Schools must do more to help girls master AI. That’s the conclusion of a new study, which found that boys, more confident at working with AI, performed better in some classes compared to their female counterparts.

A University of Washington-led team of researchers interviewed 22 teachers in Aurora Public Schools in Colorado — a district that’s investing heavily in AI through systems like Google’s Gemini and MagicSchool, an AI tool that helps teachers plan. Overall, teachers were ambivalent about the technology. They liked that it could reduce workload, especially for rote tasks, but worried that it could erode the social aspects of teaching.

Louisiana’s coast is disappearing, and its population has already started to retreat. The shoreline, the most exposed in the world, is projected to move more than 30 miles inland of New Orleans. By 2070, it will lose about 75% of its remaining wetlands. Eventually, all of coastal Louisiana will become uninhabitable, research has showed. The state has a narrowing window to plan for managed relocation that could be a model for other areas facing climate challenges, according to a new study coauthored by Yale’s Brianna Castro. 

“Louisiana is a canary in the coal mine. It is one of the rare places where we’re already clearly seeing climate-motivated depopulation combined with other social and economic factors,” said Castro, an assistant professor of urban sustainability at Yale School of the Environment.

For the study, published May 4 in the journal Nature Sustainability, Castro worked with an interdisciplinary team of scientists from Tulane University, Florida State University, and Coastal Carolina University. The team noted that the current population retreat in Louisiana offers a “first mover advantage,” which provides opportunities to learn what policies and plans are effective in advancing social welfare and environmental quality during relocation. 

University of Phoenix College of Doctoral Studies has published a new white paper, “Silent Witnesses: Trauma-Informed Bystander Intervention Practices in School-Based Settings,” authored by Jar’Mel D. Taylor, Ed.D., and released through the College’s Center for Organizational Wellness, Engagement and Belonging (CO-WEB). “Silent Witnesses” focuses on the “bystander moment” in schools — the point at which an educator witnesses distress, conflict or harm and must decide how to respond. The paper connects trauma-informed practice, educator autonomy and workforce development to propose a schoolwide approach for moving from awareness to action.