ADVISORY FROM SPECIALISTS
Experts from the University of Michigan are available to tackle the most urgent education issues of the academic year, such as AI integration in classrooms, challenges in teacher recruitment and retention, strategies for preventing school violence and ensuring safety, addressing student mental health and wellness, learning deficits due to the pandemic, digital well-being, immigration restrictions, reductions in school meal budgets, escalating housing insecurity, concussions, advantages of electric school buses, and much more.
Literacy, obstacles, and prospects for educational institutions, educators, and learners
Elizabeth Birr Moje holds the position of dean at the Marsal Family School of Education and is the George Herbert Mead Collegiate Professor of Education. Her research delves into the culture, identity, and literacy learning of youth both in school and in the community of Detroit, where she spearheads Marsal Education’s involvement in the Marygrove Learning Community, a partnership emphasizing P-20 education. Moje is also at the helm of the Michigan Education Teaching School located on the Marygrove campus.
“As we approach the 2025-26 academic year, educational leaders, teachers, professors, and families will face numerous inquiries and hurdles in guiding the educational journeys of all learners,” she stated. “Are our schools staffed with sufficiently prepared educators? In what ways should we leverage artificial intelligence and other technological resources to enhance learning? How should we manage cell phone usage in schools? How can social media be utilized constructively rather than destructively? Can our research continue to yield new insights amid uncertainty? What steps must we take to ensure that schools are equipping all children for the future? At the Marsal School, we are utilizing our research to cultivate educational professionals who will redefine the future of learning, work, and play in transformative ways, ensuring everyone can thrive.”
Contact: [email protected]
Jean Mrachko serves as the associate director of the Michigan Alternate Route to Certification, an expedited teacher preparation program focusing solely on certification at the Marsal Family School of Education.
“M-ARC provides opportunities for nontraditional candidates, such as individuals pursuing a second career or those with prior experience in other educational roles, to receive training at the Marsal Family School of Education,” she noted. “We are maintaining the integrity and quality of their education; we’re simply redesigning the model. Following their initial, accelerated coursework and field experiences, we support them as they embark on their first teaching position and continue to assist them throughout their first three years.”
Contact: [email protected]
Chris Torres, an associate professor of educational policy and leadership at the Marsal Family School of Education, is equipped to discuss how state regulations and K-12 school budgets may influence teacher recruitment and retention, as well as how various districts might be differently affected by these new policies.
“Some detractors claim that working conditions are more significant than pay. However, that is only a portion of the picture,” he argued. “You cannot enhance working conditions without achieving staffing stability. Shortages and persistent turnover create the very conditions that compel teachers to leave—disrupting staff relationships and instructional continuity and ultimately harming students. Recent research shows that increasing salaries not only aids in attracting and retaining skilled educators but also fosters improved conditions such as enhanced collaboration among teachers.”
Contact: [email protected]
Samantha Keppler, the NBD Bancorp Assistant Professor of Technology and Operations at the Ross School of Business, is prepared to discuss critical concerns for the upcoming academic year related to the application of generative artificial intelligence by educators and students; various considerations for district officials, school leaders, and teachers with respect to generative AI; and future alterations in technology application driven by generative AI within schools.
“The effect of AI on productivity doesn’t fit neatly into the educational context,” she stated. “In learning environments, productivity is gauged in terms of depth and retention—not simply the speed of task completion. The crucial question is whether, and in what manner, AI can facilitate deeper, enduring learning outcomes.”
Contact: [email protected]
Methods of Instruction
Deborah Loewenberg Ball holds the Jessie Jean Storey-Fry Distinguished University Professorship in Education at the Marsal Family School of Education, serves as a research professor at the Institute for Social Research, and is the director of TeachingWorks. Her inquiries concentrate on pedagogical practices, using elementary mathematics as a significant framework for addressing the difficulties of assisting children in cultivating understanding and agency, as well as collaboration. Furthermore, she focuses on harnessing teaching to challenge systemic racism, marginalization, and inequity.
Contact: [email protected]
Technological instructional methodologies
Liz Kolb, clinical associate professor of educational technologies at the Marsal Family School of Education, can discuss methods for educators to apply what they have learned during remote and hybrid instruction to effectively utilize online techniques.
Contact: 734-649-2563, [email protected]
Rebecca Quintana serves as an assistant professor of education practice at the Marsal Family School of Education. Her studies focus on the changing influence of technology and AI within educational contexts. Additionally, she can address matters regarding resilient teaching.
“In discussions with our learning experience design students about the capabilities of GenAI to enhance design practice, we advocate for an exploratory mindset toward tools like ChatGPT, which can aid in formulating learning objectives, course frameworks, content, and evaluations, as well as assessing course layout,” she explained. “We encourage students to recognize the advantages and drawbacks of utilizing these instruments and to create strategies for their appropriate use. Equally essential is the ability of students to interact with diverse stakeholders concerning the merits and limitations of these tools, addressing genuine concerns and inquiries.”
Contact: [email protected]
Adaptations for children
Pamela Davis-Kean is a professor of psychology at the College of Literature, Science, and the Arts and heads the Survey Research Center at the Institute for Social Research. Her research examines the various pathways linking parental socioeconomic status to children’s cognitive achievement outcomes, especially in mathematics. To assist students in managing the pandemic’s impact on declining achievement scores, she suggests initiating mentoring programs and creating tailored educational plans for individual students.
Contact: [email protected]
Sandra Graham-Bermann, a psychology professor at the College of Literature, Science, and the Arts, can provide insights on how parents may assist their children in managing stress and time as they transition back to school.
Contact: 734-615-7082, [email protected]
Jennifer Erb-Downward directs housing stability programs and policy initiatives at U-M’s Poverty Solutions. Her research delves into the links between student homelessness and rates of school discipline, academic proficiency, graduation and dropout statistics, as well as chronic absenteeism,
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receipt of public aid, along with placement in the foster care system.
Contact: [email protected]
Health and wellness
Rebecca Hasson holds the title of Victor L. Katch Collegiate Professor of Kinesiology and is the head of the Childhood Disparities Research Lab at the School of Kinesiology. She is available to discuss strategies for encouraging physical activity, both in and outside of classroom settings.
“The back-to-school period is an ideal moment to establish enduring active routines,” she remarked. “Whether through classroom movement breaks, joining a sports team, walking or riding bikes to school, or enjoying time outdoors after homework, consistent physical activity is vital for kids to maintain health, enhance focus, elevate mood, and be prepared to learn and flourish throughout the year.”
Contact: [email protected]
Laura Gultekin, a clinical assistant professor at the School of Nursing, has devoted several years to collaborating with community organizations to enhance the welfare of families facing homelessness.
“We are observing a consistent rise in the number of young people and families experiencing housing instability and loss,” she noted. “This significantly affects classrooms and educational processes. As many children return to school in the upcoming weeks, there is heightened awareness that unhoused youth often miss educational opportunities or cannot fully participate in classroom experiences. Assisting children and families in accessing resources that can help them achieve safety and stability, along with providing essentials like free meals in schools, can help keep unhoused children in the classroom and ready to learn.”
Contact: [email protected]
Laura Richardson serves as a clinical associate professor of applied exercise science and movement science at the School of Kinesiology. Her specialization involves applying behavior modification techniques and exercise to address a wide range of health issues.
“As students head back to school, emphasizing fitness must be a priority,” she stated. “Research indicates that consistent movement not only strengthens the body but enhances cognitive function, heightens focus, and promotes emotional well-being. Encouraging children to increase their activity levels, whether by taking the stairs, walking to school, or stretching in between lessons, can significantly impact their energy, mood, and learning potential. Parents and educators are crucial in modeling healthy habits. When adults engage in physical activity, kids are more inclined to follow suit. Making fitness enjoyable and integrating it into daily routines helps children develop sustainable healthy habits.”
Contact: [email protected]
Steven Broglio, the director of the Michigan Concussion Center and a professor at the School of Kinesiology, currently holds the presidency of the international Concussion in Sport Group. He can speak on concussion research, prevention, and its implications in sports.
“Concussions can manifest in numerous ways, and parents are often best positioned to notice changes in their child’s usual demeanor,” he explained. “While headaches are the most frequently reported symptom, it is not unusual to observe heightened levels of fatigue, mental cloudiness, or difficulty concentrating and recalling information. If a parent has any concerns, early consultation with a qualified healthcare provider offers the best chance for a favorable result.”
Contact: [email protected]
William Lopez, a clinical associate professor of health behavior and health equity at the School of Public Health, focuses on the implications of immigration laws and the health effects of law enforcement on individuals. He states that this academic year raises significant concerns and anxieties due to increased deportation actions by federal law enforcement.
“Immigration enforcement has demonstrated harmful effects on absenteeism, academic performance, and graduation rates. For numerous families, the fear of deportation leads them to withdraw their students from school entirely, relocating to different districts where the likelihood of detention and deportation is diminished,” he articulated. “This causes achievement disparities between Latino and white students and imposes immense challenges on educators, who must support students whose parents are detained, adapt curricula to address these gaps, and devise district policies in response to ICE actions. Clearly, as the school year begins, educators are not just planning lessons, but also strategizing for the repercussions of deportation on their students.”
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lives.”
Contact: [email protected]
Kate Bauer, associate professor of nutritional sciences at the School of Public Health, has investigated food security and affiliated policies, and participated in community initiatives to comprehend and enhance those policies. Her specialization includes SNAP benefits, school meals, and additional nutritional support for individuals facing financial difficulties in accessing food.
“Due to the absence of a state budget, numerous Michigan school districts are proactively discontinuing universal school meals for students. Others are notifying families that they will provide free meals until Oct. 1, after which they will have to cease,” she remarked. “This represents a significant setback for Michigan households. School meals are the healthiest meal that many children receive daily. Eliminating nutritious school meals for everyone is a regression from what Michigan families desire and necessitate. We must invest in universal meals for the upcoming school year for our children.”
Contact: [email protected]
Emily Martin, professor of epidemiology at the School of Public Health, serves as co-director of the Michigan Center for Respiratory Virus Research and Response, as well as the Michigan Public Health Integrated Center for Outbreak Analytics and Modeling. She can address trends in infectious diseases, vaccination, requests for vaccine exemptions, and essential information for parents and schools to best safeguard students, teachers, and families.
Contact: [email protected]
Sara Adar, professor of epidemiology at the School of Public Health, along with Meredith Pedde, assistant research scientist in epidemiology at the School of Public Health, have studied the advantages of replacing diesel-powered school buses with electric alternatives. They can impart insights on differences in academic performance and absentee rates between students using gas-powered buses versus electric ones. Their work focuses on an ongoing U.S. Environmental Protection Agency rebate initiative that randomly allocates funds to school districts to substitute old buses with cleaner models that emit lower pollution levels.
Contact: [email protected] and [email protected]
School safety
Justin Heinze is an associate professor of health behavior and health equity at the School of Public Health and leads the School Safety section at the Institute for Firearm Injury Prevention. He is also the principal investigator of the annual Healthy Minds Study and oversees the National Center for School Safety. He can elaborate on various topics related to school safety and the mental health of students and explain the recommendations from a recent national report discussing the effects of active shooter drills on the health and well-being of students.
“Educational institutions should adopt a unified and thorough approach to alleviate the possible emotional, mental, and behavioral damage caused by active shooter drills to students and staff,” he noted.
Contact: [email protected]
Sarah Stilwell, research investigator at the Institute for Firearm Injury Prevention, can articulate various facets of student and school safety beyond preventing firearm violence.
“Safety in educational environments encompasses more than just avoiding shootings. It involves fostering settings where every student and staff member feels emotionally, socially, and physically secure every day,” she expressed. “It necessitates focusing…
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on affirmative youth advancement by nurturing the emotional, psychological, and physical health of each child. This encompasses both psychological security, such as cultivating mental health resilience and promoting a sense of safety, and physical safety, like averting harm in educational settings. If we aspire for students to flourish, we must elevate prevention, mental well-being, robust relationships, and the application of research-backed methods equally as much as emergency interventions.”
Contact: [email protected]
Elyse Thulin, research assistant professor at the Institute for Firearm Injury Prevention, is available to discuss school security, technology, confidential reporting systems, social media risks, school violence, bullying, suicide, and mental health issues.
“The academic year introduces heightened awareness of some of the most urgent issues confronting today’s youth, including increases in suicidal behavior that typically peak in October and November, bullying and cyberbullying, interpersonal threats, experiences of weapon-related injury in schools, and anxieties regarding the potential for mass harm events in educational environments,” she stated. “Fostering a safer school atmosphere, where students and staff feel valued, and any member of the school community feels secure in speaking up if they observe something amiss, is essential. While there are numerous proactive measures youth can take, informing a trusted adult directly or via an anonymous or confidential reporting mechanism can facilitate access to necessary resources for those in need.”
Contact: [email protected]
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