype. Its implementation depends on culture, proper management, and the ability to address needs and challenges of mixed learning. Finally the choice should be madedepending on the values and specific goals of students and an educational institution.

Also Read: Education System in India Challenges in Indian Education System Difference Between Online and Traditional Education

1. What is co-education?

Co-education is the learning system where both male and female students can learn together in the same school or college. Under this system boys and girls receive physical, moral values and academic education together.

2. What are the benefits of co-education?

Co-education includes it build the confidence, develops respect, improve team work and thinking level, promote healthy environment and is a cost effective method. Co-education broaden students horizons and allow them to adapt to different environments as they grow.

3. What are the disadvantages of co- education?

The disadvantages of co-education can include less concentration, unhealthy competition, feeling of hesitation and concern about the safety of the girl child. It also reduces the option of school and colleges for both the gender.

4. Why is it called co-education?

Co-education develops from the Latin word “com,” meaning joint or together. So it means education of both girls and boys in the same educational institution. It promotes gender equality and provides better opportunities for future life.

5. Why co-education is needed in India?

Co-education is needed as it prepares the child for the real life situations like in the offices both male and female are expected to cooperate and work together. Students who have studied in co-education finds it easy to adapt in such environment.

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Wake school board ‘pleads’ for commissioners to add $63.2 million more in budget

Wake County school leaders want a record $63.2 million increase in local funding at the same time that homeowners are bracing for higher property taxes after the recent property revaluation.

School board members unanimously approved a budget Tuesday that they say is needed to meet state-mandated cost increases, deal with the loss of one-time federal COVID aid and increase the amount of pay raises to employees. The budget now goes to the Wake County Board of Commissioners. County Manager David Ellis has proposed a smaller recommendation: a funding increase of $49 million.

“I will just plead to the Wake County Commissioners that we really do need the full $63.2 million,” said school board member Sam Hershey. “This is about the livelihood of our staff We have to remember that. We know it’s a big ask, but these are your constituents.”

The school board also approved Tuesday hiring outside companies to do an organizational study of Central Office staffing levels and a market study of school employee salaries.

The school board has an overall operating budget of $2.2 billion.

Pay raises and flag football

The funding approved Tuesday is higher than the initial budget proposed by Wake County Superintendent Robert Taylor in March. Then, he asked commissioners for a $58.3 million increase in local funding .

But some said it wasn’t enough to increase salaries. The Wake County chapter of the North Carolina Association of Educators held rallies before the start of classes last Tuesday to urge the school board to increase the raises in the budget.

Taylor’s budget includes the state’s expected 3% raise this year for teachers and other school employees.

And the school board revised the budget on Tuesday to provide teachers with a 4% increase in the local salary supplement. Bus drivers would get a higher minimum salary of $20 per hour. Other non-certified staff, such as cafeteria workers and teacher assistants, will get a minimum salary of $17.75 or a 4% raise, whichever is higher.

Wake NCAE president Christina Spears told the school board on Tuesday that they will lobby commissioners to fully fund the budget request.

The board also restored funding to continue women’s flag football.

“No matter if it was pay for bus drivers or flag football, we found a way to put our concerns into the proposal,” school board chair Chris Heagarty said Tuesday.

The board made changes such as removing a $25 cut to the high school student parking fee, eliminating three new human resources positions and cutting funding to pay employees to watch students who are on campus due to bus delays.

The board made a net change of adding $4.9 million to the requested increase in funding. The school board now wants commissioners to provide a 10% increase in county funding to $707.5 million next school year.

How much will commissioners provide?

The all-Democratic Board of Commissioners has historically been supportive of funding increases. Since the 2017-18 school year, local funding has risen by 49.5%, or an increase of more than $213 million a year.

Ellis released a draft spending plan on Monday that recommends lowering the county’s property tax rate, but that doesn’t necessarily mean a tax break for Wake County residents, The News & Observer previously reported .

Ellis recommended a new property tax rate that would provide more revenue than the current tax rate. This means, depending on how much a person’s home value went up in the reassessment that they could see a larger tax bill.

Fully funding the $14 million gap between what Ellis and the school board have proposed would likely increase property taxes on residents even more.

A joint virtual meeting on Thursday between the school board and commissioners was canceled. Commissioners will vote on the budget on June 3.

School board member Lynn Edmonds said the budget request is timely. It’s during Teacher Appreciation Week.

“Our job is to advocate for what our teachers and students need, and I believe that’s what we’re doing here,” Edmonds said. “This budget is a representation of our values. ... This budget communicates our district’s needs to the public, to the business community and to the community at large, and not just to the commissioners.”

School board blames the state

Multiple school board members blamed the large funding increase on the General Assembly not providing enough money for public schools.

“I understand that this might be a tax burden to the community,” said school board member Tyler Swanson. “But when we have a legislative body who is not necessarily fulfilling their duties and not necessarily prioritizing our schools and especially our teachers.”

Hershey, the board member, said residents of Wake County will stand with the school system.

“I believe that the residents of Wake County understand that and will overwhelmingly support you funding the full request that we are making because they understand .... that the state is failing our schools by not increasing salaries for our staff,” Hershey said.

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The damning testimonials showing how the education system is failing neurodivergent kids

Derek Cheng

Senior Writer

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Up to 100,000 neurodivergent children are being left behind by an education system that is not only “woefully lacking”, but in some cases doing long-term damage. Scathing testimonials from those in the sector are detailed in a new report, revealing shortfalls at every level. Senior writer Derek Cheng looks at the scale of the problem, what can be done, and what the Government plans to do.

Annabelle March credits her life to a teacher whose personal investment in her future led to her ADHD diagnosis .

“I don’t even know if I’d be here without her,” the 19-year-old Victoria University education and history student told the Herald .

“I had so many mental health issues as a result of having undiagnosed neurodivergence, so much anxiety. I went through periods of depression . I don’t know what would’ve happened.”

The teacher was mentoring her in her final year at St Margaret’s College and had brought up the possibility of ADHD, which eventually led to diagnosis and medication .

“I remember just bursting into tears because I’d never experienced such calm. I could think. It was like putting glasses on for the first time. I found this insatiable thirst for learning that I’d had throughout primary and middle school starting to come back.”

Without it, school was an overwhelming sensory experience that left her brain “seriously hyperactive with a million thoughts going on at the same time, but I couldn’t pin down one thought”.

But it took the teacher and the “fantastic leadership at the school” to alter March’s life trajectory, rather than the system itself.

“Teachers do what they can but they don’t have the funding or the information or the resources to help in the way they want to. It’s not readily available. My teachers had to search for that in their own time,” she says.

“My teacher said: ‘You’re not supposed to be trying to navigate this on your own. You have a right to an inclusive education. That’s what we’re here for.’

“It’s been life-changing. I still have many thoughts in my brain, but I can pick them out and use them when I need to. They saved my life.”

‘The Illusion of Inclusion’

March’s experience is typical of a system that is failing neurodivergent students at every level, according to a new report from the Education Hub: The Illusion of Inclusion.

About 15 to 20 per cent of all students are estimated to be neurodivergent, which includes those with issues either innate (such as autism, ADHD, dyslexia, intellectual disability, or Down Syndrome) or acquired (such as from a health condition, injury, drug use, trauma, or stressful life event).

Report co-author and Education Hub founder Dr Nina Hood says an estimated two-thirds of neurodivergent students in early childhood education (ECE) or school are not getting state-funded support.

With potentially between 120,000 and 160,000 such students, that would mean up to 100,000 students falling through the cracks.

“This is a sizable proportion of students in our education system. We’re talking big numbers here. The scale of the problem is enormous,” Hood says.

And for those with support, the vast majority are “not getting nearly enough - so a double-edge problem”.

The potential for long-term damage for a significant cohort of the coming generation is equally enormous, says Hood, a former secondary school teacher turned university lecturer.

“If these children had been given the right support when they were young - and we know that early intervention is critical - the vast majority can succeed. Without that, the long-term impacts are huge in terms of mental health issues, in terms of the need for long-term disability support, in terms of being able to get into employment.”

Consider a child with dyslexia who’s never had an effective reading intervention, instead thinks they’re dumb and incapable of learning, and are severely bullied for that. Or the life trajectory March was on before her teacher’s advocacy.

Or those who can’t afford the private one-on-one speech language therapy that has helped Hood’s 5-year-old son William, who has multiple co-occurring conditions.

“It is life-changing for my son. He can talk to me,” Hood says.

“I just think of all the other children like him who don’t have that. And that’s just not okay on any level.”

‘Heading towards major crises’

The report draws on 2400 survey responses from those engaged in the sector, including teachers, parents, students and support services.

“Respondents from all backgrounds overwhelmingly described the current education system as outdated and heading towards major crises, with many seeing homeschooling as the only option,” the report says.

“There is overarching agreement that the current system is not only not fit for purpose but in many cases is doing active, long-term harm to neurodivergent young people.”

It includes dozens of testimonials to illustrate the system’s shortcomings, including:

• Those without support who should have access to it.
• Those with support but not nearly enough.
• Schools and teachers already so stretched that they can’t do more.
• Educators who could do more but don’t have the right resources, training or skills; special education needs co-ordinators (Sencos) and learning support co-ordinators aren’t required to have any particular qualifications.
• Resources aimed at the bottom of the cliff instead of at the top.
• Systemic issues leading to students being punished or excluded for not learning when they just haven’t been given the right learning conditions.

Even when the support works well - which Hood says is “few and far between” - it’s often due to a school fundraising so it can stretch even further or, as in March’s or Hood’s case, a teacher or parent going above and beyond “in a system that is not helping them”.

Student: “I can’t count how many times I’ve been told I was dumb or ignored because the teacher didn’t know, understand or want to know my disability. Sometimes teachers would rather flunk me out by denying me my exams support and blaming me for what had happened.”

Ideally, all neurodivergent students would have quick access to assessment and diagnosis, and those who needed one would have individual education plans with well-trained staff who understood the student’s particular needs.

But that is mostly a pipe dream in a system where funding and resources are “woefully lacking”, the report says, with classroom sizes too big and teachers too overloaded to provide such attention.

Entrenching inequity

An overwhelming majority - 67.7 per cent - of parents with neurodivergent children told the survey they had no access to state-funded support, many of them undiagnosed because only the wealthy can afford an assessment.

“We have a number of cases where children cannot get a diagnosis, and it might be because they’re on a two-year waiting list in the public system to get an ADHD or an autism diagnosis,” Hood says.

“For dyslexia at the moment, it is nigh on impossible to get a dyslexia diagnosis through the public system. You have to go privately to get that, and that’s out of reach for the vast majority of families.”

Teacher: “The system does not recognise signs of SLD [specific learning disability] early, assess needs or provide intervention. It is alarming to continue to have children with undiagnosed dyslexia/dyscalculia/other SLD entering secondary school several years behind their peers. As a maths teacher, I have tried to refer students for dyscalculia testing, only to be told there is no testing that can be done. I know that to be untrue.”

Schools can’t provide more help if they don’t have the resources or capability ( 42 per cent of primary school teachers say they don’t have enough for such learning support), and even when they do, the help is often inadequate.

Hood points to an example of a teacher aide (TA) only being funded for a few hours a day. “So the child can’t attend school for the hours they don’t have that TA support, and are effectively excluded from the education system."

Then there are the teachers who don’t believe dyslexia or ADHD are real.

Teacher: “We still have teachers who don’t believe in various ND [neurodivergence]. There are more of them than people can even begin to imagine! Or they try to temper it with, oh we are all a little bit autistic - taking the continuum thing too far. This is how they give themselves permission for doing nothing to support learners with ND, because if we are all a bit like that, then most of us are fine so they just need to try harder.”

No support if not ‘flipping tables’

There are several ways of accessing state-funded support, but the report says there’s been little change in the Ongoing Resourcing Scheme since a 2009 review that found the scheme was “deliberately limited, unfair and unclear... it is heart-breaking for all concerned and morally repugnant”.

Access to the scheme ( which supports 1.3 per cent of students with TA funding for students with high or very high needs) requires a “history of failures” and is then withdrawn when the student stops displaying challenging behaviour.

This has been called a bottom-of-the-cliff approach because underlying issues are not being treated, while neurodivergent students who are not “flipping tables”, in the words of one ECE worker, fall through the cracks.

Parent: “My child is high-masking and internalises distress so can appear quiet and compliant when in reality he is disassociating, paralysed, and unable to speak. Because of this, his needs and distress are not recognised, and he does not qualify for the support that a child with the same level of distress displayed as explosive behaviour would. After he hit crisis point at 9 years old, I sat in a room with three mental health professionals who acknowledged that despite coming from a loving and supportive family with many protective factors, he is at high risk of self-harm and taking his own life because of his particular neurodivergent profile.”

Other funding streams aren’t nearly enough, so if ECEs and schools can’t fundraise, they dip into what the report describes as their “already insufficient operational funds”, or ask parents for money, which the Ministry of Education doesn’t technically allow.

Survey respondents noted particular shortages in speech language therapists and educational psychologists - some hadn’t had access to either for more than two years - as well as early intervention teachers, child psychologists, occupational therapists, physiotherapists, counsellors and RTLB (Resource Teachers: Learning and Behaviour) staff.

Shortages are especially acute in poor or rural areas, so even with funding for specialist support, nothing can happen if no such services are available.

In many cases, teachers are left on their own without additional support.

Support Service: “Accessing occupational therapy support and putting strategies in place is near to impossible. There is a distinct lack of resourcing from a therapies point of view which leave the vast majority of adaptations to be left to the class teacher which is, quite frankly, an impossible task.”

Even when specialist staff are provided, they might not have the tools to help. “More than a third of Sencos were only ‘partially confident or not confident to carry out their role’, which is not surprising given there is no requirement for Sencos to have specific qualifications or to undertake training,” the report says.

Inadequate resources or training leads to a higher likelihood of generic advice rather than tailored, individualised support.

Teacher: “Bless the RTLB people, but in all honesty, every time I had one visit to support a diagnosed learner, I could practically mouth along with them the strategies they would suggest, it was always the same, it was never related to the learner... Now I have seen great work from RTLBs around other types of behaviour, but honestly the ND support seems pretty cookie cutter.”

Hood notes other barriers, including a school’s “immovable” rules, leaving neurodivergent students having to endure something “overwhelming”.

“Sometimes it’s really small things that, to someone who’s neurotypical, it doesn’t even register as being an issue, like children who have sensitivities to sound not being able to wear noise-cancelling headphones in class or assembly,” she says.

“I have a son who has to wear them in certain circumstances. If he doesn’t, it’s horrendous and he just becomes completely deregulated.”

None of these are new problems, and successive governments have tried to fix them. The report said the last raft of changes to learning support, in 2019/20, had many of the right fixes on paper, but only 3 per cent of survey respondents said they’d noticed any difference.

Long and expensive wishlist

The report wants a huge boost in funding and recourses - ideally with at least one TA in every classroom and a Senco in every school - and major upskilling of education staff. Eligibility should be based on need and “uncoupled from diagnostic status and externalising behaviours”, while support is best provided by properly trained staff in classes of smaller sizes.

The funding model shouldn’t be based on the overall school roll but on the number of neurodivergent students, and the funding should follow the student so the same paperwork doesn’t need to be filled in with every school transition.

Teacher: “If every school had reasonable access to an OT, SLT, RTLB - learning, RTLB - behaviour, educational psychologist, RTLit, RTD (for schools that needed it), counsellor and possibly some other specialists I’ve forgotten about, then our neurodivergent students and their teachers would have a vastly different experience of the school and education system.”

The report recommends turning ECEs or groups of schools into co-ordinating hubs so intersecting issues - education, health, mental health, social services - can be addressed and families have a one-stop shop where they can navigate them.

But Hood realises the chances of this are “sadly unlikely”, given the Government has shown no appetite for such hubs, nor does it have the fiscal room to make it happen.

Education Minister Erica Stanford recently announced her priorities, including targeting learning support for students with additional needs.

The ministry will be developing a work programme for this, which will “include a focus on optimising the learning support workforce and building teacher capability to meet diverse learning needs, including those of neurodivergent learners”, a spokeswoman for Stanford says.

“The Government recognises that too many neurodivergent learners are not having their needs adequately met in local schools and early learning services,” she adds.

“Strengthening our curriculum and increasing the use of evidence-based teaching practice should also reduce the number of students who need additional support. Strengthened assessment of progress and achievement will enable us to identify those who need support sooner.”

Hood says it’s “still early days” when asked if she’s seen anything from the Government that might shift the dial.

“Depending on what happens with the support through structured literacy , that could support dyslexic students.”

She notes Stanford prioritising boosting learning support for neurodivergent students, but “we’ve had no further details about what that’s actually going to entail”.

“You get the sense that they understand there’s a problem, but we are yet to hear exactly how they’re planning to address that. So it’s impossible to say whether it will make a difference.”

Derek Cheng is a senior journalist who started at the Herald in 2004. He has worked several stints in the press gallery team and is a former deputy political editor.

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High school senior expelled after livestreaming classroom fight

CHINO HILLS, Calif. (KCBS) - A high school senior from California won’t get to finish off the year with the rest of her class after she was expelled for livestreaming a fight at school.

Zoey, who only wanted to be identified by her first name, already took her senior graduation pictures and purchased her prom dress in anticipation of her graduation from Ayala High School in Chino Hills. But the 17-year-old can’t go to the dance or walk in her commencement because she was expelled after livestreaming a physical altercation between two students in her classroom.

“In our generation, you go live to do makeup, to do everything, so it was just going live just to go live. It wasn’t my intent to purposely or try to cause harm to anyone,” Zoey said.

The Chino Valley Unified School Board said it cannot comment on the incident due to student confidentiality laws, but an official expulsion letter from the board accuses Zoey of violating multiple education codes: cyberbullying, intimidation, harassment and attempting to cause physical injury to another person.

Zoey denies she violated the codes and said she didn’t play any role in orchestrating the encounter, which may have been a planned attack on the victim.

“It was more of an impulsive thing. It was just bad judgement on my part,” she said.

The letter from the board said Zoey’s presence on campus would present a continued danger, and she will now finish her education at an alternative school.

“It’s very hurtful to me to hear these things said about her, knowing who she is and the integrity that she has,” Zoey’s mother said.

The mother said she’s aware that the district’s student-parent handbook mentions possible disciplinary actions that could lead to expulsion.

“We did sign the document, but so did the other student who got in a fight in the classroom. He gets to walk,” Zoey’s mother said.

Zoey said she poured her heart out in an apology to the board, hoping it would reconsider and only suspend her, but she feels like it didn’t even matter.

“Everyone was working against me, the whole Chino Valley Unified School District. They knew they wanted to make an example out of me, and that’s what they did,” she said.

She said she only hopes the incident doesn’t ruin her future academic plans.

“I got a substantial academic scholarship – $19,000 – to go to a university,” she said. “I’ll be practicing law after I graduate.”

Zoey’s family can appeal her expulsion with the San Bernardino County Superintendent of Schools, so the teenager can still receive her diploma from Ayala High School.

Copyright 2024 KCBS via CNN Newsource. All rights reserved.

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