Lessons in empathy often are taught with a focus on the individual, rather than the collective community, writes teacher Ka'ua Adams. In this commentary, Adams suggests strengthening these lessons by shifting individual activities to collective ones and focusing on care instead of skills.

Given past research and present COVID learning gaps, district leaders may want to evaluate current middle school math acceleration programs.

When students make observations, they learn how to describe what they see, interpret the images, and then make deeper connections.

With many students working remotely, there’s no point in administering assessments that ask students to come up with a single answer; it’s simply too easy to cheat.

Collaboration doesn’t require turning parents into math experts, classroom teachers say.

Twelve districts in the United States and Canada are remaking their schools to bring deeper learning for all, and their stories could change the entire field.

What happens if teachers stop putting on a happy face, and start showing their real emotions in the classroom?

In a year that’s bringing a lot of stress, this tool is no cure-all, but it can help teachers keep their emotions in check.

Asset-based teaching starts from the idea that every student has something to share, and these activities get everyone talking.

When middle and high school students listen to each other tell their stories, they build stronger relationships—a key part of social and emotional learning.

Remote learning was an emergency response last year, but districts can create a long-term virtual learning space that meets students’ and teachers’ needs.

With recognition of the benefits of mental health breaks on the rise, experts recommend helping students learn to cope with stress — not avoid it.