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Student Advocate
Home Archive by Category "Student Advocate"

Category: Student Advocate

16 JanStudent Advocate

How to talk to students about sexting

by Chamonix Adams Porter0 Comments
[vc_row][vc_column][vc_column_text]Sexting—digitally sharing sexually explicit messages or pictures—has become a common part of young people’s lives. While estimates of the prevalence of sexting vary, a study involving 1,650 first-year undergraduates at a large southeastern college found that 65 percent of the students had sent at least one sext to a current or potential partner.

Despite worries among many adults, sexting can be a healthy part of a sexual encounter. However, like any sexual interaction, it carries risks. Because sexting has become such a common phenomenon and one in which many young people report having positive experiences, it’s important that we adopt a harm-reduction strategy to help students mitigate the risks.

Here’s how you can help develop productive conversations about sexting:

1. Talk about it.

Acknowledge that students may decide to sext. Even if students aren’t planning on sexting themselves, it’s useful for them to reflect on how they might support a friend or handle an unsolicited message in their inbox. 

2. Create a non-judgmental space.

Avoid using excessive fear tactics. Focusing exclusively on the risks of sexting can increase shame and victim blame, decreasing the likelihood that people who receive unwanted sexts or who have their image shared without their consent will seek help. Assume a non-judgmental attitude and invite students to reflect on ways they can minimize the risks of their sexual choices.

For example:

  • Suggest that students talk to the person they’re messaging with about what types of messages they’re both comfortable with (e.g., they could agree to only send sexy messages instead of images).
  • If they decide to send images, recommend that they leave out their faces or identifying marks such as tattoos or birthmarks.
  • Stress the importance of maintaining privacy and respect by never sharing or forwarding sexts to others.

3. Broaden the conversation.

Sexting is just one piece of the broader campus culture surrounding sexuality. Give students opportunities to reflect on their core values and to consider ways to live out these values in all areas of their lives.

When explicit images are shared

If you learn that sexual images of a student were shared without their consent, offer the student support. This is a serious violation of trust, and—depending on the specific circumstances—may constitute sexual harassment and may be a crime. Refer students to university counseling resources, as well as to Title IX coordinators.

“Title IX coordinators are available to talk confidentially to any student who has concerns about an uncomfortable situation or experience,” says Ksenia Sidorenko, Title IX coordinator at Yale College in Connecticut. “Students can come to a Title IX coordinator to let them know of problems or behaviors that need to be addressed, to access support resources, or to learn more about the options for filing a complaint of sexual misconduct. Title IX coordinators can also help arrange accommodations and practical remedies—things like academic extensions, changes in class schedules, alternate housing arrangements, and no-contact agreements between students who want to avoid further interactions. They’re here to assist and support students based on the students’ needs.”[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text][school_resource sh101resources=’no’ category='[school_resource sh101resources=’no’ category=’healthservices,wellnesspromotion,studentservices,titleix,studentlife’]GET HELP OR FIND OUT MORE

If you are experiencing an issue with online harassment or stalking on campus,
your university’s Title IX coordinator or a representative of the campus counseling center can help.

Someone asking you for a nude pic? Send this instead: Fight The New Drug

State sexting laws: Cyberbullying Research Center

Article sources

Marla Eisenberg, ScD, MPH, associate professor and director of research, Division of General Pediatrics and Adolescent Health, University of Minnesota.

Holly Moses, PhD, MSHE, CHES, instructor, academic advisor, and internship program, coordinator in the Department of Health Education and Behavior, University of Florida.

Ksenia Sidorenko, PhD, deputy Title IX coordinator for Yale College, Yale University.

Albury, K., Hasinoff, A. A., & Senft, T. (2017). From media abstinence to media production: Sexting, young people and education. In The Palgrave Handbook of Sexuality Education (pp. 527–545). London: Palgrave Macmillan.

Burkett, M. (2015). Sex(t) talk: A qualitative analysis of young adults’ negotiations of the pleasures and perils of sexting. Sexuality & Culture, 19(4), 835–863.

End Revenge Porn campaign. (2016). 26 states have revenge porn laws. Retrieved from http://www.endrevengeporn.org/revenge-porn-laws/

Hinduja, S., & Patchin, J. W. (2015, January). State sexting laws: A brief review of state sexting laws and policies. Retrieved from http://cyberbullying.us/state-sexting-laws.pdf

Knowledge Networks. (2009, September 23). Digital abuse survey. Retrieved from http://www.athinline.org/MTV-AP_Digital_Abuse_Study_Full.pdf

Lee, M., & Crofts, T. (2015). Gender, pressure, coercion and pleasure: Untangling motivations for sexting between young people. British Journal of Criminology, 55(3), 454–473.

Lounsbury, K., Mitchell, K. J., & Finkelhor, D. (2011, April 29). The true prevalence of sexting. Retrieved from http://www.unh.edu/ccrc/pdf/Sexting%20Fact%20Sheet%204_29_11.pdf

Madigan, S., Ly, A., Rash, C. L., Van Ouytsel, J., et al. (2018). Prevalence of multiple forms of sexting behavior among youth: A systematic review and meta-analysis. JAMA Pediatrics, 172(4), 327–335.

Meyer, M. I. (2016). Let’s talk about sext: Gendered millennial perceptions of sexting in a cyborg society (Doctoral dissertation, University of Cape Town).

Renfrow, D. G., & Rollo, E. A. (2014). Sexting on campus: Minimizing perceived risks and neutralizing behaviors. Deviant Behavior, 35(11), 903–920.

CampusWell survey, June 2015, August 2018.

Temple, J. R., Paul, J. A., van den Berg, P., Le, V. D., et al. (2012). Teen sexting and its association with sexual behaviors. Archives of Pediatrics & Adolescent Medicine, 166(9). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3626288/

Thomas, A. G., & Cauffman, E. (2014). Youth sexting as child pornography? Developmental science supports less harsh sanctions for juvenile sexters. New Criminal Law Review: An International and Interdisciplinary Journal, 17(4). Retrieved from http://www.jstor.org/stable/10.1525/nclr.2014.17.4.631?origin=JSTOR-pdf

Thomas, S. E. (2018). “What should I do?”: Young women’s reported dilemmas with nude photographs. Sexuality Research and Social Policy, 15(2), 192–207.

Winkelman, S. B., Smith, K. V., Brinkley, J., & Knox, D. (2014). Sexting on the college campus. Electronic Journal of Human Sexuality, 17.

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02 JanStudent Advocate

How to help students who feel like an impostor fit in and thrive

by Chelsey Taylor0 Comments

The issue

Many college students experience the impostor phenomenon—a feeling that they got into this university or program through luck rather than ability and effort. Certain student populations are especially vulnerable: first-generation students, ethnic and racial minorities, women in male-dominated fields, and students from high-achieving families.

Why it matters

Feeling like an impostor undermines the development of resilience. It’s a barrier to integrating socially and academically with the campus community (a key to student success). “Impostor” students may see challenges as evidence that they don’t belong in college rather than as opportunities for growth.

How to help students integrate with the campus community

Group of happy students

Help grow students’ sense of belonging

Incorporate “social-belonging” messaging into communications. “The primary message is a message of growth—that over time, everyone comes to feel at home,” writes Dr. Greg Walton, associate professor of psychology at Stanford University.

How to get the message right

Connect students with similar faculty members

For example, create a way for first-generation faculty to share their stories and show that they’re available to meet with first-generation and low-income students. “The UVA web resource [below] is a great example of something that’s really easy,” says Katharine Meyer, a doctoral researcher in education policy at the University of Virginia. “The stories communicate that transitioning to college is difficult, stress and struggle are common, and that, eventually, students will connect and persevere.”

First-generation college graduates on faculty

Proactively bring students to office hours

Office hours can be intimidating. Bringing people there “communicates to students, and especially to first-generation students, that office hour attendance is welcome and something everyone does,” says Meyer.

Normalize and reframe impostor feelings

Acknowledge the impostor experience and demonstrate how to reframe these feelings and accept praise. Incorporate this strategy into RA training. “You have to practice reframing the thoughts in your head,” says Dr. Valerie Young, author of The Secret Thoughts of Successful Women: Why Capable People Suffer from the Impostor Syndrome and How to Thrive in Spite of It (Crown Business, 2011).

Teacher: “Your feelings are common. You deserve to be here. In fact, I recommend that you take a more advanced class.”

Student: “Whoa, but I don’t know what I’m doing.”

Teacher: “You’re ready. Think about how much you’ll learn and what a great opportunity this is to challenge yourself.”

Recognize the value of failure

Emphasize that asking for support and experiencing failure help move us toward success.

“It’s OK to raise your hand and ask the question or say, ‘I’m not following; please explain again.’”

[school_resource sh101resources=’no’ category='[school_resource sh101resources=’no’ category=’counselingservices,healthservices,studentservices,suicideprevention,studentlife’]GET HELP OR FIND OUT MORE

The Secret Thoughts of Successful Women: Why Capable People Suffer from the Impostor Syndrome and How to Thrive in Spite of It: Valerie Young (Crown Business, 2011)

Resources for low-income students: Let’s Get Ready

Princeton professor’s CV of failures: Princeton University [pdf]

Community and resources for first-gen students: I’m First

Find your fit on campus: New York Times

[survey_plugin] Article source

Keith Anderson, PhD, FACHA, psychologist/outreach coordinator, Rensselaer Polytechnic Institute, New York.

Amy Baldwin, EdD, director of University College at the University of Central Arkansas; author of The First-Generation College Experience (Prentice Hall, 2011).

Adrian K. Haugabrook, EdD, vice president for student success and engagement, Wheelock College, Massachusetts.

Luoluo Hong, PhD, vice president for student affairs and enrollment management, San Francisco State University, California.

Katharine Meyer, PhD candidate, Curry School of Education, University of Virginia.

Valerie Young, EdD, speaker, author of The Secret Thoughts of Successful Women: Why Capable People Suffer from the Impostor Syndrome and How to Thrive in Spite of It (Crown Business, 2011).

Baumeister, R. F., Bratslavsky, E., Finkenhauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370. Retrieved from https://carlsonschool.umn.edu/file/49901/download?token=GoY7afXa

Clance, P. R., & Imes, S. (1978). The impostor phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy Theory, Research, and Practice, 15(3), 241–247. Retrieved from http://www.paulineroseclance.com/pdf/ip_high_achieving_women.pdf

Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counseling and Development, 41(2), 82–95.

Guardian Staff. (2016, April 29). CV of failures: Princeton professor publishes rÃĐsumÃĐ of his career lows. Guardian. Retrieved from http://www.theguardian.com/education/2016/apr/30/cv-of-failures-princeton-professor-publishes-resume-of-his-career-lows

Gravois, J. (2007, November 9). You’re not fooling anyone. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Youre-Not-Fooling-Anyone/28069/

Ito, T. A., Larsen, J. T., Smith, K. N., & Cacioppo, J. T. (1998). Negative information weighs more heavily on the brain: The negativity bias in evaluative categorizations. Journal of Personality and Social Psychology, 75(4), 887–900.

Matthews, G. (1984). The impostor phenomenon: Attributions for success and failure. In G. Matthews (Chair), Impostor phenomenon: Research, assessment, and treatment issues. Symposium conducted at the 92nd Annual Convention of the American Psychological Association, Toronto, Canada.

Rose, A. J., Carlson, W., & Waller, E. M. (2007). Prospective associations of co-rumination with friendship and emotional adjustment: Considering the socioemotional trade-offs of co-rumination. Developmental Psychology, 43(4), 1019–1031.

Sakulku, J., & Alexander, J. (2011). The impostor phenomenon. International Journal of Behavioral Science, 6(1), 73–92. Retrieved from http://bsris.swu.ac.th/journal/i6/6-6_Jaruwan_73-92.pdf

CampusWell survey, June 2016.

Tugend, A. (2012, March 23). Praise is fleeting, but brickbats we recall. New York Times. Retrieved from http://www.nytimes.com/2012/03/24/your-money/why-people-remember-negative-events-more-than-positive-ones.html?_r=0

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12 DecStudent Advocate

The art of being selfishly kind this holiday season

by Jon Krop0 Comments
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The holidays make me think of two things: (1) lots of talk about kindness and giving and “the holiday spirit,” and (2) lots of stress about travel, family, last-minute work, and other holiday hassles. The problem is that I’m usually too busy dealing with #2 to bother with #1. Sound familiar at all? We often feel too weighed down by our own problems to worry about other people. But we’re missing one simple point: Caring about others actually reduces our stress.

How to be selfishly kind

Most of our stress and anxiety comes from a fixation on our own petty concerns, the stories we fabricate about what’s wrong with ourselves and our lives. When we turn our focus toward others, we loosen up this stressful, self-oriented fixation, and we can relax a bit.

For thousands of years, meditation masters have taught techniques for cultivating an attitude of kindness and generosity. They didn’t do it because they were hippies. They did it because kinder people are happier.

As the Dalai Lama says, “If you want to be selfish, be wisely selfish: care for others.” Science supports this idea too; studies show that people who volunteer are more satisfied with life, experience enhanced well-being, and may even live longer. What better time than the holiday season to get in on that action?

Here’s a quick, simple kindness meditation you can try when you’re caught up in holiday stress:

1.Close your eyes and picture someone you feel great love and gratitude for. It can be a relative, a friend, a mentor, etc. Cute babies and animals also work well.

2.Inhale and silently say, “May all your suffering melt away.” Imagine that you’re breathing in the person’s (or animal’s) suffering as a black cloud. (Note: This will not actually transfer their suffering to you.)

3.Exhale and silently say, “May you overflow with happiness.” Imagine breathing out happiness toward the person in the form of sunny, yellow light.

4.Repeat steps 1–3 for someone you feel more neutrally toward, like an or acquaintance or fellow staff member. Alternatively, go for a walk and do this practice for random people you pass on the street.

Happy (and kind) holidays!

[school_resource sh101resources=’no’ category=’healthservices,counselingservices,wellnesspromotion,studentservices,residentlife,studentlife’]GET HELP OR FIND OUT MORE

Free guided meditations: UCLA Mindful Awareness Research Center

Learn to meditate: Jon Krop

Article sources

Jenkinson, C. E., Dickens, A. P., Jones, K., Thompson-Coon, J., et al. (2013). Is volunteering a public health intervention? A systematic review and meta-analysis of the health and survival of volunteers. BMC Public Health, 13(1), 773.

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05 DecStudent Advocate

How to encourage students not to cheat

by Macaela Mackenzie0 Comments

It’s important for issues of academic integrity to be properly dealt with on every college campus. But how and why students cheat is rarely a black and white matter. As increasing academic pressures and technology in the classroom change the landscape of academic integrity, students and faculty must learn to address these issues and uphold academic standards.

“I believe, for the most part, students don’t come to college intending to cheat,” says James Black, director of the Center for Academic Achievement at Susquehanna University in Pennsylvania. “More often than not, they get overwhelmed and panic.”

There are many behaviors that constitute cheating and reasons why students cheat—paying someone to write a paper for them or sharing tests with one another, for example. But you can help prevent academic integrity violations through helping students with tangible tactics, such as better time management and encouraging the use of school resources (e.g., the writing lab or tutoring center) to help them prepare.

How to help students not feel pressured to cheat

Most students who cheat don’t set out with the intent to be dishonest—instead, they find themselves in a situation where cheating seems like the best or only option. “Often, students who cheat haven’t set aside enough time to complete a paper, start researching online at 2 a.m., and find themselves copying and pasting material to cobble together a paper,” says Jessica Waters, dean of undergraduate education at American University in Washington, DC. “This is a recipe for disaster.”

One of the best ways students can keep themselves out of a situation where they’re tempted to cheat is by practicing better time management. Here’s how to help make sure they don’t get to a point of despair.

Encourage them to compare syllabi.

For all their classes, at the beginning of each semester. This way, they can flag any due dates that fall close together, which can help them prepare as early as possible for test day.

Give them a time frame for how long an assignment could take.

When it comes to papers (even the short ones), it’s important that students “set aside enough time to thoroughly research, write it carefully, and then have time to check that [they] have properly attributed and cited any outside resources,” says Waters.

Hold extra help sessions.

If students do find themselves in trouble, encourage them to ask for help by coming to your office hours or contacting you to come up with a plan.

[school_resource sh101resources=’no’ category=’studentservices,studentsucess,studentsucess’]GET HELP OR FIND OUT MORE

International Center for Academic Integrity: Clemson University

Academic integrity: A guide for students: Roosevelt University

Research and citation resources: Purdue University: Online Writing Lab (OWL)

Avoiding plagiarism: Duke University Libraries

For more information about these topics, as well as your school’s honor code, consult your dean’s office, writing lab, or peer tutoring program.

Article sources

James Black, director, the Center of Academic Achievement, Susquehanna University, Selinsgrove, Pennsylvania.

David Rettinger, executive director, the Center for Honor, Leadership, and Service, and associate professor of psychology, University of Mary Washington, Fredericksburg, Virginia.

Jessica Waters, dean of undergraduate students, American University, Washington DC.

Best College Reviews. (2012). Cheating in college: The numbers and research. Retrieved from https://www.bestcollegereviews.org/cheating/

Dillion. W. (26 June, 2006). Study examines why students cheat. Ames Tribune, as printed in USA Today. Retrieved from http://www.usatoday.com/tech/science/2006-06-26-cheating-study_x.htm

Grasgreen, Ali. (16 March, 2012). Who cheats, and how. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2012/03/16/arizona-survey-examines-student-cheating-faculty-responses

Iowa State University News Service. (15 June, 2006). Why do some students cheat? They rationalize it, ISU research finds. Retrieved from http://www.public.iastate.edu/~nscentral/news/06/jun/rationalizing.shtml

Talk of the Nation. (19 July, 2010). Cheating in college is widespread—but why? National Public Radio. Retrieved from http://www.npr.org/templates/story/story.php?storyId=128624207

Young, J. R. (18 March, 2010). Cheaters never win, at least in physics, a professor finds. Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/cheaters-never-win-at-least-in-physics-a-professor-finds/21895

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14 NovStudent Advocate

How to help students understand consent

by Leila Yoder0 Comments

The idea of getting consent before doing something with someone else’s body or property is a basic one that most of us learned at an early age: Seek permission first, and only proceed if you get a ‘yes.’ That’s true of sexual consent too. Sometimes sexual consent is represented to be confusing or complicated, but it isn’t. It’s still the same set of rules. Before you touch someone’s body or property, ask first. Whatever their response, accept it. If you’re genuinely confused, ask for clarification.

Affirmative consent means that sexual interactions are held to the same standard as most other exchanges. Just as you can’t enter someone’s home or take someone’s stuff unless they’ve said it’s OK, you can’t touch someone unless they’ve said it’s OK. Consent can never be assumed.

Affirmative consent laws and policies make it harder for sexual assailants to argue that their victims “consented” to the assaults. These policies recognize that the absence of physical resistance doesn’t mean consent, just like the absence of fighting back against a mugger who takes your wallet doesn’t mean that the wallet was your gift to them.

Remind your students to:

  • Always respect people’s physical and emotional boundaries.
  • Take affirmative consent policies seriously.
  • Respect all requests to avoid touching, working with, or being alone with specific people.
[school_resource sh101resources=’no’ category=’counselingservices,wellnesspromotion,titleix,residentlife,studentlife’]GET HELP OR FIND OUT MORE

Video demos of affirmative consent: Ultraviolet

Guide to private consent and public activism: The Consensual Project

Alcohol and consent: The University of Tulsa

Campus advocacy on sexual assault: Know Your IX

Article sources

Kirkham, A. (2015, June 23). What if we treated all consent like society treats sexual consent? Everyday Feminism. Retrieved from https://everydayfeminism.com/2015/06/how-society-treats-consent/

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07 NovStudent Advocate

How to help students manage their friendships

by Macaela Mackenzie0 Comments

College friendships aren’t confined to students’ lives on the weekends—they’re a key part of ensuring student health and success on campus. “Healthy friendships are important at every age,” says Dr. Marjorie Hogan, a board-certified pediatrician in adolescent medicine in Minnesota. “Strong friendships lead to positive mental and emotional health, providing acceptance, mutual affection, trust, respect, and fun.”

Social bonds can have a profound effect on students’ health and longevity. A 2010 review of studies found that those who have few friends or low-quality friendships are more likely to die early or develop serious health issues such as cardiovascular disease, high blood pressure, and even cancer. On the other hand, healthy social ties appear to boost the immune system, improve mental health, and lower stress.

Aside from the health benefits, fostering healthy social relationships helps promote student success beyond college. “People are going to be more successful in life if they’re developed emotionally and not just academically and professionally,” says Dr. Ellen Jacobs, an adolescent and adult psychologist in New York. “Universities should think of themselves as trying to develop a whole person—it’s not just about developing academics but also emotional intelligence.”

College can be a particularly challenging time period for developing healthy friendships. “There’s a lot of stress in college, and it can come out in relationships,” Dr. Jacobs says. Meanwhile, college students are still developing their definitions of healthy social bonds—and skills at building them. “It’s a developmental milestone in college to really fine-tune the kind of relationships you want to have in your life,” she says.

To help support healthy relationships among students:

  • Make relationships a topic included in campus health and wellness programming.
  • Have campus experts write blogs or share thought leadership about the importance of having personal relationships.
  • Focus on creating a positive community on campus.
  • Create explicit conflict-resolution guidelines and procedures for disputes on campus using peer mediators.
  • Make sure student counseling sessions are available to address a variety of interpersonal issues—not just anxiety and depression.
[school_resource sh101resources=’no’ category=’counselingservices,residentlife,studentlife,studentlife’]GET HELP OR FIND OUT MORE

Building a healthy relationship from the start: The University of Texas at Austin

Healthy relationships: Kansas State University

How your college friendships help you—or don’t: Dartmouth University News

10 tips for healthy relationships: Amherst College

Article sources

Ian Connole, sport psychology consultant, Waynesburg University, Pennsylvania.

Marjorie Hogan, MD, pediatrician, University of Minnesota.

Ellen Jacobs, PhD, adolescent and adult psychologist, New York, New York.

Teresa Wallace, director of counseling and psychoeducational services, Casper College, Wyoming.

Hefner, J., & Eisenberg, D. (2009). Social support and mental health among college students. American Journal of Orthopsychiatry, 79(4), 491–499.

Umberson, D., & Karas Montez, J. (2010). Social relationships and health: A flashpoint for health policy. Journal of Health and Social Behavior, 51, S54–S66. doi: 10.1177/0022146510383501

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10 OctStudent Advocate

How to make everyday life more mindful for yourself and your students

by Jon Krop0 Comments

Lately, I’ve seen a lot of articles along the lines of “Mindfulness without meditation!” or “How to be mindful in just 30 seconds!” or “Mindful binge-watching!”

OK, I made up that last one, but you get the idea. People want the calming, stress-busting benefits of mindfulness, but they don’t want to spend the time to get those benefits.

I get it. We all lead busy lives. While I do encourage setting time aside for traditional meditation—honestly, it’s changed my life—I know it can be hard for many.

Luckily, small amounts of informal mindfulness practice can bring real benefits. The Tibetan meditation masters like to say, “Short sessions, many times,” and I support that approach. After all, that “How to be mindful in 30 seconds” article I mentioned? I wrote it.

Here’s an easy way you can bring mindfulness into your life without carving time out of your day: Take activities you already do and learn to do them mindfully.

In the video below, I share a few simple ways to do that. These practices are great on their own, but my hope is that they’ll show you, and your students as well, how good mindfulness can feel, and inspire you and them to set aside a little time for traditional meditation.

[school_resource sh101resources=’no’ category=’counselingservices,healthservices,wellnesspromotion,studentservices’]Get help or find out more

Free guided meditations: UCLA Mindful Awareness Research Center

Learn to meditate: Jon Krop

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03 OctStudent Advocate

How to set your students up for studying success

by Anna-Marie Jaeschke0 Comments

The majority of students retain information most effectively when blending a few different study methods. But setting students up for studying success begins before they get to the library.

Be up front

“Complete transparency about what it takes to study and retain the material is key,” says Amy Baldwin, director of the Department of Student Transitions at the University of Central Arkansas. “Letting students know that up front can be really impactful.”

  • When you announce tests or exams, consider including an estimate of how far in advance students should start studying to do well.
  • Have a successful former student talk to the class about how much time they dedicated to studying and what study tools they used.

Emphasize the “why”

Many students get a boost from knowing the “why,” or purpose, of material they’re being taught. “It’s very easy to dismiss something that doesn’t feel interesting or relevant,” Baldwin says. When material might not be directly relevant for their major, emphasize how the problem-solving or creative thinking skills they’re developing will help them later in life. “Learning to learn is a useful skill everyone can walk away with,” says Baldwin.

Champion study resources

Finally, do your part to normalize the use of outside help such as tutors and campus study centers. “Smart students go to tutoring—it’s not just for students who are struggling,” says Baldwin.

Here are some helpful tips

  • Provide practice tests: These are a tangible way to help students stay on track.
  • Encourage students to color-code materials to aid memorization.
  • Come up with acronyms for lists students need to memorize.
  • Create a concept sheet with key words, diagrams, and charts to summarize the material for each unit.
  • Assign/encourage study groups.
  • Record lectures and post them online for students to review.
  • Break any study materials down into small sections to help students space out their studying.
  • Encourage students to review lecture notes and add their own reflections or questions after class.

With some creativity, your students’ studying can be more effective and even enjoyable.

[school_resource sh101resources=’no’ category=’studentservices,academicsupport’]Get help or find out more

The following resources offer study tips and tricks.

Quizlet

Improving memory and retention: Dartmouth University Academic Skills Center

GoConqr

Evernote

[survey_plugin] Article sources

Amy Baldwin, director of the Department of Student Transitions, University of Central Arkansas, Conway, Arkansas.

Dr. Damien Clement, assistant professor of sport and exercise psychology, West Virginia University, Morgantown, West Virginia.

Carlson, S. (2005). The net generation goes to college. Chronicle of Higher Education, 52(1), 1–7. Retrieved from https://chronicle.com/article/The-Net-Generation-Goes-to/12307

Gurung, R. A. (2005). How do students really study (and does it matter)? Education, 39, 323–340. Retrieved from https://02c44f4.netsolhost.com/ebooks/tips2011/I-05-04Gurung2005.pdf

Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472–477. Retrieved from https://ac.els-cdn.com/S0191886911002194/1-s2.0-S0191886911002194-main.pdf?_tid=1cc52fea-0920-11e3-8138-00000aab0f01&acdnat=1376952107_d8d9f6534a777cd4b523196c3175c933

Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21(3), 157–163. Retrieved from https://learninglab.psych.purdue.edu/downloads/2012_Karpicke_CDPS.pdf

Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23, 1297–1317. Retrieved from https://web.williams.edu/Psychology/Faculty/Kornell/Publications/Kornell.2009b.pdf

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House: New York.

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12 SepStudent Advocate

How to encourage students to get the sleep they need

by Julia Haskins0 Comments

The value of sufficient sleep can’t be overestimated, especially for busy college students. Researchers consistently find that not getting enough sleep can significantly affect how students function.

Lack of sleep has a negative effect on the regulation of hormones and other physiological processes, such as motor skills. Sleep deprivation is also linked to an increase in cortisol, more commonly known as the body’s “stress hormone.” And stress levels have an impact on weight, mood, energy level, immunity, and concentration—so sleep is a key factor in students’ academic success.

Acute sleep deprivation is often associated with episodes of “microsleep,” or brief, uncontrollable periods of sleep lasting three to six seconds. “[They can] intrude upon wake at inopportune times, such as during a lecture,” says Dr. Michel Bornemann, a sleep medicine specialist and former codirector of the Minnesota Regional Sleep Disorders Center.

It can also be more serious. Dr. Bornemann points out that research shows driving after pulling an all-nighter is “very similar to the impairment experienced when driving while intoxicated with alcohol.”

How to help students get proper sleep

  • Emphasize the essential role of sleep in physical and emotional well-being. Reiterate that sleep can help them in more ways than just feeling refreshed; their stress, concentration levels, immunity, and overall health will all improve.
  • Help students find ways to prioritize getting sufficient sleep. If they can prioritize what needs to be done immediately and what can wait, they’ll likely get a bit more sleep.
  • Teach them about good sleep hygiene. Winding down in a dimly lit room, avoiding screens an hour before bed, and going to bed and waking around the same time each day will help them regulate their sleep cycle.
  • Encourage your student to avoid driving and similar activities when drowsy. The National Highway Traffic Safety Administration estimates that drowsy drivers cause 100,000 crashes every year.
[school_resource sh101resources=’no’ category=’healthservices,wellnesspromotion,residentlife’]GET HELP OR FIND OUT MORE

National Sleep Foundation

American Academy of Sleep Medicine

Harvard Medical School Division of Sleep Medicine

Sleep, The official journal of the Sleep Research Society and the American Academy of Sleep Medicine

Article sources

Dr. Michel Bornemann, lead investigator, Sleep Forensics Associates and physician at Olmsted Medical Center, Rochester, Minnesota.

American Psychological Association. (2013). Stress and sleep. Retrieved from https://www.apa.org/news/press/releases/stress/2013/sleep.aspx
Harvard School of Public Health. (n.d.). Waking up to sleep’s role in weight control. Retrieved from https://www.hsph.harvard.edu/obesity-prevention-source/obesity-causes/sleep-and- obesity/

Leproult, R., Copinschi, G., Buxton, O., & Van Cauter, E. (1997). Sleep loss results in an elevation of cortisol levels the next evening. Sleep, 20(10), 865–870. Retrieved from https://academic.oup.com/sleep/article/20/10/865/2725962

National Sleep Foundation. (2012, November 9). Young people more likely to drive drowsy. Retrieved from https://drowsydriving.org/2012/11/young-people-more-likely-to-drive-drowsy/

Watson, N. F., Buchwald, D., Delrow, J. J., Altemeier, W. A., et al. (2017). Transcriptional signatures of sleep duration discordance in monozygotic twins. Sleep, 40(1). doi: 10.1093/sleep/zsw019

Wright Jr., K. P., Drake, A. L., Frey, D. J., Fleshner, M., et al. (2015). Influence of sleep deprivation and circadian misalignment on cortisol, inflammatory markers, and cytokine balance. Brain, Behavior, and Immunity, 47, 24–34.

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05 SepStudent Advocate

Encouraging students to practice consent and self-empowerment

by Evan Walker-Wells0 Comments

Sexual assault remains a problem in higher ed. Among a random sample of New York undergrads, 22 percent reported experiencing at least one incident of sexual assault since entering college (PLoS ONE, 2017). Women and gender-nonconforming students reported at higher rates—28 percent and 38 percent, respectively—while 12.5 percent of college-aged males reported experiencing sexual assault. In a recent Student Health 101 poll, 63 percent of students said they were aware of sexual assaults happening among their peers.

So what can we do about it? Part of the problem is recognizing that most sexual assault doesn’t look how we might expect it to. The US Department of Justice defines sexual assault as “any type of sexual contact or behavior that occurs without the explicit consent of the recipient.” That can include:

  • Forcing or coercing someone to have sex or do any sexual act
  • Penetrating a person’s body with any object without their consent
  • Unwanted sexual touching
  • Unwanted sexual comments
  • Anything that forces someone to join in unwanted sexual contact or attention

“Changing the culture around consent and communication is one of the best ways to prevent sexual assault,” says Evan Walker-Wells, a former communication and consent educator at Yale University and the cofounder of Scalawag, a magazine and website covering Southern politics and culture.

Cultural norms around sexual assault

Sexual assault among young adults is often associated with:

  • Social norms that make it harder to speak up in defense of oneself or others (e.g., a double standard that judges people differently for sexual activity).
  • A party culture that links alcohol with expectations of sex or hooking up.

How do we change the culture? Start with self-empowerment

Self-empowerment means identifying and learning to honor our own needs and desires. Helping students become self-empowered can help them get the sandwich the way they ordered it, help their friends and partners have their back, help them speak up when something’s not working, and help them feel confident in walking away from things when they need to. A key to satisfying relationships and interactions is being aware of and honoring our own feelings—which also helps us appreciate and honor others’ feelings.

4 ways for school staff to support self-empowerment

thoughtful woman in glasses

1. Work with students to normalize conversations about sex and sexuality

Faculty and staff can model thoughtful decision making, provide space for reflection, and introduce new ideas and norms. You can encourage dialogue, help find guest speakers, and incorporate these conversations and concepts into the classroom.

2. Encourage student leaders who are building a more positive culture

Student leaders help facilitate the environments in which their peers hang out, flirt, and sometimes hook up. By providing students with relevant training and resources on things like bystander intervention, sexual culture, and self-empowerment, you can help create an environment that’s less conducive to sexual assault and more conducive to thoughtful choices.

3. Help spread positive and diverse narratives

College plays a vital role in shaping narratives that students see and hear. You’re well positioned to introduce positive examples of self-empowerment and mindful decision making (e.g., when instructors select reading material for class).

4. Model empowerment

Students learn from their professors and school staff. Find everyday situations in which you can model polite boundary setting, make non-coercive requests, and affirm other people’s decision to say “no.”

Keep in mind that there are times when sexual pressure escalates into assault. No matter how good a person is at setting boundaries, it’s not always possible to stop that. A victim is never at fault for someone else’s choice to assault. When students learn to trust their instincts, though, it can make it easier to spot red flags early on.

[school_resource sh101resources=’no’ category=’counselingservices,wellnesspromotion,titleix,studentlife’]GET HELP OR FIND OUT MORE

Q&As about assertiveness: Minnesota State University

How to attain real personal empowerment: Psychology Today

Sex needs a new metaphor: Al Vernacchio’s TED Talks

Find local sexual assault services and other resources: Center for Changing Our Campus Culture

What You Really Really Want: The Smart Girl’s Shame-Free Guide to Sex and Safety, by Jaclyn Friedman
Seal Press, 2011

Article sources

Diana Adams, JD, Esq., managing partner, Diana Adams Law & Mediation PLLC, New York City.

Jaclyn Friedman, author of What You Really Really Want: The Smart Girl’s Shame-Free Guide to Sex and Safety (Seal Press, 2011).

1in6. (n.d.). Sorting it out for himself. Retrieved from https://1in6.org/family-and-friends/sorting-it-out-for-himself/

Anderson, N., & Clement, S. (2015, June 12). Poll shows that 20 percent of women are sexually assaulted in college. Washington Post. Retrieved from https://www.washingtonpost.com/sf/local/2015/06/12/1-in-5-women-say-they-were-violated/

Anderson, S. S., Steve Hendrix, N., & Brown, E. (2015, June 12). Male survivors of sex assaults often fear they won’t be taken seriously. Washington Post. Retrieved from https://www.washingtonpost.com/local/education/male-victims-often-fear-they-wont-be-taken-seriously/2015/06/12/e780794a-f8fe-11e4-9030-b4732caefe81_story.html

Bazelon, E. (2014, October 21). Hooking up at an affirmative-consent campus? It’s complicated. New York Times. Retrieved from https://www.nytimes.com/2014/10/26/magazine/hooking-up-at-an-affirmative-consent-campus-its-complicated.html

Beres, M. A. (2014). Rethinking the concept of consent for anti-sexual violence activism and education. Feminism & Psychology, 24(3), 373–389.

Beres, M. A., Herold, E., & Maitland, S. B. (2004). Sexual consent behaviors in same-sex relationships. Archives of Sexual Behavior, 33(5), 475–486.

Berrington, L. (2015). Finding yourself: 7 steps to self-empowerment. Student Health 101, 10(8).

Blue Seat Studios. (2015). Tea consent. Retrieved from https://www.youtube.com/watch?v=oQbei5JGiT8

Boyd, M. (2015, December 17). The case for affirmative consent [blog post]. Huffington Post. Retrieved from https://www.huffingtonpost.com/melanie-boyd/the-case-for-affirmative-consent_b_6312476.html

Carmody, M. (2003). Sexual ethics and violence prevention. Social & Legal Studies, 12(2), 199–216. https://doi.org/10.1177/0964663903012002003

Catalano, S. (2013). Intimate partner violence: Attributes of victimization, 1993–2011. Bureau of Justice Statistics (BJS). Retrieved from https://www.bjs.gov/index.cfm?ty=pbdetail&iid=4801

Crome, S. (2006). Male survivors of sexual assault and rape. Australian Institute of Family Studies. Retrieved from https://aifs.gov.au/publications/male-survivors-sexual-assault-and-rape

Culp-Ressler, T. (n.d.). What “affirmative consent” actually means. Retrieved from https://thinkprogress.org/health/2014/06/25/3453041/affirmative-consent-really-means/

Davies, M., Gilston, J., & Rogers, P. (2012). Examining the relationship between male rape myth acceptance, female rape myth acceptance, victim blame, homophobia, gender roles, and ambivalent sexism. Journal of Interpersonal Violence, 27(14), 2807–2823.

Davies, M., & Rogers, P. (2006). Perceptions of male victims in depicted sexual assaults: A review of the literature. Aggression and Violent Behavior, 11(4), 367–377.

Dube, S. R., Anda, R. F., Whitfield, C. L., Brown, D. W., et al. (2005). Long-term consequences of childhood sexual abuse by gender of victim. American Journal of Preventive Medicine, 28(5), 430–438. https://doi.org/10.1016/j.amepre.2005.01.015

Friedman, J., & Valenti, J. (2008). Yes means yes: Visions of female sexual power and a world without rape. Seal Press.

Gavey, N., & Schmidt, J. (2011). “Trauma of rape” discourse: A double-edged template for everyday understandings of the impact of rape? Violence Against Women, 17(4), 433–456.

Gavey, N., Schmidt, J., Braun, V., Fenaughty, J., et al. (2009). Unsafe, unwanted: Sexual coercion as a barrier to safer sex among men who have sex with men. Journal of Health Psychology, 14(7), 1021–1026.

Graham, R. (2006). Male rape and the careful construction of the male victim. Social & Legal Studies, 15(2), 187–208.

Harrell, M. C., Castaneda, L. W., Adelson, M., Gaillot, S., et al. (2009). A compendium of sexual assault research. RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR617.pdf

Kann, L., McManus, T., Harris, W. A., Shanklin, S. L., et al. (2016, June 10). Youth risk behavior surveillance—United States, 2015. Centers for Disease Control and Prevention, Morbidity and Mortality Weekly Report, 65(6).

Maine Coalition Against Sexual Violence. (n.d.). Sexual violence against LGBTQQI populations. Retrieved from https://www.mecasa.org/index.php/special-projects/lgbtqqi

McDonough, K. (2014, September 5). Gloria Steinem on consent and sexual assault: “Since when is hearing ‘yes’ a turnoff?” Retrieved December 21, 2015, from https://www.salon.com/2014/09/05/gloria_steinem_on_consent_and_sexual_assault_since_when_is_hearing_yes_a_turnoff/

Paulk, L. (2014, April 30). Sexual assault in the LGBT community. National Center for Lesbian Rights. Retrieved from https://www.nclrights.org/sexual-assault-in-the-lgbt-community/

Rothman, E. F., Exner, D., & Baughman, A. L. (2011). The prevalence of sexual assault against people who identify as gay, lesbian, or bisexual in the United States: A systematic review. Trauma, Violence & Abuse, 12(2), 55–66.

Savage, D. (2013). Dan Savage: Gay advice for straight couples. Retrieved from https://vimeo.com/68863993

US Department of Justice. (2016, April 1). Sexual assault. Retrieved from https://www.justice.gov/ovw/sexual-assault

Walters, M. L., Chen, J., & Breiding, M. J. (2013). The national intimate partner and sexual violence survey (NISVS): 2010 findings on victimization by sexual orientation. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/violenceprevention/pdf/nisvs_sofindings.pdf

Wild, C. (2011, December 13). Dan Savage talks sex, love and clear communication. Retrieved from https://tulane.edu/news/newwave/121311_dan_savage.cfm

Yale CCEs. (n.d.). Myth of miscommunication workshops | Yale CCE Program. Retrieved from https://cce.yalecollege.yale.edu/myth-miscommunication-workshops

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01 JunStudent Advocate

How to support students who have experienced sexual assault

by Chamonix Adams Porter0 Comments

Research has shown that student communities include many survivors of sexual abuse and assault. When survivors receive positive social support, they’re less likely to develop post-traumatic stress disorder, depression, or substance abuse issues, research shows.

Survivors are most likely to disclose to a friend, but may come to staff or faculty seeking helpful resources and referrals. Here’s how to prepare for that conversation.

Know what your college or university expects of you

If you’re a “responsible employee” or “mandatory reporter,” and if it seems a student may be working up to disclosing an assault, explain up front to the student that you’re legally obligated to share such disclosures with the Title IX coordinator or equivalent colleague. If you’re unclear about your reporting obligations or have concerns about the limits of confidentiality, talk to your Title IX coordinator.

Know resources on and off campus

Familiarize yourself with resources that can support students who’ve experienced gender-based violence—for example, the Title IX office, counseling center, and local sexual assault crisis center.

Consider all facets of a student’s identity

“Taking an intersectional approach when responding to a friend who has disclosed is crucial. An individual’s multiple identities—racial, socioeconomic, geographic, religious—all intersect and can inform how easy or difficult it may be to navigate the services and information to help them,” says Nadiah Mohajir, founder and executive director of HEART Women & Girls, an organization that promotes sexual health and sexual violence awareness in Muslim communities.

Some students, particularly those who experience marginalization based on their identity, may be more comfortable connecting with a resource from their community (e.g., a counselor of color, a police officer who has worked with people with disabilities, or a religious professional). Reach out to your Title IX coordinator, who can tell you about resources such as multicultural and LGBTQ+ centers, chaplains, offices of international students, disability resource offices, and others. 

Know the key messages for supporting survivors

  • “Thank you for sharing this with me.”
  • “I want to support you. What do you think might be helpful?”
  • “Would you like me to come with you to [helpful resource]?”

Read the full article: How to support sexual assault survivors of all identities

[school_resource sh101resources=’no’ category=’counselingservices,studentservices,titleix,residentlife,studentlife,helpdesk,titleix’]Get help or find out more

Find local advocacy and support: Rape, Abuse, and Incest National Network (RAINN)

Live anonymous private consults: RAINN

Helping a friend after sexual assault: University of New Hampshire

Support a friend: Know Your IX

How to support a male friend: 1in6

Confidential chat: National Domestic Violence Hotline 

LGBTQ support (call, chat, or text): Trevor Project

Legal advice for sexual assault survivors in school: School Violence Law

Programs and resources for addressing sexual violence: One Student

Get the overview on trauma-informed prevention: Journal of Adolescent Health

Develop active listening skills: PsychCentral 

Bring an expert to campus: National Sexual Violence Resource Center

Article sources

Kelly Addington, founder, One Student, Rearview, Florida.

Cristina Ayala, executive director, Asian American Task Force Against Domestic Violence, Boston, Massachusetts.

Melanie Boyd, PhD, assistant dean of student affairs; director, Office of Gender and Campus Culture, Yale University in Connecticut; and lecturer in women, gender, and sexuality studies at Yale University in Connecticut.

Nadiah Mohajir, founder and executive director, HEART Women & Girls, Chicago, Illinois.

Neville, H. A., & Pugh, A. O. (1997). General and culture-specific factors influencing African American women’s reporting patterns and perceived social support following sexual assault: An exploratory investigation. Violence Against Women, 3(4), 361–381.

Powers, L. E., Curry, M. A., Oschwald, M., & Maley, S. (2002). Barriers and strategies in addressing abuse: A survey of disabled women’s experiences. Journal of Rehabilitation, 68(1), 4.

Sabina, C., & Ho, L. Y. (2014). Campus and college victim responses to sexual assault and dating violence: Disclosure, service utilization, and service provision. Trauma, Violence, & Abuse, 15(3), 201–226.

Sable, M. R., Danis, F., Mauzy, D. L., & Gallagher, S. K. (2006). Barriers to reporting sexual assault for women and men: Perspectives of college students. Journal of American College Health, 55(3), 157–162.

Tillman, S., Bryant-Davis, T., Smith, K., & Marks, A. (2010). Shattering silence: Exploring barriers to disclosure for African American sexual assault survivors. Trauma, Violence, & Abuse, 11(2), 59–70.

Todahl, J. L., Linville, D., Bustin, A., Wheeler, J., & Gau, J. (2009). Sexual assault support services and community systems: Understanding critical issues and needs in the LGBTQ community. Violence Against Women, 15(8), 952–976.

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01 JunStudent Advocate

Ingredients to help students start the day right

by Julio Flores0 Comments

It’s a clichÃĐ, but it’s true: Breakfast is a vital part of the day—especially for students who need energy for those extra-long days on campus. “Breakfast kick-starts your energy for the day. It’s fuel, both for [your] brain and body,” says Jan Dowell, registered dietitian and instructor in the nutrition department at Benedictine University in Illinois.

But that doesn’t mean all breakfast foods are created equal. For example, sweet cereals might taste good, but they can cram in more sugar than our bodies know what to do with. One bowl of a sugary cereal like Lucky CharmsÂŪ could have students exceeding 25 grams before they’ve even had the chance to eat lunch.

Instead of a breakfast loaded with the sweet stuff, encourage students to incorporate these nutritious foods into their breakfast, which will help them set their day up for success:

Whole grains

Examples

Whole-wheat or whole-grain toast, waffles, or pancakes offer complex carbs that provide fiber and sustained energy.

Why

“The complex carbs from [a] waffle will give you energy to burn. The fiber from the whole grains will help to stabilize blood sugar, which will result in lasting energy to keep you full and satisfied all morning,” says Jenna Volpe, a registered dietitian specializing in weight management and eating disorders in Massachusetts.

Protein

Examples

Scramble tofu or lean meat into eggs and have some yogurt on the side. Tip: “Opt for plain yogurt to minimize added sugars,” says Volpe. 

Why

Protein can keep students energized and their appetite satiated. Eating 35 grams or more of protein at breakfast may even help avoid mindless snacking later, according to a 2013 study published in the American Journal of Clinical Nutrition.

green smoothie

Healthy fats

Examples

Students can add nuts or seeds into a smoothie, slice up some avocado with eggs, or spread peanut or almond butter on toast.

Why

“A spoonful of nut butter can [offer a] boost of heart-healthy fats and will help reduce the glycemic index (rate at which our blood sugar goes up after a meal),” Volpe says.

Fruits and vegetables

Examples

“Green leafy vegetables, like [adding] kale or spinach to [a] scramble, adds lots of nutrients and fiber,” says Karen Moses, registered dietitian and director of health promotion at Arizona State University. “[Or] by blending greens into your morning smoothie, you get all the fiber and nutrients of the veggies in a delicious breakfast drink.” As for fruits, try berries, grapefruit, melons, kiwi, and oranges for low-sugar options.

Why

The US Department of Agriculture recommends at least 2.5 cups of veggies for women and 3 cups for men, plus 2 cups of fruit a day, so breakfast is a good way to sneak in some of these nutritious foods early in the day. Fruits and veggies provide energy, fiber, vitamins, and minerals.

For recipes you can share with students involving all of these ingredients, check out the full article.

[school_resource sh101resources=’no’ category=’healthservices,wellnesspromotion’]Get help or find out more

Recipes, cooking videos, and nutrition information: Eatright.org

Healthy breakfasts for busy mornings: Greatist

The truth about sugar: BBC

Article sources

Jan Dowell, MS, MHS, RD, adjunct instructor in the nutrition department at Benedictine University in Lisle, Illinois.

Karen Moses, EDD, RD, CHES, director of health promotion, Arizona State University.

Jenna Volpe, RD, registered dietitian specializing in weight management and eating disorders, Quincy, Massachusetts.

Bole, K. (2014, November 10). UCSF launches sugar science initiative. Retrieved from https://www.ucsf.edu/news/2014/11/120751/ucsf-launches-sugar-science-initiative

Centers for Disease Control and Prevention. (2014, October 6). Nutrition and the health of young people. Retrieved from https://www.cdc.gov/healthyyouth/nutrition/facts.htm

Cheerios. (n.d.). Original Cheerios. Retrieved from https://www.cheerios.com/Products/Cheerios

General Mills. (n.d.). Kix. Retrieved from https://www.generalmills.com/Brands/Cereals/kix

General Mills. (n.d.). Lucky Charms product list. Retrieved from https://www.generalmills.com/en/Brands/Cereals/lucky-charms/brand-product-list

Leidy, H. J., Ortinau, L. C., Douglas, S. M., & Hoertel, H. A. (2013, February 27). Beneficial effects of a higher-protein breakfast on the appetitive, hormonal, and neural signals controlling energy intake regulation in overweight/obese, “breakfast-skipping,” late-adolescent girls. American Journal of Clinical Nutrition, 97(4), 677–688. Retrieved from https://academic.oup.com/ajcn/article/97/4/677/4576985

Mayo Clinic. (2014, April 8). Healthy breakfast: Quick, flexible options. Retrieved from https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/food-and-nutrition/art-20048294

O’Neil, C. E., Byrd-Bredbenner, C., Hayes, D., Jana, L., et al. (2014, August 14). The role of breakfast in health: Definition and criteria for a quality breakfast. Journal of the Academy of Nutrition and Dietetics, 114(12), Supp. S8–S26. Retrieved from https://www.andjrnl.org/article/S2212-2672(14)01355-0/pdf

Quaker Oats. (n.d.). QuakerÂŪ Oats. Retrieved from https://www.quakeroats.com/products/hot-cereals/old-fashioned-oats.aspx?utm_source=google&utm_medium=ppc&utm_ter m=quaker+oatmeal+nutrition&utm_campaign=rlsa-sqo-brand_oldfashionedoats_brand&gclid=CjwKEAjwt_isBRDuisOm1dTQqGISJAAfRrEAagmWOt6FI8WALGXZbAEgxuAZYe–k8XvSaA1IU33RoC2Cjw_wcB

Rampersaud, G. C., Pereira, M. A., Girard, B. L., Adams, J., et al. (2005, May 1). Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents. Journal of the American Dietetic Association, 105(5), 743–760; quiz 761–762. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/15883552

CampusWell survey, January 2016.

World Health Organization. (2015, March 4). WHO calls on countries to reduce sugars intake among adults and children. Retrieved from https://www.who.int/mediacentre/news/releases/2015/sugar-guideline/en/

Wyatt, N. (2014, June 4). The breakfast debate: New study determines whether it helps with weight loss. UAB News. Retrieved from https://www.uab.edu/news/innovation/item/4766-the-breakfast-debate-new-study-determines-whether-it-helps-with-weight-loss

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