sample articles for students about education

Greater Good Science Center • Magazine • In Action • In Education

Our Best Education Articles of 2022

Our most popular education articles of 2022 explore how to help students feel connected to each other and cultivate character strengths like curiosity and humility, amid the many stressors and pressures that young people are facing today. They also offer support for educators’ and school leaders’ well-being, and reflect on hopes for transformative change in education. 

If you are looking for specific activities to support your students’ and colleagues’ social and emotional well-being in 2023, visit our  Greater Good in Education  website, featuring free research-based practices, lessons, and strategies for cultivating kinder, happier, and more equitable classrooms and schools. For a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, consider our suite of self-paced  online courses  for educational professionals, including our capstone course,  Teaching and Learning for the Greater Good . Or join one of our new communities of practice that focus on educator well-being, offering space for rest, reflection, togetherness, and hope—and some science, too!

Here are the 12 best education articles of 2022, based on a composite ranking of pageviews and editors’ picks.


Six Ways to Find Your Courage During Challenging Times , by Amy L. Eva: Courage doesn’t have to look dramatic or fearless. Sometimes it looks more like quiet perseverance.

Calm, Clear, and Kind: What Students Want From Their Teachers , by Jenna Whitehead: Researchers asked students what makes a caring teacher—and these same qualities may help support your well-being as an educator.

How to Help Teens Put Less Pressure on Themselves , by Karen Bluth: Self-compassion can help teens who are struggling with toxic perfectionism. Five Ways to Support the Well-Being of School Leaders , by Julia Mahfouz, Kathleen King, and Danny Yahya: Burnout rates are high among principals. How can we fight burnout and promote self-care?

How to Help Your Students Develop Positive Habits , by Arthur Schwartz: Small habits repeated regularly can help students cultivate character strengths like patience, gratitude, and kindness.

Can We Make Real, Transformative Change in Education? , by Renee Owen: A new program is preparing leaders to facilitate systemic change in education in order to better serve all students.

Five Ways to Help Students Feel Connected at School Again , by Jennifer de Forest and Karen VanAusdal: According to students themselves, they are yearning for opportunities to connect with friends and peers as they head back to school.

How to Prepare for the Stresses of College , by Erin T. Barker and Andrea L. Howard: Researchers explain the most common causes of stress and distress at college, and what students can do to thrive during a big life transition.

How Humility Can Make Your Students the Best People Ever , by Vicki Zakrzewski: Simple ways for educators to help students move from “me” to “we.”

Four Ways to Inspire Humble Curiosity in Your Students , by Amy L. Eva: Humility and curiosity can encourage students to be passionate about learning and open to others’ perspectives.

What Middle Schoolers Can Teach Us About Respect , by Sara E. Rimm-Kaufman and Lia E. Sandilos: Teens are developing a nuanced understanding of what respect means. Here are some ideas for cultivating more of it in the classroom.

Why Teachers Need Each Other Right Now , by Amy L. Eva: Here are four simple ways to find social support as an educational professional.

About the Author

Greater good editors, you may also enjoy.

How to Help Teens Put Less Pressure on Themselves

Thought-Provoking Books for Educators in 2022

Calm, Clear, and Kind: What Students Want From Their Teachers

Six Ways to Find Your Courage During Challenging Times

Why Teachers Need Each Other Right Now

Our Best Education Articles of 2021

The Top 20 Education Next Articles of 2021

Education Next

Our annual look back at the year’s most popular Education Next articles is itself a popular article with readers. It’s useful as an indicator of what issues are at the top of the education policy conversation.

When we crafted the introduction to this list a year ago, for the top articles of 2020 , we observed, “This year, as our list indicates, race and the Covid-19 pandemic dominated the discussion.” Since then, a new president has been inaugurated, but our list signals that the public hasn’t entirely turned the page: both the pandemic and race-related issues attracted high reader interest in 2021, just as they did the year before.

Several articles directly or indirectly related to the pandemic and its effect made the top-20 list. The no. 1 article, “ Pandemic Parent Survey Finds Perverse Pattern: Students Are More Likely to Be Attending School in Person Where Covid Is Spreading More Rapidly ,” by Michael B. Henderson, Paul E. Peterson, and Martin R. West, reported on what the article called “a troubling pattern: students are most likely to be attending school fully in person in school districts where the virus is spreading most rapidly.” The article explained “To be clear, this pattern does not constitute evidence that greater use of in-person instruction has contributed to the spread of the virus across the United States. It is equally plausible that counties where in-person schooling is most common are places where there are fewer measures and practices in the wider community designed to mitigate Covid spread.”

Other articles whose findings related to the pandemic or had implications for education amid or after the pandemic included “ A Test for the Test-Makers ,” “ The Shrinking School Week ,” “ The Covid-19 Pandemic Is a Lousy Natural Experiment for Studying the Effects of Online Learning ” “ The Politics of Closing Schools ,” “ Addressing Significant Learning Loss in Mathematics During Covid-19 and Beyond ,” and “ Move To Trash: Five pandemic-era education practices that deserve to be dumped in the dustbin .”

Articles about race-related education issues also did well with readers. “ Critical Race Theory Collides with the Law ,” “ Teaching About Slavery ,” “ Ethnic Studies in California ,” and “ Segregation and Racial Gaps in Special Education ” all dealt with those topics.

Perhaps the conflicts over pandemic policies and Critical Race Theory helped provide a push for school choice. Choice—whether in the form of vouchers, scholarships, or charter schools—was the subject of several other articles that made the top 20 list, including “ School Choice Advances in the States ,” “ School Choice and the ‘Truly Disadvantaged,’ ” “ What’s Next in New Orleans ,” and “ Betsy DeVos and the Future of Education Reform .”

Who knows what 2022 will bring? We hope for our readers the year ahead is one of good health and of continued learning. We look forward to a time when pandemic-related articles no longer dominate our list.

The full Top 20 Education Next articles of 2021 list follows:

1. Pandemic Parent Survey Finds Perverse Pattern: Students Are More Likely to Be Attending School in Person Where Covid Is Spreading More Rapidly Majority of students receiving fully remote instruction; Private-school students more likely to be in person full time By Michael B. Henderson, Paul E. Peterson, and Martin R. West

2. Critical Race Theory Collides with the Law Can a school require students to “confess their privilege” in class? By Joshua Dunn

3. Teaching about Slavery “Asking how to teach about slavery is a little like asking why we teach at all” By Danielle Allen, Daina Ramey Berry, David W. Blight, Allen C. Guelzo, Robert Maranto, Ian V. Rowe, and Adrienne Stang

4. Ethnic Studies in California An unsteady jump from college campuses to K-12 classrooms By Miriam Pawel

5. Segregation and Racial Gaps in Special Education New evidence on the debate over disproportionality By Todd E. Elder, David Figlio, Scott Imberman, and Claudia Persico

6. Making Education Research Relevant How researchers can give teachers more choices By Daniel T. Willingham and David B. Daniel

7. Proving the School-to-Prison Pipeline Stricter middle schools raise the risk of adult arrests By Andrew Bacher-Hicks, Stephen B. Billings, and David J. Deming

8. What I Learned in 23 Years Ranking America’s Most Challenging High Schools Most students are capable of much more learning than they are asked to do By Jay Mathews

9. A Test for the Test Makers College Board and ACT move to grow and diversify as the pandemic fuels test-optional admissions trend By Jon Marcus

10. Addressing Significant Learning Loss in Mathematics During Covid-19 and Beyond The pandemic has amplified existing skill gaps, but new strategies and new tech could help By Joel Rose

11. The Shrinking School Week Effects of a four-day schedule on student achievement By Paul N. Thompson

12. Computer Science for All? As a new subject spreads, debates flare about precisely what is taught, to whom, and for what purpose By Jennifer Oldham

13. The Covid-19 Pandemic Is a Lousy Natural Experiment for Studying the Effects of Online Learning Focus, instead, on measuring the overall effects of the pandemic itself By Andrew Bacher-Hicks and Joshua Goodman

14. School Choice Advances in the States Advocates describe “breakthrough year” By Alan Greenblatt

15. The Politics of Closing Schools Teachers unions and the Covid-19 pandemic in Europe By Susanne Wiborg

16. Move to Trash Five pandemic-era education practices that deserve to be dumped in the dustbin By Michael J. Petrilli

17. School Choice and “The Truly Disadvantaged” Vouchers boost college going, but not for students in greatest need By Albert Cheng and Paul E. Peterson

18. The Orchid and the Dandelion New research uncovers a link between a genetic variation and how students respond to teaching. The potential implications for schools—and society—are vast. By Laurence Holt

19. What’s Next in New Orleans The Louisiana city has the most unusual school system in America. But can the new board of a radically decentralized district handle the latest challenges? By Danielle Dreilinger

20. Betsy DeVos and the Future of Education Reform My years as assistant secretary of education gave me a firsthand look at how infighting among education reformers is hampering progress toward change. By Jim Blew

Congratulations to all of our authors!

— Education Next

P.S. You can find the Top 20 Education Next articles of 2020 here , 2019 here , 2018 here , 2017 here , 2016 here , 2015 here , 2014 here and 2013 here .

P.P.S. You can find the Top 10 Education Next blog posts of 2021 here.

Last Updated

License this Content

Latest Issue

Spring 2024.

Vol. 24, No. 2

We Recommend You Read

The Top 20 Education Next Articles of 2020

Race and the pandemic dominate the discussion

by Education Next

Public-School Attendance Zones Violate a Civil Rights Law

The Equal Educational Opportunities Act of 1974 may offer creative litigators a strategy to redraw school-assignment maps.

by Tim DeRoche

In Pandemic, Private Schools Face Peril

Policy choices may help to preserve options for families

by Juliet Squire

The pandemic has had devastating impacts on learning. What will it take to help students catch up?

Subscribe to the brown center on education policy newsletter, megan kuhfeld , megan kuhfeld senior research scientist - nwea @megankuhfeld jim soland , jim soland assistant professor, school of education and human development - university of virginia, affiliated research fellow - nwea @jsoland karyn lewis , and karyn lewis director, center for school and student progress - nwea @karynlew emily morton emily morton research scientist - nwea @emily_r_morton.

March 3, 2022

As we reach the two-year mark of the initial wave of pandemic-induced school shutdowns, academic normalcy remains out of reach for many students, educators, and parents. In addition to surging COVID-19 cases at the end of 2021, schools have faced severe staff shortages , high rates of absenteeism and quarantines , and rolling school closures . Furthermore, students and educators continue to struggle with mental health challenges , higher rates of violence and misbehavior , and concerns about lost instructional time .

As we outline in our new research study released in January, the cumulative impact of the COVID-19 pandemic on students’ academic achievement has been large. We tracked changes in math and reading test scores across the first two years of the pandemic using data from 5.4 million U.S. students in grades 3-8. We focused on test scores from immediately before the pandemic (fall 2019), following the initial onset (fall 2020), and more than one year into pandemic disruptions (fall 2021).

Average fall 2021 math test scores in grades 3-8 were 0.20-0.27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores were 0.09-0.18 SDs lower. This is a sizable drop. For context, the math drops are significantly larger than estimated impacts from other large-scale school disruptions, such as after Hurricane Katrina—math scores dropped 0.17 SDs in one year for New Orleans evacuees .

Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 0.20 SDs) and 15% in reading (0.13 SDs), primarily during the 2020-21 school year. Further, achievement tended to drop more between fall 2020 and 2021 than between fall 2019 and 2020 (both overall and differentially by school poverty), indicating that disruptions to learning have continued to negatively impact students well past the initial hits following the spring 2020 school closures.

These numbers are alarming and potentially demoralizing, especially given the heroic efforts of students to learn and educators to teach in incredibly trying times. From our perspective, these test-score drops in no way indicate that these students represent a “ lost generation ” or that we should give up hope. Most of us have never lived through a pandemic, and there is so much we don’t know about students’ capacity for resiliency in these circumstances and what a timeline for recovery will look like. Nor are we suggesting that teachers are somehow at fault given the achievement drops that occurred between 2020 and 2021; rather, educators had difficult jobs before the pandemic, and now are contending with huge new challenges, many outside their control.

Clearly, however, there’s work to do. School districts and states are currently making important decisions about which interventions and strategies to implement to mitigate the learning declines during the last two years. Elementary and Secondary School Emergency Relief (ESSER) investments from the American Rescue Plan provided nearly $200 billion to public schools to spend on COVID-19-related needs. Of that sum, $22 billion is dedicated specifically to addressing learning loss using “evidence-based interventions” focused on the “ disproportionate impact of COVID-19 on underrepresented student subgroups. ” Reviews of district and state spending plans (see Future Ed , EduRecoveryHub , and RAND’s American School District Panel for more details) indicate that districts are spending their ESSER dollars designated for academic recovery on a wide variety of strategies, with summer learning, tutoring, after-school programs, and extended school-day and school-year initiatives rising to the top.

Comparing the negative impacts from learning disruptions to the positive impacts from interventions

To help contextualize the magnitude of the impacts of COVID-19, we situate test-score drops during the pandemic relative to the test-score gains associated with common interventions being employed by districts as part of pandemic recovery efforts. If we assume that such interventions will continue to be as successful in a COVID-19 school environment, can we expect that these strategies will be effective enough to help students catch up? To answer this question, we draw from recent reviews of research on high-dosage tutoring , summer learning programs , reductions in class size , and extending the school day (specifically for literacy instruction) . We report effect sizes for each intervention specific to a grade span and subject wherever possible (e.g., tutoring has been found to have larger effects in elementary math than in reading).

Figure 1 shows the standardized drops in math test scores between students testing in fall 2019 and fall 2021 (separately by elementary and middle school grades) relative to the average effect size of various educational interventions. The average effect size for math tutoring matches or exceeds the average COVID-19 score drop in math. Research on tutoring indicates that it often works best in younger grades, and when provided by a teacher rather than, say, a parent. Further, some of the tutoring programs that produce the biggest effects can be quite intensive (and likely expensive), including having full-time tutors supporting all students (not just those needing remediation) in one-on-one settings during the school day. Meanwhile, the average effect of reducing class size is negative but not significant, with high variability in the impact across different studies. Summer programs in math have been found to be effective (average effect size of .10 SDs), though these programs in isolation likely would not eliminate the COVID-19 test-score drops.

Figure 1: Math COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) Table 2; summer program results are pulled from Lynch et al (2021) Table 2; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span; Figles et al. and Lynch et al. report an overall effect size across elementary and middle grades. We were unable to find a rigorous study that reported effect sizes for extending the school day/year on math performance. Nictow et al. and Kraft & Falken (2021) also note large variations in tutoring effects depending on the type of tutor, with larger effects for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

Figure 2 displays a similar comparison using effect sizes from reading interventions. The average effect of tutoring programs on reading achievement is larger than the effects found for the other interventions, though summer reading programs and class size reduction both produced average effect sizes in the ballpark of the COVID-19 reading score drops.

Figure 2: Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; extended-school-day results are from Figlio et al. (2018) Table 2; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) ; summer program results are pulled from Kim & Quinn (2013) Table 3; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: While Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span, Figlio et al. and Kim & Quinn report an overall effect size across elementary and middle grades. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

There are some limitations of drawing on research conducted prior to the pandemic to understand our ability to address the COVID-19 test-score drops. First, these studies were conducted under conditions that are very different from what schools currently face, and it is an open question whether the effectiveness of these interventions during the pandemic will be as consistent as they were before the pandemic. Second, we have little evidence and guidance about the efficacy of these interventions at the unprecedented scale that they are now being considered. For example, many school districts are expanding summer learning programs, but school districts have struggled to find staff interested in teaching summer school to meet the increased demand. Finally, given the widening test-score gaps between low- and high-poverty schools, it’s uncertain whether these interventions can actually combat the range of new challenges educators are facing in order to narrow these gaps. That is, students could catch up overall, yet the pandemic might still have lasting, negative effects on educational equality in this country.

Given that the current initiatives are unlikely to be implemented consistently across (and sometimes within) districts, timely feedback on the effects of initiatives and any needed adjustments will be crucial to districts’ success. The Road to COVID Recovery project and the National Student Support Accelerator are two such large-scale evaluation studies that aim to produce this type of evidence while providing resources for districts to track and evaluate their own programming. Additionally, a growing number of resources have been produced with recommendations on how to best implement recovery programs, including scaling up tutoring , summer learning programs , and expanded learning time .

Ultimately, there is much work to be done, and the challenges for students, educators, and parents are considerable. But this may be a moment when decades of educational reform, intervention, and research pay off. Relying on what we have learned could show the way forward.

Related Content

Megan Kuhfeld, Jim Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, Karyn Lewis

December 3, 2020

Lindsay Dworkin, Karyn Lewis

October 13, 2021

Education Policy K-12 Education

Governance Studies

Brown Center on Education Policy

Annelies Goger, Katherine Caves, Hollis Salway

May 16, 2024

Sofoklis Goulas, Isabelle Pula

Melissa Kay Diliberti, Elizabeth D. Steiner, Ashley Woo

America's Education News Source

Copyright 2024 The 74 Media, Inc

• Hope Rises in Pine Bluff
• Brown v Board @ 70
• absenteeism
• Future of High School
• Artificial Intelligence
• science of reading

Best Education Articles of the Year: Our 18 Most Popular Stories About Students and Schools From 2018

Untangle Your Mind!

Sign up for our free newsletter and start your day with clear-headed reporting on the latest topics in education.

74 Million Reasons to Give

Support The 74’s year-end campaign with a tax-exempt donation and invest in our future.

Most Popular

Safety or censorship: congress rushes to pass broad child online protection laws, lausd rolls out science of reading and training as california lawmakers reject curriculum mandate, report: state by state, how segregation legally continues 7 decades post brown, arkansas football coach returns to his shrinking hometown & scores big for teens, critics call ‘consumer reports’ of curriculum slow to adapt to reading reforms.

This is the latest roundup in our “Best Of” series, spotlighting top highlights from this year’s coverage as well as the most popular articles we’ve published each month. See more of the standouts from across 2018 right here . ( You can get all the latest features, essays, and videos delivered straight to your inbox by signing up for The 74 Newsletter )

2018 was a year that kept us on our toes. From teacher strikes to student walkouts, Supreme Court stunners, school shootings, and the midterms, it’s been a nonstop churn of breaking news. And none of that even touches upon the enterprise features and investigations that have proven to be most popular and evocative with subscribers.

So we thought we’d take a moment, before careening into a new Congress and the next news cycle, to try to draw a frame around the year that was. These were our 18 most popular, most widely shared, and more influential articles and videos from 2018 (you can also check out our top 17 articles from 2017 ):

San Antonio, 78207: In America’s Most Segregated City, a Radical School Integration Experiment Designed Around Poverty, Trauma, and Parental Choice Is Working

Integration: Over several months this past spring, national correspondent Beth Hawkins tracked the groundbreaking integration efforts of the 78207, the zip code located on the west side of San Antonio, Texas. It is the poorest neighborhood in America’s most economically segregated city: 91 percent of students in the San Antonio Independent School District are Latino, 6 percent are black, and 93 percent qualify for free or reduced-price lunch. As Beth reports, into this divided landscape three years ago came a new schools chief, Pedro Martinez, with a mandate to break down the centuries-old economic isolation that has its heart in the 78207. In response, Martinez launched one of America’s most innovative and data-informed school integration experiments.

He started with a novel approach that yielded eye-popping information: Using family income data, he created a map showing the depth of poverty on each city block and in every school in the district — a color-coded street guide comprising granular details unheard of in education. And then he started integrating schools, not by race, but by income, factoring in a spectrum of additional elements, such as parents’ education levels and homelessness. To achieve the kind of integration he was looking for, he would first have to better understand the gradations of poverty in every one of his schools and what kinds of supports those student populations require, and then find a way to woo affluent families from other parts of the city to disrupt these concentrations of unmet need. Martinez’s strategy: Open new “schools of choice” with sought-after curricular models, like Montessori and dual language, and set aside a share of seats for students from more prosperous neighboring school districts, who would then sit next to a mix of students from San Antonio ISD. Read Beth’s immersive profile of the San Antonio experiment .

A 2018 EDlection Cheat Sheet: Recapping the 70 Candidates, Races & Winners That Matter Most for American Education Policy

EDlection 2018: Education reform, or at least some of its more controversial components, didn’t have the best midterm night in November. Across more than 40 states and 70 races, The 74 chronicled key ballot propositions, state-level majorities and the broader blue wave that will reshape federal education policy in 2019. From key races in California and Wisconsin to surprising twists in Colorado, Florida, and Texas, see our complete breakdown of the 2018 votes and what it will mean for school policy going forward .

A New Push for Play-Based Learning: Why Districts Say It’s Leading to More Engaged Students, Collaborative Classmates … and Better Grades

Early Education: After New York State rolled out new standards that called for “active, joyful engagement” in its early-learner classrooms, Watertown City School District introduced a play-based curriculum that it will expand through third grade. Researchers have known for a while that playtime shouldn’t stop when children enter the classroom. In fact, it’s critical to the cognitive development of elementary-aged students by building better thinkers, collaborators, and creators. And child-directed learning has been shown to deliver significant academic gains, according to a study of three preschool programs in Washington, D.C. Students who had been in a formal, traditional academic environment during preschool earned lower grades after several years of schooling than their peers who had been in preschools where active, child-initiated learning was more common, the study found. While play-based learning can still be a tough sell as schools face the pressures of standards and teacher training, Kate Stringer reports on why some district leaders and researchers are hopeful that the pendulum is finally making its way back toward play for a school’s youngest learners .

Lessons From Our Year Tracking School Shootings: Students More Likely to Be Hit by Lightning Than Shot in Class, Yet Fear of Mass Violence Is Driving Policy

School Safety: All year at The 74, senior writer Mark Keierleber has been tracking injuries on school campuses caused by gunfire. (You can see the running tally of incidents right here at our 2018 School Shooting Series .) Earlier this week, Mark offered his final recap of the 12-month effort: Over the course of the year, firearm incidents took the lives of at least 49 people and injured at least 88 others. Reaction to school shootings reached a fever pitch in 2018, prompting an unprecedented response from lawmakers, school officials and students who said they had had enough. But school shootings are statistically rare. So why do they successfully drive the policy debate surrounding American gun violence and school safety?  Read Mark’s final analysis . 

New Report: In 46 States, High School Graduation Requirements Aren’t Enough to Qualify for Nearby Public Universities

Standards: Across the country, high school graduation rates have soared to levels never before seen. But even while millions more seniors have crossed the graduation stage over the last decade, fears have grown that many are being waived through without truly being prepared for college or the workforce. Now a study from the Center for American Progress shows that just four states — Louisiana, Michigan, South Dakota, and Tennessee — align high school graduation requirements with entrance eligibility for public colleges. That means that millions of students are finishing high school every year without realizing that they need additional course credits in math, science, and foreign languages before they can enroll in their state university systems. Many will begin college in remedial classes — a virtual guarantee that they won’t earn a college degree on time. Kevin Mahnken surveys the surprising findings .

What You Never Realized You Were Teaching Your Child About Grit & Resilience: MIT Study Captures Techniques That Work for Babies as Young as 13 Months

Resilience: Even the scientists at MIT admit: There’s no computer as powerful as the brain of a baby. That’s why one graduate student decided to conduct an experiment to discover more about how babies learn, specifically, skills like grit and resilience and growth mindset. Turns out, the power of observation is profound at even the youngest ages. After watching adults struggle with a task before ultimately succeeding, babies demonstrated similarly resilient skills during playtime. Kate Stringer has more on the study, its findings, and what other experts in child development say about the findings: Here’s how adults can teach grit to kids as young as 13 months .

Investigation: In NYC School Where a Teenager Was Killed, Students & Educators Say Lax Discipline Led to Bullying, Chaos, and Death

Student Discipline: When 15-year-old Matthew McCree was stabbed to death at the Urban Assembly School for Wildlife Conservation in September 2017, it was the first killing in a New York City school in decades. The incident initially received substantial media coverage, focusing particularly on homophobia and unaddressed bullying at the Bronx school. Abel Cedeno, 18, facing manslaughter charges in the case, said he was tormented and threatened because of his sexuality. But those close to McCree say there is more to the story. Eight of his teachers and six of his friends spoke to 74 contributor Max Eden, who has become well known nationally as a critic of restorative justice discipline practices. Those inside UA Wildlife told Eden that after edicts came down to reduce suspensions and weak leadership was put in charge of the once-thriving school, “meaningful consequences for misbehavior were eliminated, alternative approaches failed, and administrators responded to a rising tide of disorder and violence by sweeping the evidence under the rug.” If school leaders had “prioritized student safety over statistics, McCree’s teachers believe, he would still be alive. And they fear that the dynamics that destroyed UA Wildlife are playing out across New York City.” Read Eden’s startling investigation .

When Co-Curriculars Spark Careers: Over 80 Years, How ‘Career and Technical Student Organizations’ Have Evolved From Bricklaying to Business Management to Robotics

Future of Work: You’ve probably heard of Future Farmers of America or Vocational Industrial Clubs of America, but you probably didn’t know that they don’t go by those names anymore. FFA and SkillsUSA, as they’re now called, are Career and Technical Student Organizations, two of 11 federally funded co-curricular programs that have been around since the mid-1900s but have evolved to meet the needs of the 21st-century students they serve. While the majority of students in the 1960s could enter the middle class with no more than a high school diploma, now, the majority of good jobs belong to those with a bachelor’s degree. To survive, CTSOs, as they’re called, have also had to adapt and now boast of preparing students for a large swath of soft skills, including leadership, collaboration and communication. Kate Stringer spoke with some former students around the country who have participated in these new and improved CTSOs to see how they influenced their career trajectories .

Inside the $3 Billion School Security Industry: Companies Market Sophisticated Technology to ‘Harden’ Campuses, but Will It Make Us Safe?

Funding: In the two decades since the mass school shooting at Columbine High School in Colorado, school security has become a growth industry, reaching nearly $3 billion this year. With every tragedy, security companies boost their marketing efforts with a simple message: Your school could be next. The industry and advocacy groups lobby lawmakers to increase school security funding and to develop guidelines outlining surveillance requirements — including advocating for the STOP School Violence Act, which pumps millions of federal dollars into school security efforts. But amid an environment of heightened fear among school leaders and parents, critics argue that these security companies have an ulterior motive: profit. And although most schools have security equipment, like surveillance cameras, research into the effectiveness of this technology is surprisingly scarce. So, are America’s students any safer? Mark Keierleber investigates .

From Viral Video to the Classroom: Childish Gambino’s ‘This Is America’ Spurs Discussion on Race, Gun Violence, and History

Pop Culture: Childish Gambino goes from viral video to the classroom. Back in May, Donald Glover — known musically as Childish Gambino — dropped his latest hit, “This Is America.” The song and accompanying video, which amassed more than 125 million views in less than two weeks, provocatively and elusively alludes to America’s tangled history with race and gun violence. In other words, it’s a dream for history and social studies teachers. Taylor Swaak reports on how educators across the country harnessed this piece of pop culture to shape conversations on history, symbolism, and the power of self-expression .

A Toy Gun, a Snapchat Post, an Arrest: How an Online Mishap Raises Questions About Student Rights in the Era of School Shooting Anxiety

Student Rights: It was just weeks after the mass school shooting in Parkland, Florida, when school security showed up outside Zach Cassidento’s Connecticut classroom. They escorted him to the principal’s office, where he was suspended and arrested. Then, police searched his home. In his cluttered bedroom, they found the gun that Zach had photographed and posted on Snapchat before leaving for school that day. Though the gun was a toy, a student had seen the post, taken it as a threat and reported it — landing Zach squarely in the middle of a debate over security, social media, and students’ rights. In recent years, schools have increasingly turned to students’ online posts to identify threats of violence — and with good reason, since shooters often broadcast their plans before they attack. But, as Mark Keierleber reports, Zach’s story illustrates the challenges schools face in identifying true threats in a digital realm that offers unparalleled access to students’ thoughts and ideas, but where intentions are frequently unclear .

Falling Into the Belief Gap: What It Feels Like to Realize Your Child’s Teachers Have Sized Him Up and Dumbed Down Their Estimations

4Fams: Beth Hawkins writes about the hardest lesson she has learned advocating for her two sons. Both boys are white, exceptionally bright, and live in a zip code that entitled them to seats in the best schools in the city where they live, Minneapolis. When it was time for her oldest, Royce, to enter kindergarten principals and teachers rushed to assure her that they would nurture his gifts. And they did, pushing him to take the hardest classes and steering him to one opportunity after another. His younger brother Corey — not so much. The gatekeepers to those same opportunities saw his autism but not his intellect, steering him away from the same level of academic challenge. Never mind that his goal is the same: To graduate and go on to a college where he’ll be encouraged to develop his passions. “Call it stereotype threat, implicit bias, or pity born of privilege — there is a mountain of data on how poorly students fare when the adults in their lives don’t set high bars and push them to vault them,” Hawkins writes, in a first-person account of what it’s like to live a reality she’d previously understood from the remove of a reporter’s vantage. “But to parse those decades of research isn’t to understand on a gut level what it feels like to realize your teachers have sized you up and dumbed down their estimation .”

Inside the National School Walkout: What We Saw at 7 Very Different Marches Against Gun Violence

Student Protest: From coast to coast, hundreds of thousands of students participated in the March 14 National School Walkout, demonstrating against gun violence and paying tribute to the 17 victims of the Parkland, Florida school shooting a month prior. In many places, the 17-minute protests — one minute for each Parkland victim — lasted much longer, as students gathered on the streets, in gyms, on athletic fields, in church, even on the grounds of the U.S. Capitol, holding signs and speaking eloquently against the epidemic of gun-related deaths and injuries at schools across the country. The 74’s staff fanned out across the country to capture these poignant scenes and moments from seven very different kinds of protests .

Study: As Catholic Options Dwindle, Middle Class Retreats From Private Schools

Big Picture: Catholic schools, which once accounted for nearly 90 percent of all private elementary school students, now enroll just 42 percent, according to a new report published in the journal Education Next. The study, which examines attendance trends among various private schools over the last half-century, finds that middle-class families have moved away from the private sector in recent decades; at the same time, more affluent families, especially those in the South, are increasingly embracing private academies — particularly secular ones — as an alternative to public schools. That has led to a growing gap between upper- and middle-class students enrolled at private schools across the country. Kevin Mahnken summarizes the study’s top findings .

Learning From Olympians: How Classroom Champions Is Pairing Athletes With Schools to Offer Unique Lessons on Grit, Goals, and Perseverance

Social-Emotional Learning: What can one of the best bobsledders in the world teach a fourth-grade class about social-emotional learning? A lot, it turns out. As U.S. athlete Elana Meyers Taylor was training for her third round at the Olympics this year (she won a silver in South Korea), she was also training kids in six classrooms in how to persevere, set goals, and work as a team. Meyers Taylor is part of Classroom Champions, a nonprofit that pairs professional athletes with students around the world to scale social-emotional mentoring. It was created by a fellow Olympic bobsledder and gold medalist Steve Mesler and has impacted 25,000 students so far. As the U.S. Olympic team took off to compete in PyeongChang, Kate Stringer offered this profile of the organization and captured some of the most important lessons students say they have learned from the athletes they call “their Olympians.”

‘There Is an Open Question’: Four Religious School Choice Cases That Could Face SCOTUS and Kavanaugh

Supreme Court: During Judge Brett Kavanaugh’s heated confirmation hearings in September, Carolyn Phenicie offered a snapshot of court cases on the horizon that the new justice might face during his early years at the High Court. As she reports, Kavanaugh had long been clear that he backs school choice, having worked earlier in his career to defend a Florida opportunity scholarship program that included religious schools. Following his confirmation, there is now a very good chance he could hear as many as four cases — from New Mexico, Montana, Maine, and Washington — that challenge state-level prohibitions on public funding of religious institutions in light of last year’s Trinity Lutheran ruling that states can’t discriminate against religious institutions applying for public dollars for nonreligious purposes. Carolyn breaks down the cases waiting in the wings.

Senator Cory Booker on Teacher Quality, Celebrity Star Power, and Why His Newark School Reforms Were Actually a Success

74 Interview: Last winter, Sen. Cory Booker’s office reached out to contributor Laura McKenna to talk about new studies that he said proved the education reforms he implemented as Newark’s mayor were not a failure, as conventional wisdom held, and actually produced measurable gains for students. Once an outspoken Democrat on education reform, Booker — like many in his party — has largely avoided the topic of late. But now, with a possible presidential run on the horizon, he spoke at length about his trajectory in Newark, equity in education, the new research about student outcomes in the district, and how he enlisted celebrity star power — and dollars — to implement his reforms. You can read the complete 74 exclusive here .

What Moms Want: Parents From Across the Country Weigh In on How Schools and Districts Should Engage Families Under ESSA

The Every Student Succeeds Act: Two years after President Barack Obama signed the Every Student Succeeds Act into law, the new federal policy that pushes educational authority back to the states is on track to be implemented in most places this fall. As part of that decentralization, parents and families are positioned to see a surge in power over schools in their communities. Among numerous new provisions, ESSA stipulates that districts must allocate at least 1 percent of their Title I funding — federal dollars granted to high-poverty districts and schools — to engaging parents and families. To better understand what should be incorporated in these family engagement plans, what they could — and should — look like, The 74 sought input from the experts in the matter: parents. We tapped mothers from across the country, hailing from districts urban and rural, privileged and impoverished, to learn more about what works, what doesn’t, and what can be done better to engage families in authentic, meaningful, and effective ways that promote student success .

Go Deeper: See all of The 74’s top 2018 highlights right here . Get the latest features, essays, analyses, and videos delivered straight to your inbox by signing up for The 74 Newsletter .

Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

We want our stories to be shared as widely as possible — for free.

Please view The 74's republishing terms.

This story first appeared at The 74 , a nonprofit news site covering education. Sign up for free newsletters from The 74 to get more like this in your inbox.

On The 74 Today

Awesome Articles for Students: Websites and Other Resources

All of these sites are free.

In today’s digital world, we seem to be surrounded by news. Clickbait, anyone? Yet the pervasive and often intrusive nature of internet news articles belies the fact that many of these sites are behind a paywall, biased, or feature low-quality reporting.

Still, online articles are a great starting point for all kinds of learning assignments across the curriculum. That’s why we’ve compiled a list of the best free article websites for students. Many of these sites offer not only high-quality topical articles on every subject, but also ideas for lessons, such as questions, quizzes, and discussion prompts.

Student Article Websites

                  Get the latest edtech news delivered to your inbox here:

CommonLit With thousands of high-quality, Common Core-aligned reading passages for grades 3-12, this easy-to-use literacy site is a rich source of English and Spanish texts and lessons. Search by theme, grade, Lexile score, genre, and even literary devices such as alliteration or foreshadowing. Texts are accompanied by teacher guides, paired texts activities, and assessments. Teachers can share lessons and track student progress with a free account. 

DOGOnews News articles featuring current events, science, social studies, world events, civics, environment, sports, weird/fun news, and more. Free access to all articles. Premium accounts offer extras such as simplified and audio versions, quizzes, and critical thinking challenges. 

CNN10 Replacing the popular CNN Student News, CNN 10 provides 10-minute video news stories on current events of international importance, explaining how the event fits into the broader news narrative. 

KiwiKids News Created by a New Zealand primary school educator, Kiwi Kids News features free articles about health, science, politics (including U.S. political topics), animals, and the Olympics. Kids will love the “Odd Stuff” articles, which focus on unusual news, from the world’s biggest potato to centenarian athletes. 

Tech & Learning Newsletter

Tools and ideas to transform education. Sign up below.

PBS NewsHour Daily News Lessons Daily articles covering current events in video format. Each lesson includes a full transcript, fact list, summary, and focus questions. 

NYT Daily Lessons/Article of the Day The New York Times Daily Lessons builds a classroom lesson around a new article each day, offering thoughtful questions for writing and discussion, as well as related ideas for further study. Perfect for practicing critical thinking and literacy skills for middle and high school students, it’s a part of the larger NYT Learning Network , which provides an abundance of activities for students and resources for teachers.

The Learning Network Current event articles, student opinion essays, movie reviews, students review contests, and more. The educator resource section offers top-notch teaching and professional development resources. 

News For Kids With the motto “Real News, Told Simply,” News for Kids strives to present the latest topics in U.S. and world news, science, sports, and the arts in a way that’s accessible to most readers. Features a coronavirus update page .

ReadWorks A fully free research-based platform, Readworks provides thousands of nonfiction and fiction passages searchable by topic, activity type, grade, and Lexile level. Educator guides cover differentiation, hybrid and remote learning, and free professional development. Great resource for teachers.

Science News for Students Winner of multiple awards for journalism, Science News for Students publishes original science, technology, and health features for readers ages 9-14. Stories are accompanied by citations, recommended readings, glossaries, readability scores, and classroom extras. Be sure to check out Top 10 tips to stay safe during an epidemic . 

Teaching Kids News A terrific site that publishes readable and teachable articles on news, art, science, politics, and more for students grades 2-8. Bonus: The Fake News resource section links to online games about fake news and images. A must for any digital citizen.

Smithsonian Tween Tribune An excellent resource for articles on a wide range of topics, including animals, national/world news, sports, science, and much more. Searchable by topic, grade, and Lexile reading score. Lesson plans offer great ideas for the classroom and simple, usable frameworks for implementing these in any grade. 

Wonderopolis Have you ever wondered if llamas really spit or if animals like art? Every day, the award-winning Wonderopolis posts a new standard-based article exploring intriguing questions such as these. Students may submit their own questions and vote for their favorites. Be sure to check out “Wonders with Charlie,” featuring acclaimed writer, producer, and director Charlie Engelman.

Youngzine A unique news site for young people that focuses on climate science, solutions, and policies to address the myriad effects of global warming. Kids have an opportunity to express their views and literary creativity by submitting poetry or essays. 

Scholastic Kids Press A multinational group of young journalists ages 10-14 report the latest news and fascinating stories about the natural world. Features sections dedicated to coronavirus and civics.

National Geographic Kids A fine library of articles about animals, history, science, space, and—of course—geography. Students will enjoy the “Weird But True” short videos, featuring fun animations about oddball topics.  

• Best Tools for Teachers
• New Teacher Starter Kit

To share your feedback and ideas on this article, consider joining our Tech & Learning online community . 

Diana has been Tech & Learning's web editor and contributor since 2010, dedicated to ferreting out the best free tech tools for teachers.

Digital Leisure Reading Does Less to Aid Comprehension Than Print Reading

GPT-4o: What Educators Need to Know

AI, Absenteeism, Cybersecurity, and More at the Tech & Learning Regional Leadership Summit in New England

Most Popular

Short articles

Nov 03,2022

"Apart from developing literacy, it has also had a positive impact on students who have had a pleasant experience while going through the pandemic." In this reader submission, Anisah Khoridatul, Grade 6 Teacher SD Ar-Ridha Al Salaam, Depok, shares the details of a student diary project in place at the school.

Sep 28,2022

In this reader submission, teacher at SMA Lokon St. Nikolaus Tomohon in North Sulawesi, Indonesia, Martha Goni, shares the details of a Retreat Program the school has implemented, and the positive impact it is having on Year 12 students.

Aug 31,2022

A recent longitudinal study in the Philippines has followed a cohort of 4,500 public elementary school students for 5 years. The study found that children who attended preschool consistently outperformed those who did not in literacy, mathematics and social-emotional skills.

Jul 20,2022

New research has shown that while the use of immersive virtual reality (IVR) increases student enjoyment and presence in a task, when used on its own it does not improve procedural or declarative knowledge when compared to the more traditional learning activity of watching a video.

Jul 18,2022

Education systems across the world have taken different approaches to addressing the challenges of the pandemic. Jaylene S Miravel – a teacher at Lal-lo North Central School in the Philippines – shares how she is supporting students who are falling behind in reading during this prolonged period of remote learning.

May 18,2022

Satyam Mishra was one of two educators from India to make it into the prestigious Global Teacher Prize Top 50 for 2021. In today’s article, he shares practical examples for making mathematics more engaging and relevant for students.

May 04,2022

A new framework for learning through play has been developed to support teachers in the classroom and help guide policy and practice in the early years of schooling. The Australian Council for Educational Research (ACER) and the LEGO Foundation have worked together to develop the framework.

Apr 20,2022

Students have a diverse range of personal and contextual factors that influence their access to and achievement in their education. A new global study calls for a re-evaluation of education systems to promote personalised education.

Apr 05,2022

After investing a lot of time and emotion into applying for a new job or promotion, finding out the position is not yours can have a negative impact on your confidence. In this reader submission, Dr Poppy Gibson and Dr Robert Morgan from the UK share their three steps for moving forward after being an unsuccessful candidate for a new position.

Mar 16,2022

How can you and your colleagues help students better prepare for the challenges and opportunities they’ll face in the future? A major new report looks at the global ‘megatrends’ shaping education. We’ve picked out 10 discussion points and suggestions for possible learning activities to inspire you and your colleagues, and get the conversation started.

Publications

Academic articles, employer learning and the dynamics of returns to universities: evidence from chinese elite education during university expansion, contexts of convenience: generalizing from published evaluations of school finance policies, global universal basic skills: current deficits and implications for world development, performance information and personnel decisions in the public sector: the case of school principals, some evolving issues in k–12 education, academic mobility in u.s. public schools: evidence from nearly 3 million students, incidence and outcomes of school finance litigation: 1968-2021, u.s. school finance: resources and outcomes, patience, risk-taking, and human capital investment across countries, residential location and education in the united states, the political economy of ilsas in education: the role of knowledge capital in economic growth, addressing cross-national generalizability in educational impact evaluation, a quantitative look at the economic impact of the european union’s educational goals, education, knowledge capital, and economic growth, education production functions, the value of smarter teachers: international evidence on teacher cognitive skills and student performance, knowledge capital and economic growth, testing, accountability and the american economy, volkswirtschaftliche folgen von bildungsarmut: was ein entwicklungsziel „grundkompetenzen für alle“ erreichen könnte, education and the growth-equity trade-off, missouri's economic future lies with school reform, economic gains from educational reform by us states, knowledge capital and aggregate income differences: development accounting for u.s. states, defining productivity in education: issues and illustrations, general education, vocational education, and labor-market outcomes over the life-cycle, dynamic effects of teacher turnover on the quality of instruction, skills, mobility, and growth, school resources and student achievement: a review of cross-country economic research, school human capital and teacher salary policies, land use controls, fiscal zoning, and the local provision of education, why standard measures of human capital are misleading, the economic impact of educational quality, returns to skills around the world: evidence from piaac, is location fate distributional aspects of schooling, institutional structures of the education system and student achievement: a review of cross-country economic research, borrowing constraints, college aid, and intergenerational mobility, school resources and educational outcomes in developing countries: a review of the literature from 1990 to 2010, economic growth in developing countries: the role of human capital, schools and location: tiebout, alonso, and governmental finance policy, financing schools, does school autonomy make sense everywhere panel estimates from pisa, do better schools lead to more growth cognitive skills, economic outcomes, and causation, long-run trends in the u.s. ses-achievement gap, united states: the uphill schools’ struggle, quality education and economic development, coping with change: international differences in the returns to skills, will more higher education improve economic growth, knowledge capital, growth, and the east asian miracle, economics of education.

Subscribe to our newsletter

The 50 best short articles & essays to read for students, the capital t truth by david foster wallace, this is the life by annie dillard, things we think we know by chuck klosterman, why does it feel like everyone has more money than you by jen doll, phoning it in by stanley bing, the fringe benefits of failure, and the importance of imagination by j.k. rowling, 50 more articles about life, love and relationships, crazy love by steven pinker, no labels, no drama, right by jordana narin, the limits of friendship by maria konnikova, 50 more articles about love and relationships, words and writing, writing, briefly by paul graham, write like a mofo by cheryl strayed, 20 more articles about writing, the same river twice by david quammen, you can't kill the rooster by david sedaris, scars by david owen, 100 more short memoirs, a brief history of forever by tavi gevinson, school for girls by jasmin aviva sandelson, 50 more articles about growing up, why we play by eva holland, why sports are for losers by matt taibbi, 50 more articles about sports, keep your identity small by paul graham, the muggle problem by ross douthat, 75 more articles about politics, notes of a native son by james baldwin, a letter to my nephew by james baldwin, a place where we are everything by roxane gay, 30 more articles about race, what no one else will tell you about feminism by lindy west, bad feminist by roxane gay, 10 more articles about feminism, holy water by joan didion, how to disagree by paul graham, so what if mountain dew can melt mice by chuck klosterman, 150 great articles and essays.

What Is Math? by Dan Falk

Life with purpose by philip ball, what is everything made of by charles sebens, small, yes, but mighty by natalie angier, your handy postcard-sized guide to statistics by tim harford, 100 more articles about science, the internet, the attention economy by tom chatfield, user behaviour by michael schulson, escape the matrix by virginia heffernan, instagram is over by kate lindsay, 50 more articles about the internet, the environment, we should fix climate change — but we should not regret it by thomas r. wells, is humanity suicidal by edward o. wilson, 50 more articles about the environment, what is the monkeysphere by david wong, how life became an endless, terrible competition by daniel markovits, your lifestyle has already been designed by david cain, 100 more articles about psychology, mental health, adventures in depression by allie brosh, the most dangerous idea in mental health by ed cara, the acceleration of addictiveness by paul graham, 50 more articles about mental health, why you are unhappy by tim urban, buy experiences, not things by james hamblin, 20 more articles about happiness, a few words about breasts by nora ephron, hello, i am fat by lindy west, the onset by my ngoc to, 25 more articles about body image.

About The Electric Typewriter We search the net to bring you the best nonfiction, articles, essays and journalism

Billions are spent on educational technology, but we don’t know if it works

Professor of Reading and Children’s Development, The Open University

Disclosure statement

Natalia Kucirkova receives funding from the Norwegian Research Council and The Jacobs Foundation. She works in WiKIT AS, which is a university spin-off concerned with EdTech evidence. She is affiliated with the University of Stavanger, The Open University and University College London.

The Open University provides funding as a founding partner of The Conversation UK.

View all partners

During the COVID lockdowns, schools and universities worldwide relied on education technology – edtech – to keep students learning. They used online platforms to give lessons, mark work and send feedback, used apps to teach and introduced students to programs that let them work together on projects.

In the aftermath of school closures, the market for edtech has kept on growing. The value of the sector is projected to rise to US$132.4 billion globally by 2032 (£106 billion).

The problem is that we don’t know very much about how effective many edtech apps or programs are – or if they are effective at all .

And some effects may be negative. Some of the so-called educational apps advertised to families show many adverts to children. They may use manipulative features to keep children on screens without teaching them anything new.

This technology is here to stay and will remain a significant part of how children learn – so knowing whether it works is imperative.

Assessing and addressing the quality of edtech is a significant task, especially when it is already so widely used. For edtech under development, a valuable option is to foster closer collaboration between tech developers and scientists who study learning to embed existing research and knowledge into the design.

Research consultancy firms can carry out swift assessments to provide edtech developers with information on how well what they are offering works. Transparency and integrity in the research process is vital, though, to prevent bias. Ways of ensuring this include pre-registration : reporting that a study is going to take place before it happens.

Partnerships with schools could also provide valuable feedback . However, minimum standards of quality and ethical considerations would need to be assured before technologies are sent to schools.

Setting a standard

When it comes to edtech that is already available, what is really needed is some kind of standardised metric to assess how well it works.

But establishing minimum standards for the effect of edtech is easier said than done. There is, historically, a lack of standardised metrics for assessing educational impact within impact economics – the study of how businesses create financial returns while ensuring positive social or environmental outcomes.

Without standardisation, there are too many ways to assess edtech. A review commissioned by the UK government of evaluation criteria and standards for edtech analysed 74 methods for assessing their quality.

Similarly, I carried out a research study with colleagues on available criteria to assess the effectiveness and efficacy of edtech produced specifically for schools. We found 65 different frameworks for evaluating whether these school-specific offerings work.

The abundance of evaluation possibilities can be confusing for edtech businesses. The multitude of options makes it difficult to ascertain the quality of their products. It is confusing to investors too, especially those who want to prioritise not only edtech’s return on investment but also a return on education and community.

Read more: Schools are using research to try to improve children's learning – but it's not working

A yardstick that establishes the minimum quality requirements for a edtech product to be used in schools is crucial to ensure technology does more good and no harm. The creation of a yardstick needs to take into account both the product quality and the process of using the technology – whether it works for diverse populations and diverse learning environments.

The independent verification of evidence is vital , considering that any company can simply “generate” a study with the data they daily collect on users. In my research work with colleagues, I have argued for a focus on the rigour and validity of various research types.

New initiatives, such as the International Certification of Evidence of Impact in Education , have begun to consolidate the different research approaches, standards and certifications related to evidence of edtech impact globally. Ultimately, the goal is to make it easier for schools and parents to navigate the thousands of educational apps and online platforms available.

Whether individual countries will create the legal and institutional frameworks to enforce any of the standards remains to be seen. Countries will need to select standards that suit both their economic and educational agendas. An important shift is needed so that schools can strategically select edtech they know will help children’s learning.

• Young people
• educational apps
• Keep me on trend

Senior Research Fellow - Women's Health Services

Subject Coordinator in Cultural Studies

Lecturer / Senior Lecturer - Marketing

Assistant Editor - 1 year cadetship

Executive Dean, Faculty of Health

• Share full article

Advertisement

Supported by

Letter of Recommendation

What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

• Future Students
• Current Students
• International Students
• High School Students & Parents
• Business & Industry
• Current Employees
• Self Service
• Employee Directory
• Microsoft Teams
• View more online tools...
• Brookhaven – Farmers Branch
• Cedar Valley – Lancaster
• Eastfield – Mesquite
• El Centro – Downtown Dallas
• Mountain View – Oak Cliff
• North Lake – Irving
• Richland – North Dallas
• View all locations...

Get a Head Start With Summer Classes​

Enroll in a five-week or 10-week summer course by June 2.

Register Now

Dallas College: Education That Works

How can we help you.

No matter where you’re going, we can help you get there. At Dallas College, we put your goals first.

Who are you?

• a future student
• a current student
• a returning student (not attended in over a year)
• interested in learning a new trade, enhancing my career or training for the workforce
• trying to earn my GED
• a community member
• a business owner
• a former student (alumni)

Explore Your Path

We have a variety of programs that prepare you for university transfer or fast track you into a rewarding career.

Need help deciding? We've got tools to match you to a career that's right for you.

• Online Programs
• Search All Programs of Study
• Browse Class Schedules
• Open Course Catalog

We're With You Every Step of the Way

• All Student Resources and Services
• Stressed or overwhelmed? Talk with our counselors.
• Hungry? Visit our campus food pantries.
• Trouble with class work? Ask our tutors or librarians for help.
• Not feeling well? Contact Health Services.
• Looking for extracurricular activities? Get involved with clubs, culture and Service Learning.
• Looking for a ride to class? Grab a free DART Student Pass.
• Need special accommodations? Consult with Accessibility Services.
• Veteran or military-connected? Check out our Military-Connected Services.
• Concerned about a student? Reach out to our CARE team.
• Job searching? Get help from our career advisors.

You Matter.

And so does providing equal access to opportunity in a welcoming environment where you are included and supported.

• Learn more about multicultural and inclusive programming

Education That Works for All

“ I did not feel confident at all when I first stepped on campus. But after a few days, I noticed the diversity and also that there were people who looked like me. Finally, I felt like I belonged. I felt like I was now becoming part of a family !”

• Learn more about our commitment to diversity, equity and inclusion

Our Campuses Are Close to You

Farmers Branch

Cedar Valley

Lancaster/South Dallas

Mesquite/East Dallas

Downtown Dallas

Mountain View

Irving/West Dallas

North Dallas/Richardson

• Explore maps and parking info
• How to get here on DART

New & Now

• Student News

• Dallas College Highlights Community Connections During Dallas Arts Month
• Dallas College Bits & Bites 2024 Culinary Celebration Set for Sunday, April 21
• Dallas College Establishes Itself as a Leader in Educator Preparation
• More College News

Events & Deadlines

• Student Events
• Academic Calendar
• More Events

Online Accessibility

If you find any accessibility or functionality issues while browsing the Dallas College website, please take a moment to notify us through the Website Accessibility Request Form .

For information on how to file an internal grievance alleging violation of the ADA or Section 504:

• Policy for Students
• Policy for Employees

Need Help? Our Resources Can Help You

If you are (or someone you know is) hungry, homeless, being victimized, or if you are otherwise unsafe or unwell, learn how we can help .

You can also review our mental health resources.

• Our Mission

5 Ways to Increase Elementary Students’ Knowledge of Other Countries

Awareness and appreciation of different cultural perspectives ensures that students have an open mind when considering global issues.

In any state standards, it’s almost ubiquitous these days to include the preparation of students for a global society. Unfortunately, courses on global education aren’t offered in traditional certification programs, nor are they often a part of professional development at most school sites. 

Nonetheless, if you wish to infuse global education into your curriculum, I have excellent news. You can begin your path to creating globally minded kids as early as your next lesson, and you won’t have to cut anything out of your day to do so. In fact, global education isn’t something else on your plate. It’s an understanding embedded in your curriculum, and neither you nor your students need to be globetrotters to become more globally competent. Here are five easy ways that any curriculum can be “globafied.” 

1. Share the Four Global Competencies With Students 

In your next lesson, consider the Asia Society’s widely used four domains of global education. Consider that in any lesson you teach, students are nearly always doing one or more of the following: They explore their world, they communicate ideas, they recognize perspectives, and they take action. What you want to do is simply provide them with access to do this globally . Here’s an easy example of what it looks like:

Example: You are teaching one of the core algorithms for mathematics: subtraction, multiplication, or even division. In your lesson summary, share a video about how similar problems are solved in other countries . Give students a few minutes to pause and try them out. Then, let them discuss in table groups what they think of the strategies and how they differ from or are similar to their favorite. To help the students get a broader sense of their world, name the strategies after the countries that they are from. Better, show students on a map where the strategies are from, or connect to a forum like Global Scholars and arrange a Zoom with students in that country to share their solutions to the same problem.

2. Provide Incentives for Inquiry

Consider the number of times a day that you offer kids, especially early finishers, a little bonus or a little challenge. In our world of constant internet access, doesn’t it seem that the following example could be infused in nearly any subject?

Example: Global education is perfect when I teach a unit of earth science, weather, plate tectonics, or volcanoes. When my students are constructing a project or completing a presentation, many finish early, and others need some motivation in their groups. I make these students International Ambassadors of Weather or perhaps of Volcanism. Then, I provide a link to a related topic and have them jot notes comparing the various global versions of their scientific phenomena. On the right side of the page, they record what they find as details. On the left, they can create a main idea—a global discovery to add to the group’s presentation in some way.

3. Give More Access

One of the best resources you can use right away is to infuse the United Nations Sustainable Development Goals (UN SDGs) into your teaching. Fully 193 of the world’s countries are part of the UN. All these nations recognize the need for things your kids will definitely care about. The knowledge that the world’s future challenges are not ours alone reminds modern learners that they are part of a global planet. This collective is looking for solutions to issues like climate change, pollution, and clean access to water.

Example: When I use a nonfiction article about an engaging topic in class, such as “Bullying in Schools,” global education comes naturally. I ask students to consider one of the UN SDGs that matches the context of the piece. To help them better see the global context of the article, I provide them with a link or resource of some kind regarding how other nations are tackling a similar issue. I then give this as a center rotation, or as a seatwork assignment. When we return to the article, I solicit responses from students about what the article’s takeaway is both locally and from a more global perspective.

4. Offer Options  

In the new era of differentiation, let’s not forget that differentiation happens for motivation and authentic inquiry as much as to give access to students with varying needs. 

Example: During your next essay-writing assignment, how about giving that anime lover an opportunity to research how Japanese artwork has influenced cultures like ours around the world? Or what about an option in your Revolutionary War unit for students to explore other revolutions around the world?

Offering choices within an assignment makes for more than engagement. With a simple option, you can help them explore other cultures in a way they already appreciate.

5. Use Student Experience and Cultural Assets

Utilizing and affirming your students’ cultural and experimental assets is what global education is all about. Allowing your students to share what many of them already bring to the class isn’t just good teaching, it’s also culturally responsive teaching.

It’s important to tap into students’ interests on a daily, and lesson-by-lesson, basis. Whatever topic you’re teaching, simply provide students with an option to share from their representative culture to the discussion. 

Example: Try this simple question during your lesson as a teachable moment. “Does anyone know how this might _____ outside the United States or in your family here in the United States?” Giving students a chance to share a cultural component that is a part of their experiences opens up a dialogue that is often overlooked in many classrooms. Providing chances for students to share their global and cultural experiences begins to normalize the view that we are, after all, a global society in and out of the class. 

When in Doubt, Think ‘Glocally’

Perhaps you‘ve heard of the term “glocal.” It means to think global and act local. Remember that this term can apply to any lesson you teach in which a local area of concern is addressed. When you embed any of the above strategies into your lessons, it won’t be just you thinking that way—your kids will be too.

• Open access
• Published: 10 May 2024

Novice providers’ success in performing lumbar puncture: a randomized controlled phantom study between a conventional spinal needle and a novel bioimpedance needle

• Helmiina Lilja 1   na1 ,
• Maria Talvisara 1   na1 ,
• Vesa Eskola 2 , 3 ,
• Paula Heikkilä 2 , 3 ,
• Harri Sievänen 4 &
• Sauli Palmu 2 , 3  

BMC Medical Education volume  24 , Article number:  520 ( 2024 ) Cite this article

191 Accesses

Metrics details

Lumbar puncture (LP) is an important yet difficult skill in medical practice. In recent years, the number of LPs in clinical practice has steadily decreased, which reduces residents’ clinical exposure and may compromise their skills and attitude towards LP. Our study aims to assess whether the novel bioimpedance needle is of assistance to a novice provider and thus compensates for this emerging knowledge gap.

This randomized controlled study, employing a partly blinded design, involved 60 s- and third-year medical students with no prior LP experience. The students were randomly assigned to two groups consisting of 30 students each. They performed LP on an anatomical lumbar model either with the conventional spinal needle or the bioimpedance needle. Success in LP was analysed using the independent samples proportion procedure. Additionally, the usability of the needles was evaluated with pertinent questions.

With the conventional spinal needle, 40% succeeded in performing the LP procedure, whereas with the bioimpedance needle, 90% were successful ( p  < 0.001). The procedures were successful at the first attempt in 5 (16.7%) and 15 (50%) cases ( p  = 0.006), respectively. Providers found the bioimpedance needle more useful and felt more confident using it.

Conclusions

The bioimpedance needle was beneficial in training medical students since it significantly facilitated the novice provider in performing LP on a lumbar phantom. Further research is needed to show whether the observed findings translate into clinical skills and benefits in hospital settings.

Peer Review reports

Lumbar puncture (LP) is one of the essential skills of physicians in medical practice, especially in the fields of neurology, neurosurgery, emergency medicine and pediatrics. It is one of the procedures that medical students practice in their training. LP is an important clinical procedure for diagnosing neurological infections and inflammatory diseases and excluding subarachnoid hemorrhage [ 1 ]. LP can also be used for examining the spread of cancer cells to the central nervous system in diagnosing acute lymphoblastic leukemia (ALL) and for delivering intrathecal administration of chemotherapy in patients with ALL [ 2 ]. In recent years, the number of LPs in clinical practice has steadily decreased [ 3 , 4 ]. Over the past decade, a 37% decrease in LPs was observed across US children’s hospitals [ 3 ]. Similar trends have also been observed in emergency medicine [ 4 ]. Stricter criteria in practice guidelines, changes in patient demographics, and development in medical imaging have likely contributed to this decrease. This trend presumably reduces residents’ clinical exposure and may compromise their skills and attitude towards LP.

When performed by an experienced physician, LP is a relatively safe procedure, albeit not always straightforward or free from complications [ 4 ]. The spinal needle used in LP is thin and flexible, making its insertion into the spinal canal without seeing the location of the needle tip or destination challenging. The physician performing the procedure must master the specific lumbar anatomy to avoid complications [ 5 ]. The LP technique is not the only thing that matters, but patients’ size and comfort also affect the success of the procedure [ 6 ]. Hence, a practitioner lacking adequate experience in LP should be appropriately supervised when performing the procedure [ 4 ]. Nevertheless, there are situations in which such supervision is not possible.

Little experience in performing LPs may require more attempts to obtain cerebrospinal fluid (CSF) samples [ 7 ]. Because of several attempts, blood can be introduced to CSF and result in a traumatic LP. Success at the first attempt is associated with a lower incidence of traumatic LPs [ 2 , 8 , 9 , 10 , 11 , 12 ]. A bloody CSF sample complicates the diagnostics [ 8 ]. It has also been shown that a high number of attempts increases the incidence of postdural puncture headache (PDPH), the most common complication of LP, in addition to other adverse effects [ 9 ].

Considering the possible complications and difficulties of performing LP, a concern arises regarding whether inexperienced physicians can perform LP with adequate confidence and safety. The use of a novel bioimpedance-based spinal needle system could offer a solution. This needle provides real-time feedback from the needle tip when penetrating the lumbar tissues and informs the physician when the needle tip reaches CSF with an audio-visual alarm. This information may make performing the LP procedure smoother, thus decreasing the incidence of the most common complications [ 13 ]. A bioimpedance-based spinal needle system has been recently found clinically feasible in LPs among adults, adolescents, and children, including neonates [ 2 , 14 , 15 ].

The current phantom study aimed to assess whether the novel needle technology can compensate for the lack of experience when a medical student performs LP for the first time. In particular, we compared the performance of the bioimpedance spinal needle and conventional spinal needle in terms of the overall success rate of the LP procedure, success rate at the first attempt, duration of the procedure, and number of stylet removals. We hypothesized that novice users would find the bioimpedance needle more useful in performing LPs than a conventional spinal needle. If so proven, the use of this novel device can contribute to training medical students in this important skill and facilitate situations when an inexperienced physician needs to perform LP without the supervision and guidance of an experienced physician [ 4 ].

We planned to recruit 60 medical students from Tampere University in this randomized controlled trial. Students who were studying medicine for their third year or less were considered eligible for the study. At this stage of studies, they were expected to have no clinical experience and be thus naïve in performing an LP. All students had the same baseline knowledge regarding lumbar spine anatomy.

The participants were recruited by sending an invitation e-mail to all potentially eligible medical students. The email provided information about the study. Of the 177 students who responded to the invitation, 60 students were included on a first-come-first-serve basis. The participants were rewarded with a 10€ voucher to the university campus cafeteria.

Randomization lists in blocks of six were generated for two groups (A and B) before recruitment by an independent person who was not involved in recruitment or data collection. Participants assigned to group A used a conventional spinal needle (90 mm long 22G Quincke-type needle), and those to group B used the bioimpedance needle system (IQ-Tip system with a 90 mm long IQ-Tip needle, Injeq Plc, Tampere, Finland).

The study LPs were performed on an adult-size anatomical lumbar phantom (Blue Phantom BPLP2201, CAE Healthcare, FL, USA) intended for medical training and practising. The phantom is made of a tissue-simulating elastomer material that looks and feels like human soft tissue. Skeletal structures made of hard material and a plastic tube mimicking the spinal canal are embedded in the phantom. The saline inside the tube mimics CSF and is under hydrostatic pressure. The phantom offers a relatively realistic feel in palpating the lumbar anatomy and getting haptic feedback from the advancing needle.

The study LPs were performed in February 2023 in ten different sessions, with 6 participants in each session. Two separate rooms were used to conduct the study. The participants were first admitted to a waiting room and then separately to another room where each student performed the study LP with the assigned spinal needle under supervision (HL and MT). By having these two rooms, we ensured that no information was exchanged after or during the procedure.

Before the study LPs, the participants were shown an instructional video on how to perform an LP from the widely used Finnish medical database Terveysportti [ 16 ] and a video on the operation of the bioimpedance needle [ 13 ]. The first video (duration 3 min) describes the indications, contraindications and a step-by-step instruction on how the procedure is performed. The latter is a 25- second animation showing how the bioimpedance system operates and guides the procedure. In addition, the supervisor gave each participant the following instructions before starting the study LP: When you think you have reached the subarachnoid space, remove the stylet from the needle. If you are in the correct place, the fluid will start flowing from the needle. You may redirect the needle as many times as you wish, but you are only allowed to remove the needle and do a new attempt five times. Please wait a while when you have removed the stylet because it may take a while before the fluid starts dropping. These instructions were given to all participants irrespective of the study group to standardize the information in all sessions.

After watching the videos and listening to the instructions, the participants became aware of their assigned study group. Participants were allowed five attempts, while redirections of the needle and stylet removals could be performed as many times as needed. We measured the duration of the LP procedure and collected data on the number of stylet removals, the number of attempts, and whether the LP was successful.

The duration of the procedure was defined from the point when the needle penetrated the phantom surface to either when the first drop of fluid fell from the needle, or the participant wanted to stop or had used all five attempts. There was no maximum time for completing the LP procedure. The procedure was defined as successful if the participant succeeded in obtaining a drop of fluid from the needle.

In addition, seven relevant statements to this study were chosen from the System Usability Scale (SUS) [ 17 ], which is an industry standard for evaluating the usability of various devices and systems. The seven statements, slightly modified from the original statements, are shown in Table  1 . After performing the study LP and irrespective of their success, all participants were asked to respond to the statements using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree).

Statistical analysis

For the estimation of statistical power, we assumed that the overall success rate would be 60% with the conventional needle (group A) and 90% with the bioimpedance needle (group B). Then, the sample size of 60 participants divided randomly into two equal-sized groups would be sufficient to detect a between-group at a significance level of p  < 0.05 and with 80% statistical power if such a difference truly exists.

Overall success in performing the lumbar puncture and success at the first attempt in the groups were analysed by the independent samples proportion procedure. The median number of attempts and stylet removals in the successful procedures were compared by independent samples Mann‒Whitney U test. Responses to the seven usability statements were compared by this test as well.

Statistical analyses were performed with IBM SPSS Statistics for Windows, version 29.0 (IBM Corp., Armonk, NY, USA). A p value less than 0.05 was considered statistically significant.

Sixty medical students were randomly assigned into two groups, 30 performing the LP procedure on the lumbar phantom using a conventional spinal needle and 30 using the bioimpedance needle. None of the participants had previous experience in performing an LP.

With the conventional spinal needle (group A), 12 out of 30 participants (40%) succeeded in performing the LP procedure, whereas with the bioimpedance needle (group B), 27 out of 30 participants (90%) were successful ( p  < 0.001). The procedures were successful at the first attempt in 5 (16.7%) and 15 (50%) cases ( p  = 0.006), respectively.

Figure  1 illustrates the number of attempts and stylet removals in the study groups. Regarding the success of the procedure at any attempt, the median number of attempts was 2 (range 1–5) for the conventional needle and 1 [ 1 , 2 , 3 , 4 , 5 ] for the bioimpedance needle ( p  = 0.56).

In the successful procedures, the median number of stylet removals was 4 [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 ] and 1 (1–33) ( p  = 0.001), respectively. The mean duration of a successful procedure was 3:51 (SD 3:43) with the conventional needle and 1:59 (2:25) with the bioimpedance needle ( p  = 0.068).

The responses to the seven usability statements are illustrated in Fig.  2 . Regarding the statements on regular use, ease of use, need for support from an experienced user, learning to use, and cumbersomeness, the responses differed significantly between groups, consistently favouring the bioimpedance needle ( p  < 0.001). Regarding the feeling of confidence in use, the responses significantly favoured the bioimpedance needle ( p  = 0.012). Likewise, the responses significantly favoured the bioimpedance needle to less need to learn many things before its use.

Distributions of the number of attempts in successful LP procedures (left panel) with the conventional spinal needle (group A, yellow bars) and with the bioimpedance needle (group B, blue bars). Respective distributions of the number of stylet removals (right panel) in groups A and B

After performing the LP, the provider answered seven statements about the usability of the needle in question on a scale of 1 (strongly disagree) to 5 (strongly agree). Distributions of responses to every seven usability statements in group A (conventional spinal needle, yellow bars) and in group B (bioimpedance needle, blue bars) using the System Usability Scale (SUS)

The decline in the number of LPs during the last decade [ 3 , 4 ] likely weakening the practical knowledge and skills of novice physicians served as the rationale for the current study. Using a solid randomized controlled study design, we assessed whether bioimpedance-based tissue detection technology could help an inexperienced provider perform LP. Our study was conducted among early-stage medical students who had no previous experience with LPs. Following our hypothesis, we found that the use of a bioimpedance needle in simulated phantom LPs was useful to novice providers. The bioimpedance needle decreased not only the number of attempts to achieve a successful LP but also its time, in addition to the significantly lower number of stylet removals during the procedure. Furthermore, the usability of the bioimpedance needle was found to be significantly better than that of the spinal needle used currently in clinical practice.

The users of the bioimpedance needle found the novel device easy and intuitive to learn and use while feeling more confident in performing LP compared to those using the conventional needle. They also expressed their interest in using the bioimpedance needle regularly. It is recalled that the present providers were all novices without earlier experience in LP, and therefore, the observed between-group differences in performance could have been smaller with more experienced providers.

Of common bedside procedures in clinical practice, LP was recently found to be associated with the lowest baseline levels of experience and confidence among 4 th− to 6th -year medical students. However, a single seminar with standardized simulation training brought more confidence to the LP procedure among these students [ 18 ]. Other recent studies have also shown that simulation-based education can improve procedural competence and skills in performing LP [ 19 , 20 , 21 , 22 ]. In these studies, the participants had more experience than in our study, but the benefits of simulation-based learning were significant. A recent study assessing a mixed reality simulator found this approach helpful in learning of LP among residents, faculty, interns, and medical students, approximately 60% having no previous experience in LP [ 23 ]. After mixed reality training, the success rate of LP increased while the time of the procedure decreased [ 23 ], which is in line with our findings. Virtual reality-based training in LP learning has also been studied, and it might have beneficial results in the provider’s skills and confidence [ 24 , 25 ]. All these findings speak for the utility of various simulation approaches in adopting essential (new) clinical skills for LP at different stages of medical studies and careers.

Lumbar puncture is commonly considered a difficult and possibly frightening procedure to perform. In addition to the physician’s experience and skills, there are other factors that affect the success of LP, including patient size, spinal deformities, lumbar anatomy, cooperation and comfort [ 6 ]. Occasionally, a physician may have to insert the needle more than once to succeed in LP. However, repeated attempts are associated with several complications, such as PDPH and traumatic LP [ 7 , 10 , 11 , 12 , 26 , 27 , 28 ]. In our study, the median number of attempts was two for the conventional spinal needle and one for the bioimpedance needle. The low number of attempts may have also contributed to the low incidence of traumatic LP and PDPH observed in pediatric patients with leukemia, whose intrathecal therapy was administered using the bioimpedance needle [ 15 ]. Since the basic use of a bioimpedance needle is virtually similar to that of a conventional spinal needle with no need for additional devices (e.g., ultrasound imaging), it may offer a notable option for effective teaching of LP among medical students. Its real-time CSF detection ability is likely to consolidate the learning experience and increase confidence in one’s skills.

In this study, we found a significantly higher success rate and confidence in procedural skills of medical students associated with using the bioimpedance needle compared to the conventional spinal needle. Should these benefits translate into the real clinical world and manifest as a lower incidence of failed LP procedures and procedure-related complications, a higher incidence of high-quality CSF samples, a lower need for repeated procedures, a lower need for experienced and more expensive physicians to supervise, perform, or complete the LP procedure, substantial savings in the total costs of the lumbar puncture procedure are possible despite the initially higher unit cost of the bioimpedance needle system compared to conventional spinal needles. Further clinical studies on the benefits of the bioimpedance needle system in clinical LP procedures are needed to confirm these speculations.

The major strengths of the present study are the randomized controlled, partly blinded design and adequate sample size. The random assignment of participants to study groups and data analysis were performed by an independent person who was not involved in recruitment or data collection. The participants received the same instructions and information before performing their assigned LP procedure and were asked not to study LP in advance to keep the participants as naïve in performing LP as possible. Obviously, we could not control for this and have full certainty about the prior information on retrieval of the participants. However, the participants were not told before the study session which type of spinal needle they would use in their assigned LP.

During the LP sessions, there were a few technical issues concerning the lumbar phantom and bioimpedance needle. First, since the pressure inside the phantom spinal canal (plastic tube) affects the fluid flow through the needle, we attempted to keep the height of the hydrostatic saline column constant by adding new saline as needed, but slight variation in pressure may have occurred, and concerned all study LP procedures. Second, when the plastic tube and surrounding phantom material are pierced multiple times in succession, it is possible that the leakage of saline moistens the rubbery material and increases markedly its electrical conductivity despite the self-healing property of the material. Had this happened, consequent false detections may have led to unnecessary removals of the stylet in the LP procedures performed with the bioimpedance needle system. Therefore, as a precaution, the maximum number of participants at each session was limited to six to mitigate the risk of moistening of material. Third, in two cases, the bioimpedance needle system did not detect saline, although the needle tip was in the correct place, confirmed by saline flow after stylet removal. This rate of missed detections in line with clinical experience [ 2 , 15 ] and may be due to elastomer remnants stuck at the needle tip compromising the bioimpedance measurement and saline detection. However, despite the failed functionality, the mechanical performance of the bioimpedance needle as a spinel needle is maintained and LP could be performed as usual. Regarding the credibility of the present findings, the bioimpedance needle did not get any undue benefit from these technical issues compared to the conventional spinal needle.

Given that the participants were clinically inexperienced early-stage medical students, the study was conducted using an anatomical lumbar phantom, not on actual patients. Obviously, the haptic feedback from the phantom and anatomic variation in the lumbar region do not fully correspond to a real patient. On the other hand, the use of phantom takes off the pressure from a novice provider and possibly eases the procedure, not having to take thought on a patient’s comfort, anatomy, and condition. Although the LP procedure was performed for the first time without the guidance of an experienced physician, the users of the bioimpedance needle felt more confident and performed significantly better than those with the conventional spinal needle. If used for teaching purposes, the bioimpedance needle and the anatomical lumbar phantom could offer a positive experience of the LP procedure and raise confidence in one’s own skills before the first real patient encounter. Whether the present promising results of a phantom study would translate into improved performance in actual clinical work calls for further investigation.

Lumbar puncture is a widely used but demanding procedure needed for the diagnosis and treatment of several diseases. It is relatively safe when performed correctly, but due to the decreasing trend of performed LP procedures, a concern has arisen concerning novice physicians’ expertise in LP. The bioimpedance needle could offer a solution to this problem and facilitate practical training of LP among early-stage medical students. The present randomized controlled phantom study showed that providers with no previous experience in LP perceived the bioimpedance needle as more useful, became confident, and achieved significantly higher success rates both overall and at the first attempt with fewer stylet removals compared to those using a conventional spinal needle. Further research is needed to show whether the observed findings translate into clinical skills and benefits in hospital settings.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Acute lymphoblastic leukemia

Cerebrospinal fluid

• Lumbar puncture

Postdural puncture headache

Ellenby MS, Tegtmeyer K, Lai S, Braner DAV. Videos in clinical medicine. Lumbar puncture. N Engl J Med. 2006;355(13):e12.

Article   Google Scholar  

Långström S, Huurre A, Kari J, Lohi O, Sievänen H, Palmu S. Bioimpedance spinal needle provides high success and low complication rate in lumbar punctures of pediatric patients with acute lymphoblastic leukemia. Sci Rep. 2022;12(1):6799.

Geanacopoulos AT, Porter JJ, Michelson KA, Green RS, Chiang VW, Monuteaux MC, et al. Declines in the Number of Lumbar Punctures Performed at United States children’s hospitals, 2009–2019. J Pediatr. 2021;231:87–e931.

Gottlieb M, Jordan J, Krzyzaniak S, Mannix A, King A, Cooney R, et al. Trends in emergency medicine resident procedural reporting over a 10-year period. AEM Educ Train. 2023;7(1):e10841.

Boon JM, Abrahams PH, Meiring JH, Welch T. Lumbar puncture: anatomical review of a clinical skill. Clin Anat. 2004;17(7):544–53.

Thieme E-. Journals - Seminars in Neurology/Abstract [Internet]. [cited 2023 Sep 19]. https://www.thieme-connect.com/products/ejournals/abstract/10.1055/s -2003-40758.

Howard SC, Gajjar AJ, Cheng C, Kritchevsky SB, Somes GW, Harrison PL, et al. Risk factors for traumatic and bloody lumbar puncture in children with acute lymphoblastic leukemia. JAMA. 2002;288(16):2001–7.

Coughlan S, Elbadry M, Salama M, Divilley R, Stokes HK, O’Neill MB. The current use of lumbar puncture in a General Paediatric Unit. Ir Med J. 2021;114(5):354.

Google Scholar  

Jaime-Pérez JC, Sotomayor-Duque G, Aguilar-Calderón P, Salazar-Cavazos L, Gómez-Almaguer D. Impact of obesity on lumbar puncture outcomes in adults with Acute Lymphoblastic Leukemia and Lymphoma: experience at an academic reference Center. Int J Hematol Oncol Stem Cell Res. 2019;13(3):146–52.

Flores-Jimenez JA, Gutierrez-Aguirre CH, Cantu-Rodriguez OG, Jaime-Perez JC, Gonzalez-Llano O, Sanchez-Cardenas M, et al. Safety and cost-effectiveness of a simplified method for lumbar puncture in patients with hematologic malignancies. Acta Haematol. 2015;133(2):168–71.

Barreras P, Benavides DR, Barreras JF, Pardo CA, Jani A, Faigle R, et al. A dedicated lumbar puncture clinic: performance and short-term patient outcomes. J Neurol. 2017;264(10):2075–80.

Renard D, Thouvenot E. CSF RBC count in successful first-attempt lumbar puncture: the interest of atraumatic needle use. Neurol Sci. 2017;38(12):2189–93.

Injeq. [Internet]. [accessed 2024 Apr 9]. FAQ. Available from Question 1: https://injeq.com/faq/ .

Halonen S, Annala K, Kari J, Jokinen S, Lumme A, Kronström K, et al. Detection of spine structures with Bioimpedance Probe (BIP) needle in clinical lumbar punctures. J Clin Monit Comput. 2017;31(5):1065–72.

Sievänen H, Kari J, Halonen S, Elomaa T, Tammela O, Soukka H, et al. Real-time detection of cerebrospinal fluid with bioimpedance needle in paediatric lumbar puncture. Clin Physiol Funct Imaging. 2021;41(4):303–9.

Terveysportti. [Internet]. [accessed 2024 Apr 9]. Available from (in Finnish): https://www.terveysportti.fi/terveysportti/koti .

Bangor A, Kortum P, Miller J. Determining what individual SUS scores mean: adding an adjective rating scale. J Usabil Stud. 2009;4:114–23.

von Cranach M, Backhaus T, Brich J. Medical students’ attitudes toward lumbar puncture—and how to change. Brain Behav. 2019;9(6):e01310.

Barsuk JH, Cohen ER, Caprio T, McGaghie WC, Simuni T, Wayne DB. Simulation-based education with mastery learning improves residents’ lumbar puncture skills. Neurology. 2012;79(2):132–7.

McMillan HJ, Writer H, Moreau KA, Eady K, Sell E, Lobos AT, et al. Lumbar puncture simulation in pediatric residency training: improving procedural competence and decreasing anxiety. BMC Med Educ. 2016;16:198.

Gaubert S, Blet A, Dib F, Ceccaldi PF, Brock T, Calixte M, et al. Positive effects of lumbar puncture simulation training for medical students in clinical practice. BMC Med Educ. 2021;21(1):18.

Toy S, McKay RS, Walker JL, Johnson S, Arnett JL. Using Learner-Centred, Simulation-based training to Improve Medical Students’ procedural skills. J Med Educ Curric Dev. 2017;4:2382120516684829.

Huang X, Yan Z, Gong C, Zhou Z, Xu H, Qin C, et al. A mixed-reality stimulator for lumbar puncture training: a pilot study. BMC Med Educ. 2023;23(1):178.

Vrillon A, Gonzales-Marabal L, Ceccaldi PF, Plaisance P, Desrentes E, Paquet C, et al. Using virtual reality in lumbar puncture training improves students learning experience. BMC Med Educ. 2022;22(1):244.

Roehr M, Wu T, Maykowski P, Munter B, Hoebee S, Daas E, et al. The feasibility of virtual reality and student-led Simulation Training as methods of lumbar puncture instruction. Med Sci Educ. 2021;31(1):117–24.

Seeberger MD, Kaufmann M, Staender S, Schneider M, Scheidegger D. Repeated Dural Punctures increase the incidence of Postdural puncture headache. Anaesth Analgesia. 1996;82(2):302.

Glatstein MM, Zucker-Toledano M, Arik A, Scolnik D, Oren A, Reif S. Incidence of traumatic lumbar puncture: experience of a large, tertiary care pediatric hospital. Clin Pediatr (Phila). 2011;50(11):1005–9.

Shah KH, Richard KM, Nicholas S, Edlow JA. Incidence of traumatic lumbar puncture. Acad Emerg Med. 2003;10(2):151–4.

Download references

No external funding.

Open access funding provided by Tampere University (including Tampere University Hospital).

Author information

Helmiina Lilja and Maria Talvisara contributed equally to this work.

Authors and Affiliations

Faculty of Medicine and Health Technology, Tampere University, Arvo Ylpön katu 34, Tampere, 33520, Finland

Helmiina Lilja & Maria Talvisara

Tampere Center for Child, Adolescent and Maternal Health Research, Faculty of Medicine and Health Technology, Tampere University, Arvo Ylpön katu 34, Tampere, 33520, Finland

Vesa Eskola, Paula Heikkilä & Sauli Palmu

Tampere University Hospital, Elämänaukio 2, Tampere, 33520, Finland

Injeq Plc, Biokatu 8, Tampere, Tampere, 33520, Finland

Harri Sievänen

You can also search for this author in PubMed   Google Scholar

Contributions

H.L. and M.T.: data collection, data analysis, drafting the manuscript, editing the manuscript. V.E. and P.H.: planning the study, editing the manuscript. H.S. and S.P.: conceptualizing and planning the study, data analysis, editing the manuscript.

Corresponding author

Correspondence to Sauli Palmu .

Ethics declarations

Ethics approval and consent to participate.

The protocol was approved by the university medical education board which acts as the licensing committee for trials performed in our institute. The participants gave their informed consent to participate.

Consent for publication

Not applicable.

Competing interests

H.S. is an employee of Injeq Plc.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Lilja, H., Talvisara, M., Eskola, V. et al. Novice providers’ success in performing lumbar puncture: a randomized controlled phantom study between a conventional spinal needle and a novel bioimpedance needle. BMC Med Educ 24 , 520 (2024). https://doi.org/10.1186/s12909-024-05505-z

Download citation

Received : 06 October 2023

Accepted : 02 May 2024

Published : 10 May 2024

DOI : https://doi.org/10.1186/s12909-024-05505-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Spinal needle
• Clinical skill
• Bioimpedance

BMC Medical Education

ISSN: 1472-6920

• Submission enquiries: [email protected]
• General enquiries: [email protected]

• JEE Main 2024
• MHT CET 2024
• JEE Advanced 2024
• BITSAT 2024
• View All Engineering Exams
• Colleges Accepting B.Tech Applications
• Top Engineering Colleges in India
• Engineering Colleges in India
• Engineering Colleges in Tamil Nadu
• Engineering Colleges Accepting JEE Main
• Top IITs in India
• Top NITs in India
• Top IIITs in India
• JEE Main College Predictor
• JEE Main Rank Predictor
• MHT CET College Predictor
• AP EAMCET College Predictor
• GATE College Predictor
• KCET College Predictor
• JEE Advanced College Predictor
• View All College Predictors
• JEE Main Question Paper
• JEE Main Cutoff
• JEE Main Advanced Admit Card
• JEE Advanced Admit Card 2024
• Download E-Books and Sample Papers
• Compare Colleges
• B.Tech College Applications
• KCET Result

Quick links

• Mechanical Engineering
• Civil Engineering
• Aeronautical Engineering
• Information Technology
• Electronic Engineering

B.Tech Companion Use Now Your one-stop Counselling package for JEE Main, JEE Advanced and BITSAT

• MAH MBA CET Exam
• View All Management Exams

Colleges & Courses

• MBA College Admissions
• MBA Colleges in India
• Top IIMs Colleges in India
• Top Online MBA Colleges in India
• MBA Colleges Accepting XAT Score
• BBA Colleges in India
• XAT College Predictor 2024
• SNAP College Predictor
• NMAT College Predictor
• MAT College Predictor 2024
• CMAT College Predictor 2024
• CAT Percentile Predictor 2023
• CAT 2023 College Predictor
• CMAT 2024 Admit Card
• TS ICET 2024 Hall Ticket
• CMAT Result 2024
• MAH MBA CET Cutoff 2024
• Download Helpful Ebooks
• List of Popular Branches
• QnA - Get answers to your doubts
• IIM Fees Structure
• Colleges Accepting Admissions
• Top Law Colleges in India
• Law College Accepting CLAT Score
• List of Law Colleges in India
• Top Law Colleges in Delhi
• Top NLUs Colleges in India
• Top Law Colleges in Chandigarh
• Top Law Collages in Lucknow

Predictors & E-Books

• CLAT College Predictor
• MHCET Law ( 5 Year L.L.B) College Predictor
• AILET College Predictor
• Sample Papers
• Compare Law Collages
• Careers360 Youtube Channel
• CLAT Syllabus 2025
• CLAT Previous Year Question Paper

Engineering Preparation

• Knockout JEE Main 2024
• Test Series JEE Main 2024
• JEE Main 2024 Rank Booster

Medical Preparation

• Knockout NEET 2024
• Test Series NEET 2024
• Rank Booster NEET 2024

Online Courses

• JEE Main One Month Course
• NEET One Month Course
• IBSAT Free Mock Tests
• IIT JEE Foundation Course
• Knockout BITSAT 2024
• Career Guidance Tool
• IPU CET BJMC
• JMI Mass Communication Entrance Exam
• IIMC Entrance Exam
• Media & Journalism colleges in Delhi
• Media & Journalism colleges in Bangalore
• Media & Journalism colleges in Mumbai
• List of Media & Journalism Colleges in India
• Free Ebooks
• Free Sample Papers
• NID DAT Exam
• Pearl Academy Exam
• Design Colleges in India
• Top NIFT Colleges in India
• Fashion Design Colleges in India
• Top Interior Design Colleges in India
• Top Graphic Designing Colleges in India
• Fashion Design Colleges in Delhi
• Fashion Design Colleges in Mumbai
• Top Interior Design Colleges in Bangalore

Predictors & Articles

• NIFT College Predictor
• UCEED College Predictor
• NID DAT College Predictor
• NID DAT Syllabus 2025
• NID DAT 2025
• NIFT Result 2024
• NIFT Fees Structure
• NIFT Syllabus 2025
• Free Design E-books
• List of Branches
• Careers360 Youtube channel
• AIIMS Nursing
• Top Medical Colleges in India
• Top Medical Colleges in India accepting NEET Score
• Medical Colleges accepting NEET
• List of Medical Colleges in India
• List of AIIMS Colleges In India
• Medical Colleges in Maharashtra
• Medical Colleges in India Accepting NEET PG
• NEET College Predictor
• NEET PG College Predictor
• NEET MDS College Predictor
• NEET Rank Predictor
• DNB PDCET College Predictor
• NEET Admit Card 2024
• NEET PG Application Form 2024
• NEET Cut off
• NEET Online Preparation
• Download Helpful E-books

NEET Companion Use Now Your one-stop Counselling package for NEET, AIIMS and JIPMER

• CUET PG 2024
• IGNOU B.Ed Admission 2024
• DU Admission 2024
• UP B.Ed JEE 2024
• LPU NEST 2024
• IIT JAM 2024
• IGNOU Online Admission 2024
• Universities in India
• Top Universities in India 2024
• Top Colleges in India
• Top Universities in Uttar Pradesh 2024
• Top Universities in Bihar
• Top Universities in Madhya Pradesh 2024
• Top Universities in Tamil Nadu 2024
• Central Universities in India

Upcoming Events

• CUET Exam City Intimation Slip 2024
• IGNOU Date Sheet
• CUET Mock Test 2024
• CUET Admit card 2024
• CUET Result 2024
• CUET Participating Universities 2024
• CUET Previous Year Question Paper
• CUET Syllabus 2024 for Science Students
• E-Books and Sample Papers
• CUET Exam Pattern 2024
• CUET Exam Date 2024
• CUET Cut Off 2024
• CUET Exam Analysis 2024
• IGNOU Exam Form 2024
• CUET 2024 Exam Live
• CUET Answer Key 2024
• IT Colleges in Tamil Nadu
• IT Colleges in Uttar Pradesh
• MCA Colleges in India
• BCA Colleges in India

Quick Links

• Information Technology Courses
• Programming Courses
• Web Development Courses
• Data Analytics Courses
• Big Data Analytics Courses

Top Streams

• IT & Software Certification Courses
• Engineering and Architecture Certification Courses
• Programming And Development Certification Courses
• Business and Management Certification Courses
• Marketing Certification Courses
• Health and Fitness Certification Courses
• Design Certification Courses

Specializations

• Digital Marketing Certification Courses
• Cyber Security Certification Courses
• Artificial Intelligence Certification Courses
• Business Analytics Certification Courses
• Data Science Certification Courses
• Cloud Computing Certification Courses
• Machine Learning Certification Courses
• View All Certification Courses
• UG Degree Courses
• PG Degree Courses
• Short Term Courses
• Free Courses
• Online Degrees and Diplomas
• Compare Courses

Top Providers

• Coursera Courses
• Udemy Courses
• Edx Courses
• Swayam Courses
• upGrad Courses
• Simplilearn Courses
• Great Learning Courses
• NCHMCT JEE 2024
• Mah BHMCT CET
• Top Hotel Management Colleges in Delhi
• Top Hotel Management Colleges in Hyderabad
• Top Hotel Management Colleges in Mumbai
• Top Hotel Management Colleges in Tamil Nadu
• Top Hotel Management Colleges in Maharashtra
• B.Sc Hotel Management
• Hotel Management
• Diploma in Hotel Management and Catering Technology

Diploma Colleges

• Top Diploma Colleges in Maharashtra
• RUHS Pharmacy Admission Test
• Top Pharmacy Colleges in India
• Pharmacy Colleges in Pune
• Pharmacy Colleges in Mumbai
• Colleges Accepting GPAT Score
• Pharmacy Colleges in Lucknow
• List of Pharmacy Colleges in Nagpur
• GPAT Result
• GPAT 2024 Admit Card
• GPAT Question Papers
• CA Intermediate
• CA Foundation
• CS Executive
• CS Professional
• Difference between CA and CS
• Difference between CA and CMA
• CA Full form
• CMA Full form
• CS Full form
• CA Salary In India

Top Courses & Careers

• Bachelor of Commerce (B.Com)
• Master of Commerce (M.Com)
• Company Secretary
• Cost Accountant
• Charted Accountant
• Credit Manager
• Financial Advisor
• Top Commerce Colleges in India
• Top Government Commerce Colleges in India
• Top Private Commerce Colleges in India
• Top M.Com Colleges in Mumbai
• Top B.Com Colleges in India
• UPSC IAS 2024
• SSC CGL 2024
• IBPS RRB 2024
• NDA Application Form 2024
• UPSC IAS Application Form 2024
• CDS Application Form 2024
• CTET Admit card 2024
• HP TET Result 2023
• SSC GD Constable Admit Card 2024
• UPTET Notification 2024
• SBI Clerk Result 2024
• Previous Year Sample Papers
• Free Competition E-books
• Sarkari Result
• QnA- Get your doubts answered
• UPSC Previous Year Sample Papers
• CTET Previous Year Sample Papers
• SBI Clerk Previous Year Sample Papers
• NDA Previous Year Sample Papers

Other Exams

• SSC CHSL 2024
• UP PCS 2024
• UGC NET 2024
• RRB NTPC 2024
• IBPS PO 2024
• IBPS Clerk 2024
• IBPS SO 2024
• Top University in USA
• Top University in Canada
• Top University in Ireland
• Top Universities in UK
• Top Universities in Australia
• Best MBA Colleges in Abroad
• Business Management Studies Colleges

Top Countries

• Study in USA
• Study in UK
• Study in Canada
• Study in Australia
• Study in Ireland
• Study in Germany
• Study in China
• Study in Europe

Student Visas

• Student Visa Canada
• Student Visa UK
• Student Visa USA
• Student Visa Australia
• Student Visa Germany
• Student Visa New Zealand
• Student Visa Ireland
• CBSE Class 10th
• CBSE Class 12th
• UP Board 10th
• UP Board 12th
• Bihar Board 10th
• Bihar Board 12th
• Top Schools in India
• Top Schools in Delhi
• Top Schools in Mumbai
• Top Schools in Chennai
• Top Schools in Hyderabad
• Top Schools in Kolkata
• Top Schools in Pune
• Top Schools in Bangalore

Products & Resources

• JEE Main Knockout April
• NCERT Notes
• NCERT Syllabus
• NCERT Books
• RD Sharma Solutions
• Navodaya Vidyalaya Admission 2024-25
• NCERT Solutions
• NCERT Solutions for Class 12
• NCERT Solutions for Class 11
• NCERT solutions for Class 10
• NCERT solutions for Class 9
• NCERT solutions for Class 8
• NCERT Solutions for Class 7
• NCHMCT JEE 2022
• Christ University BHM
• Top Hotel Management Colleges in India
• Top Hospitality & Tourism Colleges in Delhi
• Top Government Hospitality & Tourism Colleges in Hyderabad
• Top Hospitality & Tourism Colleges in Mumbai
• NCHM JEE College Predictor
• NEET Companion Buy Now
• B.Tech Companion Buy Now

Popular Searches

• CUET Admit Card 2024
• IGNOU Assignment Status 2024
• CUET Question Papers 2024
• Latest Education News 2024

• CUET 2024 Physical Education Question Paper (Set C)

Description

The CUET 2024 Physical Education (Set C) question paper is available now. Students are advised to check the CUET physical education paper 2024 to get a better understanding of the CUET exam, question type, difficulty level and other relevant details.

List of Colleges/Universities accepting CUET 2024

Download our free eBook and make the right choice for your educational future. Get a detailed list of universities that accept CUET exam scores in 2024.

Related E-books

Cuet 2024 history mcq questions with answers pdf, cuet ug 2024: geography mcqs with answers pdf, related sample papers.

CUET Sociology Question Paper 2024 (Set C)

CUET Mathematics Question Paper 2024 (Set C)

CUET Business Studies Question Paper 2024

CUET Political Science Question Paper 2024 (Set A)

CUET History Question Paper 2024 (Set B)

Related exams.

Ebook PDF has been sent to your Email ID successfully

Sign In/Sign Up

We endeavor to keep you informed and help you choose the right Career path. Sign in and access our resources on Exams, Study Material, Counseling, Colleges etc.

Help us to help you.

Download the Careers360 App on your Android phone

Regular exam updates, QnA, Predictors, College Applications & E-books now on your Mobile

• 150M + Students
• 30,000 + Colleges
• 500 + Exams
• 1500 + E-books