This weekend marks the kickoff of National Bullying Prevention Month. Those raising awareness hope schools in South Dakota and elsewhere work toward establishing a more inclusive environment, and that parents take action when needed.

According to the Midwest-based PACER organization, one in five students reports being bullied - and being targeted can directly affect their ability to learn.

Julie Hertzog is the director of PACER's National Bullying Prevention Center, and said schools are being more proactive with anti-bullying messaging.

But she added that they can take it a step further by fostering more unity within their buildings.

"It can be as simple as, if you're doing an activity within a group, asking somebody else if they would like to join you or participate," said Hertzog. "So, any way that you can increase connection between each other makes communities healthier for everyone."

Hertzog noted that social media remains a concern in trying to protect kids from hurtful actions by their peers.

Whether a student is bullied online or at school, she said parents should let the child talk openly about it and how they feel about responding. She also advised them to research the school's harassment policy for guidance on how to proceed.

Hertzog said over time, their work has helped dispel myths that words can't hurt people and that experiencing bullying is a part of growing up. She said a lot of kids know this behavior is not OK.

But she stressed that a lot of students are still likely to feel isolated, and recognizing them in a positive way is important.

"We talk a lot about the tenets of kindness," said Hertzog, "accepting each other for our differences."

LGBTQ advocates have argued those sentiments are especially important in conservative-led states such as South Dakota, which have passed various laws deemed hostile towards transgender students.

According to the Trevor Project, 52% of LGBTQ youths enrolled in middle or high school report being bullied either in person or electronically.




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Nearly a dozen changes could be made to the Kentucky Community and Technical College system, under Senate Joint Resolution 179, passed by lawmakers earlier this year.

The system's Acting Executive Vice President and Provost Phil Neal said the Board of Regents' recommendations are aimed at improving the process to obtaining two-year college degrees, and expanding options for students.

He said one major change includes collaboration between schools and the state Department of Education, to make it easier to offer dual and transfer credits.

"For example, on the transfer front," said Neal, "one of our recommendations that would be a change is that our eight public universities and our 16 KCTCS colleges, would all have a common course-numbering system for freshmen and sophomore level courses - and that just helps students more seamlessly transfer."

A former chief of staff is suing the system in a whistleblower lawsuit, alleging she faced retaliation for reporting waste and mismanagement.

Last week a Franklin County Circuit Court judge denied a request by the system that the case be dismissed.

A recent audit found a need to improve internal policies and procedures, but found no evidence of fraud or criminal behavior.

Neal said the state's Community and Technical College System has among the most affordable tuition rates in the state, and serves more than 66,000 students.

"We lead the country, number one, in the number of credentials conferred per capita," said Neal. "So the production of people with credentials is right up there at the top. Half of our 16 colleges have been recognized as some of the top performing community colleges in the country."

Americans' views on the importance of a college degree is shifting.

According to a Pew study released earlier this year, only one in four U.S. adults say it's extremely or very important to have a four-year college degree, in order to get a well-paying job in today's economy.

Support for this reporting was provided by Lumina Foundation.




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Recent changes to Florida's education laws have removed information on consent, contraceptives and prenatal development from many health lessons at school.

Parents are concerned the Florida Department of Education's policies may leave some districts without vital instruction.

Stephana Ferrell, director of research and insight for the Florida Freedom to Read Project in Orange County, is worried about what she sees as gaps in her children's education, including access to comprehensive health information.

"It's unfortunate that parents have been opted out of these educational experiences," Ferrell stated. "But it's now time for us all to get informed about what our kids are missing and make the extra effort to ensure that our young citizens are armed with this information."

Advocacy groups, including PEN America and EveryLibrary, cautioned overcompliance with state laws may lead to the removal of books on topics like anatomy, teen pregnancy and sexual assault. In a joint letter, they urged Florida school superintendents and school board attorneys to exercise restraint and preserve the resources for students.

Ferrell described a clash between two views: one believing ignorance protects innocence, and another believing being informed is the best way to understand and avoid risks. She sided with the latter, saying education safeguards the community.

"We really are trying to encourage that information to remain available," Ferrell emphasized. "There are lots of nonfiction, well-written and age-appropriate materials that can be made available in the library, and have been made available in libraries in the past."

Florida school districts have struggled for years to determine which books should remain in libraries under laws signed by Gov. Ron DeSantis. The laws allow parents and others to challenge books deemed "inappropriate," though recent legislative changes limit the number of challenges. This fall, the Department of Education released a list of more than 700 books removed from, or discontinued in, schools statewide.


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New York's Board of Regents approved a Department of Education funding request for climate education.

The board is putting more than $536,000 aside for climate change education and materials.

New Jersey is the only state mandating climate change be taught in all subject areas. Connecticut teaches it as well, but primarily in science.

Emily Fano, director of climate resilience education programs with the National Wildlife Federation, described how climate change can be taught across multiple subject areas.

"There are so many ways climate can be integrated into math class, graphing greenhouse gas emissions for example," said Fano. "Social studies, you can talk about social movements like the youth climate movement that has grown by leaps and bounds all over the world."

She added that health classes could teach the health impacts of air pollution and poor air quality.

The funding allotment faces no opposition, and a Yale University report finds 81% of New York adults feel climate change should be taught in schools. This is higher than the national average of 75%.

If the funding's approved, climate change will be taught in New York schools starting in the 2026-2027 school year.

But, climate education has faced an uphill battle.

A bill establishing a course on climate change in elementary and secondary schools garnered widespread support. But, it failed in the state legislature.

Fano said along with a new climate education bill, more work must be done to make this a reality.

"We'll continue working with the state education department and our partners to make sure that our students are going to get the climate education they need and deserve," said Fano. "So, we will continue working on this issue regardless, but we really hope the Governor understands the urgency of this request."

While this funding request provides a framework for training current educators about how to teach climate change, Fano said she wants this training for people studying to be teachers.

An Education Week Research Center poll finds 18% of teachers don't address climate change because they feel out of their element discussing it.