SPEAKVT

April 28,2006 | Education and Workforce Committee Leveling Down: How Equity Policies Undermine Excellence and Harm Students 👏WORTH LISTENING TO THE ENTIRE CLIP 🎯 Equity policies replace merit with mediocrity, forcing a "race to the bottom" that caps individual potential to ensure uniform failure. These frameworks are fundamentally racist, as they rely on the soft bigotry of low expectations and judge students by their skin color rather than their character or effort. Ultimately, institutionalizing equity sacrifices excellence for identity politics, harming every student it claims to help.

🚨Oxford Research Team Wraps Up New Study and Concludes: STOP universal mental-health interventions in schools - it makes too many kids worse One of the original Oxford researchers of the 2023 study announces they have published this week an updated study concluding universal school-based interventions based on CBT and mindfulness theories have significant probability of resulting in negative effects, warranting their discontinuance in universal settings. Full text: "Can mental health lessons in schools sometimes make young people feel worse? Well, this is a question that we asked in a review paper that we published this week. And we looked specifically at lessons that taught either CBT [cognitive behavioral therapy] or Mindfulness to groups of young people in schools What we found was that in 9% of these studies something that was supposed to improve like depressed mood or peer relationships ended up getting worse and not better. And when we look specifically at the high quality studies, so the ones with big sample sizes and good statistics that we can really trust, that figure increased to 33%. So, in a third of these studies, something that was supposed to improve ended up getting worse in the group of young people who had these either CBT or mindfulness lessons. Importantly, this only happened in universal interventions, so that's when this mental health information is taught to the whole class, regardless of need. I think this evidence, combined with other evidence that we have, suggests that we should start moving away from this universal approach to mental health in schools where everyone is taught about mental health and move towards more effective approaches like one-to-one support or small group support for people who either want or need it. There's much more information about all of this in the paper, which I will link to."