Should Schools Be Responsible for Childhood Obesity Prevention?

No. No. No.

According to Emily Richmond, Kaiser Permanente recently conducted a nationwide survey and found that 90 percent of respondents believed schools should “play a role in reducing obesity in their community” and 64 percent supported it being “a major role.”

Richmond also notes that The American Medical Association has recommended that K-12 students be taught about the dangers of obesity and supported using revenue from proposed taxes on sugary sodas to help schools pay for such educational programs.

Mayor Bloomberg, at least, would be down with that.

Sixty-four percent of the public and the AMA are wrong. Schools absolutely should not be responsible for childhood obesity prevention.

With every societal problem teachers take on, public criticism of their work, already considerable, will increase. That’s because they’ll have less time to teach students to read, write, and ‘rithmatic and any progress in solving the problem will be so slow as to be imperceptible. A double whammy.

No one asks whether doctors should be responsible for cancer prevention because they’ve done a great job of saying there are many contributing factors—genetics, nutrition, smoking, environmental factors, etc.—and no cure in the foreseeable future. Teachers should eschew their built-in altruism and say, “Enough already. We love our students, but many things are outside of our control and we refuse to be substitute parents.”

Feel free to disagree, just explain where we should draw the line. Should schools be responsible for making sure students brush their teeth regularly, floss, make their beds, leave campsites nicer than they find them, get adequate sleep, exercise, limit television, avoid violent video games, and never ever text or post anything unkind on Facebook?

When considering a blurring of the lines between schooling and public health, it’s important to remember that students spend approximately 23% of the time that they’re awake each year in school. Richmond hits a homerun here:

As the Las Vegas Sun’s education reporter, I did some quality control spot checks at various campuses after Nevada’s junk food ban was passed. I found that bottled water and graham crackers had indeed replaced the sports drinks and chocolate bars — with one notable exception: the machines in the faculty lounges were fully stocked with the familiar array of candy, chips and sugary sodas. That the ban didn’t extend to the adults on campus illustrates the larger challenge facing schools, families, and communities as a whole.

Amen. Until adults figure out how to eat and live more healthily no amount of in-school teaching or behavior mod will have any kind of lasting effect. The only guaranteed outcome is a further devaluing of teachers.

Teaching Grit Continued

[Editors note: Please notice that in the right-hand margin I’ve moved my twitter feed up. My tweeting is just too genius to reside anywhere else.]

Thanks to last week’s comments, I’ve continued thinking about teaching and grit. The two primary questions I’ve been grapping with are: 1) What is grit? And 2) Should it be taught in public schools?

1) What is grit? We think it consists of courageous acts in the face of opposition. For example, a hiker survives for six days after an 800 pound boulder pins his arm. Eventually, he uses his pocket knife to self amputate his arm and somehow he survives the ordeal. The height of grittiness right? Or the marathoner who withstands 80+ degree temps and a series of surges to hang on and win.

But Duckworth and her colleagues define grit as “perseverance and passion for long-term goals.” The hiker wasn’t thinking long-term, he wanted to live to see the following week. The marathoner’s performance probably doesn’t qualify as gritty as his months and years of race prep. Is it possible that the elderly couple who have stayed married for sixty years despite personality differences, debilitating illnesses, and financial hardships are especially poignant examples of grit? Or the baseball player who breaks into the “bigs” in his mid 20’s after years of honing his craft in single, double, and triple A?

Or the alcoholic who has been sober for several months, years, or decades?

Or Jim Abbot, the one-handed former professional baseball player who I heard interviewed on a Seattle radio station this week. Abbot pitched at the University of Michigan, and in the 1988 Olympics, and in the “bigs” for a decade. His “grit quotient” has to be off the charts.

Or just read the opening of Michael J. Fox’s most recent book, Always Looking Up: The Adventures of an Incurable Optimist, about what it’s like to get out of bed, shower, shave, and get dressed with advanced Parkinsons. Fox’s resolve in the face of daily challenges is inspiring, but I’m not sure it constitues grit since it doesn’t involve long-term goals. Clearly though, his grit is evident in the foundation he’s spent years building, a foundation that has radically improved the pace and prospects of Parkinsons research.

If my “grit quotient” was higher, I’d have published a book or two by now.

2) Should it be taught in public schools? Not as simple a question as it first appears. Seymour Sarason, in The Predictable Failure of Educational Reform, contrasts teachers with docs. Docs he says have been honest about how difficult it will be to cure cancer. He argues they’ve done a great job of managing expectations. They continually remind the public that there are genetic and environmental variables (like smoking and nutrition) that are outside their control. They repeatedly say any progress will be slow. As a result, the public appreciates the real progress that is being made.

On the other hand, teachers, too altruistic for their own good maybe, have taken on more and more intractable social problems—like hunger and poverty, teen pregnancy, racial reconciliation, and most recently, childhood obesity. And let’s not forget that business leaders, journalists, and politicians like Bill Gates, Tom Friedman, Arne Duncan, and President Obama routinely, if somewhat indirectly, blame teachers for our slowing economy, for letting our lead slip in the global economy, and for our declining standard of living.

What should families be responsible for? What should “the community writ large” be responsible for, whether non-profits, religious youth groups, or civic associations? I anticipate one loyal PressingPause reader, a school counselor in a poor community, to protest, “But if families aren’t teaching grit, what are we supposed to do, just sit back and watch their children not accomplish meaningful long-term goals?” Fair question that highlights this is a real dilemma.

Back when Obama was smoking dope at Occidental (belated and weak 4/20 reference), and Nineteen was about to start kindergarten, the Good Wife and I had a meeting with her two teachers who wanted to know what we most wanted her to learn during the year. I suspect my answer was different than most. Growing up in a reading intensive home with two experienced educators as parents, I wasn’t worried about basic literacy. “I’d really appreciate if you’d help her develop a social conscience,” I said. “I want her to be in touch with her privilege and to be an empathetic person.”

That was a private Quaker kindergarten which I grant is a little different animal, but one wonders, should public schools teachers be held responsible for young people who don’t have a social conscience? Do public school teachers set themselves up for failure by taking on way more than literacy and numeracy? Does their seeming willingness to take on a never-ending list of social problems partially explain why the “powers that be” are so dissatisfied with their performance and are pressing to evaluate and pay them based upon their students’ test scores even though the problems with those proposals are painfully obvious?

Despite Sarason’s insight, I believe the study of grit, it’s absence and presence, can most definitely be taught in the context of reading and writing instruction. Student have to read and write about something. Why use innocuous, fictional reading material when they could be introduced to stories that prompt discussion about perseverance, long-term goals, and grit? If Sarason were still alive I wonder if he’d see any harm in that.

If a grit curriculum doesn't fire you up, what about a grits curriculum?