As the economy continues to struggle with inflation and ongoing fears of a potential recession, a new report found the nation's labor market will add more good jobs in the next decade.

Skilled trades will offer solid career pathways and are even more promising due to massive public and corporate investment in infrastructure and the transition to green energy.

Artem Gulish, senior federal policy adviser in the Center on Education and the Workforce at Georgetown University and co-author of the report, said most good jobs will require bachelor's degrees or specialized credentials.

"Sixty-six percent of good jobs will go to workers with a bachelor's degree or higher, and 15% will go to workers with a high school diploma or less," Gulish reported.

A good job is defined as paying at least $43,000 a year and a median annual salary of $74,000 for workers age 25 to 44. West Virginia is among five states with the greatest expected share of jobs for workers with a high school diploma or less, according to data from the Center.

The mass exit of baby boomers from the workforce and artificial intelligence in the coming decade will cause shifts in many sectors of the economy. Gulish pointed out blue-collar jobs such as construction, health care, maintenance and repair will increasingly require postsecondary training.

"Those jobs are increasingly going to be shifting to middle-skills workers with more specialized skills," Gulish emphasized.

The report also pointed to job quality beyond salary in the future jobs landscape, including access to health care plans and retirement benefits. The data show 89% of workers in the highest wage bracket have access to health care plans and retirement benefits, compared with only 30% of workers in the lowest bracket. Flexible work schedules and access to wellness programs are more common among in higher-income jobs.

Support for this reporting was provided by Lumina Foundation.


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SUNY Morrisville recently wrapped up its first classes as part of New York's Offshore Training Wind Institute.

The state-funded program is part of efforts to build up the clean energy workforce. Along with training courses for wind technicians, the program offers hands-on lab and real-world experience for students.

Benjamin Ballard, professor of renewable energy at SUNY-Morrisville, said the goal of the Offshore Wind Training Institute is building capacity.

"Building capacity means developing training specifically for the wind technicians but also developing a pipeline of students coming from K-12 institutions," Ballard explained. "The training that we proposed in our offering starts with career exploration at the K-12 level, offering some micro-credentials."

He pointed out the micro-credential courses provide a good introduction to renewables. Other courses include electrical theory for renewable energy systems, tower climbing safety and how wind systems work. Ballard noted the school is pursuing workforce development funding to make it a more economically available long-term program. This can help students afford the school's tuition and transportation costs.

While Morrisville's program is still relatively new, student feedback has been positive.

Malcolm Ivers, a former Morrisville student currently working as a wind technician for the firm RWE, said the most helpful thing he learned are industry standards and practices. He advised students to build a versatile skill set.

"Take elective courses, take unnecessary courses just to see what's out there and to build your resume," Ivers urged. "Being able to put EPA 608 certification on your resume might not feel valuable but it's all about making yourself a well-rounded candidate."

Ivers added high job prospects drew him to the field. New York State's clean energy jobs have grown more than 8% between 2020 and 2022, a trend expected to continue as the state continues its clean energy transition. Wind energy jobs specifically have grown 52% from 2016 to 2022.

Many North Dakota districts this week kick off a new school year, and a state initiative has advice for parents if their child is expressing a lot nerves about transitioning back to the classroom.

Through its Parents Lead program, the state Health and Human Services Department offers resources it says can help parents and caregivers support the behavioral health and well-being of students year-round.

Department Behavioral Health Division Administrator Sara Kapp said it's especially beneficial right now, as families get into back-to-school mode.

If there are signs of anxiety or anxiousness, she said being present for those moments is vital.

"It's just really trying to understand your child's behaviors," said Kapp, "and the messages they're sending to you. "

Program leaders say in sparking these conversations, parents and caregivers should demonstrate that the child's feelings are valid and reassure them it's okay to feel extra nervous.

As the school year takes shape, they also recommend asking your child about their day.

Encouraging face-to-face time with friends and establishing routines, such as relaxation time after school, are other tips.

In the social media age, many parents like to post first-day-of-school pictures taken outside the family home.

Kapp said if your child has strongly expressed their desire not to do that tradition, it might be better to respect their boundaries.

"You know, even as an adult, sometimes we don't want our pictures taken," said Kapp. "And so just being mindful of those things too, that those can also increase your child's anxiety."

She said that approach can also take pressure off a parent who's feeling overwhelmed and not wanting to meet all the social media standards.

While each family might have different stressors at home, Kapp acknowledged that creating added awareness might result in a more comfortable classroom environment for all students and teachers.

The Parents Lead website also has information about what to do if behavioral issues grow larger during the school year.




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A Connecticut group is hosting an information clinic tomorrow about the Free Application for Federal Student Aid program, known as FAFSA.

The Center for Latino Progress is hosting the session to help students access financial resources to attend college. Technical issues delayed FAFSA submission for many students this year and the application process can be overwhelming.

Naomi Arroyo, youth development specialist at the center, said one of the most important parts of the process is establishing a FAFSA ID.

"It takes three to five days for the FAFSA ID to be completed and that is practically the first step of the FAFSA process," Arroyo explained. "But it is not the FAFSA application. It is an identification code saying this is who I am, it has been verified by FAFSA, so that when you click in the actual application, you don't have to fill out all of the necessary personal information."

She noted those participating in the clinics should have their FAFSA ID prepared before attending. The clinic will be held from 5 p.m. to 7 p.m. at the Center for Latino Progress' main offices on the second floor of 95-97 Park Street in Hartford.

While it is the first time the Center for Latino Progress has done such an event, Arroyo pointed out they have enough funding to do it again. She noted community feedback has been positive since having a guide for the FAFSA speeds up the process. Arroyo added aside from technical issues, tax questions on the FAFSA can create barriers for families.

"All those little tricky tax form questions can be a challenge if you're a student," Arroyo acknowledged. "Or, if you're a parent and you're not sure where to put that information, it can be a lot."

The clinic is also designed to help people fill out a physical FAFSA form if the online version gets too unruly. Arroyo said some parents might not be familiar with the FAFSA and are unaware of how much support for which their children can qualify. The hope is the clinic bolsters education access for students and the community.

Support for this reporting was provided by Lumina Foundation.