NEW BERN, N.C. – The current climate of the state and country when it comes to talk of race and civil rights is not lost on North Carolina students, and one school in New Bern is aiming to address that.

This year, the Peletah Academic Center for Excellence (PACE) opened its doors to a small group of students. Its goal is to give students tools to be active participants in their democracy, in light of recent events, and focuses on an approach called trauma-informed education.

The school's superintendent, Dawn Gibson, says the model aims to help children exposed to a range of difficult experiences.

"It is a spectrum," she says. "They're not all having traumatic histories, but we do believe, living in the culture as it is right now, like after Charlottesville, it was interesting to hear how students perceived how what happened in Virginia would impact them."

PACE is a private school with financial aid available for students. Through their curriculum, they spend three days in intense academic instruction and receive training in fitness, nutrition, character and citizenship for the other two days of the school week. A growing body of education research underscores the importance of addressing the needs of children who have experienced trauma.

Gibson says even prior to opening its doors to students, it worked with the Obama administration to research and support trauma-informed education. She adds that in addition to providing a resource for students, she believes the curriculum is making them more well-rounded citizens through empowerment.

"It is really changing how we see ourselves and see ourselves in the world, and that wherever we are, we can give something back, we can do something to help somebody else in need," she explains.

The U.S. Department of Education, under Obama, created an online, interactive website - Safe Place to Learn - to help create a positive school climate. Still in existence, it also provides guidance to help school districts protect children from sexual abuse or assault, one contributor to childhood trauma.


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A university in eastern Oregon is figuring out ways to prevent rural 'brain drain.'

Eastern Oregon University was officially designated "Oregon's Rural University" by the state in 2018, which kick-started new efforts from the school to serve rural communities. One is a partnership with Wallowa Resources to create the Rural Engagement and Vitality Center.

Tim Seydel, vice president for university advancement at Eastern Oregon University, said the center provides hands on learning opportunities with organizations in rural communities.

"The more we can engage our students with things that are happening within our own region, the more they're aware of the opportunities in our own region and particularly our rural region," Seydel explained. "They don't see it as a shortfall or an issue where they've got to go somewhere else to get that experience. They can get it right there in their hometown or they can get it right nearby."

The center is part of the global Educational Partnerships for Innovation in Communities Network and includes a program connecting students to jobs in regional communities.

Seydel pointed out his university has also started offering an online master's degree program in clinical mental health counseling to address the shortage in rural communities.

"We also got letters from regional behavioral health professionals saying, 'Please help us get this program up and running. We really are looking to you to help deliver this. You're the experts in this, but we need these professionals and we need to do it without them having to relocate somewhere else,'" Seydel recounted.

Seydel argued the university's efforts are an important collaboration of community and legislative leaders, schools at every level and members of rural areas.

"We found that by working together, we can solve so many problems rather than looking to some kind of outside resource," Seydel emphasized. "People really want that in these small, rural communities."

Support for this reporting was provided by Lumina Foundation.


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As students in Indiana head back to school, they will encounter some stricter classroom rules, including new reading requirements and a tighter absenteeism policy.

Advocates believe the new laws, enacted this year, will enhance the lives of young people.

Tami Silverman, president and CEO of the nonprofit Indiana Youth Institute, said a notable new state law mandates students who fail a reading assessment must repeat the third grade.

"Senate Bill 1, 'Every Child Learns to Read,' and really thinking about that third-grade literacy," Silverman explained. "How are we going to continue to build a foundation so that all of our kids -- particularly our youngest ones -- get those strong early reading skills?"

The 2024 Indiana Kids Count Data Book revealed only one-third of Indiana fourth-grade students were reading at or above proficiency levels, marking a four-percentage-point decrease from the 2019 rate of 37%.

Also starting this fall, schools are required to report students who have 10 or more unexcused absences to the local prosecutor's office. The new law may result in legal action against parents whose kids miss too much school.

Looking ahead to the 2025 Indiana legislative session, Silverman noted there is discussion to improve mental health services to address growing concerns among students and educators.

"We'll continue to look at youth mental health and the services that are needed," Silverman emphasized. "Many of our kids are suffering from depression, anxiety, suicidal tendencies or contemplation, so we do know there's already a lot of discussion about that."

Silverman believes the changes could have a profound impact on the future of Indiana's youth, providing them with more tools and support to succeed. She added her organization will continue advocating for changes aimed at creating more equitable environments for all children in the state.


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New York's United Federation of Teachers union is launching a campaign to bolster public education.

It comes as public schools' role as a social safety net grows and educators face increasing responsibilities like watching out for students' social-emotional needs. It all costs money and New York public schools got a $236 million cut in this year's Foundation Aid budget.

Michael Mulgrew, president of the United Federation of Teachers, said it boils down to managing expectations.

"It's really more about recognizing the work that we do," Mulgrew emphasized. "Adjusting our expectations as a society to say, 'If we're asking schools to do all of this, we have to help support them in this work', rather than just have us being the ones out there fighting for it."

He noted teachers are facing the challenges of being drawn into "political wars" certain states are waging on public education and ongoing teacher shortages. Mulgrew thinks New York's legislature can take action to alleviate the shortage by improving the retirement system. Surveys show teachers are leaving the profession in droves due to burnout, salaries that do not match the cost of living and increased censorship on what they can teach.

Unions like the American Federation of Teachers are working to retain and bolster depleted public sector workforces. A new report from the union recommends a 35-hour workweek, evaluating jobs to see if hybrid options are available and increasing salaries to cut the public-private sector pay gap.

Randi Weingarten, president of the American Federation of Teachers, said without this workforce, important services suffer.

"In New York State, for example, dire staff shortages have affected crucial shortages like the Child Abuse Hotline," Weingarten pointed out. "Correction officers in Kansas have had to work mandatory double shifts for months on end."

She added Colorado's nursing shortage in state facilities has led to patients with mental illnesses being housed in prisons. The union's report showed almost a quarter of public sector workers said improving salaries is the top way employers can alleviate workplace stress.