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Are Teenagers Obsessing Too Much About Skin Care?

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Are Teenagers Obsessing Too Much About Skin Care?

Is anyone you know especially interested in skin care? Do they seem to know, or want to know, everything about various products, skin types and beauty treatments? Are you someone who fits into this category?

The New York Times recently reported that beauty stores like Sephora and Ulta are seeing a surge in new customers: tweens and teens on the hunt for acne and anti-aging skin care products that are meant for adults.

Why do you think skin care is so popular with young people right now? What do you think about this trend?

In the guest essay “Toxic Beauty Standards Can Be Passed Down,” Alexandra D’Amour writes that the enthusiasm teenagers — and their mothers — have for skin care veers into unhealthy territory:

Wrinkles are the new enemy, and it seems Gen Z — and their younger sisters — are terrified of them. A recent video on TikTok that has garnered more than eight million views features a 28-year-old woman showing her “raw,” procedure-free face, meaning no Botox or fillers. As some women and girls cheered on her bravery, others were left horrified. “Praying I’ll never look like that,” one comment read.

Gen Z-ers are being introduced to the idea of starting treatments early as preventive treatment. They are growing up in a culture of social media that promotes the endless pursuit of maintaining youth — and at home, some of them are watching their mothers reject aging with every injectable and serum they can find. Jessica DeFino, a beauty writer, recently coined the term Serum Mom to describe a mother who is “obsessed with meeting a certain standard of beauty and nurtures the same obsession in her children.”

For me, lessons of preventive skin care came from social media, not my mother. I was a few years shy of 30, digging into Instagram and series like Emily Weiss’s Into the Gloss’s Top Shelf. My skin care regimen suddenly became a 10-part routine, each step promising beauty and extended youth.

Since then, the rise of TikTok seems to have increased the way anti-aging beauty standards are consumed and internalized. Many girls and women now have endless access to social media posts of skin-care purchase hauls and plastic surgery before-and-after slide shows.

There’s a nickname for tweens and teenagers who have been influenced by social media to get into skin care: Sephora Kids. Johanna Almstead, a fashion industry friend, tells me that in her local mothers group chat, nearly every mom had “Skincare, skincare, skincare!” on the holiday gift lists they were given — by their fifth graders. Her 10-year-old daughter doesn’t have access to social media, but she is exposed to this skin care obsession through friends, who are copying TikTok beauty influencers and whose parents are buying the products for them — acids, peels and toners — even though many of these products are meant for actually aging or acne-prone skin.

Representatives for the pricey brand Drunk Elephant (a tween favorite) posted on Instagram in December a list of products safe for kids and tweens. Buying a 10-year-old a colorfully packaged lip gloss or adult moisturizer may seem trivial, but it seems to me it can create a pipeline to a 15-year-old discussing forehead wrinkles on TikTok. We need to be wary of how the cosmetics industry can manipulate both mothers and kids and how, by backing it, we as mothers create a new set of worries for our children.

Students, read the entire essay and then tell us:

  • What do you think about what you just read? Did anything surprise you? Does the essay feel accurate to you in terms of the interest people your age and younger have in skin care regimens and products?

  • Ms. D’Amour writes that purchasing a young person skin care products meant for adults can “create a pipeline to a 15-year-old discussing forehead wrinkles on TikTok.” Do you think this theoretical “pipeline” is concerning? Is it concerning that some teens and tweens worry about wrinkles?

  • Ms. D’Amour writes:

Mothers are both victims and perpetrators of a culture that sells women the lie that we aren’t enough exactly as we are. And yet, if a mother’s insecurity can fuel her daughter’s own self-loathing, a mother’s radical self-love might just protect and even heal her daughter from a toxic culture.

What do these ideas mean to you? Have any adults talked to you about taking care of your skin or dealing with insecurities about your physical appearance? What sorts of messages do you get from your parents or other adults in your life about body image? Do you think they struggle with their own feelings about “being enough”? Or are they at peace when it comes to their looks? Do you think social media also affects how they see themselves?

  • Have you heard of “looksmaxxers,” an online community of young men devoted to making the most of their looks? Do boys also deal with pressures and insecurities about their looks because of what they see online and hear from other people?

  • Do you have any role models or people whom you admire for their approach to their appearance? Why do you look up to them? What have you learned from them?


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

What’s Going On in This Picture? | March 25, 2024

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What’s Going On in This Picture? | March 25, 2024

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

See all images in this series or slide shows of 40 of our favorite images — or 40 more.

Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

How I Went from Fitness Instructor to Systems & Applications Advisor in 11 Months

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How I Went from Fitness Instructor to Systems & Applications Advisor in 11 Months

Learning to code so that you can land a job in tech can feel daunting. That’s why we’re sharing inspiring stories from Codecademy’s community — to show how people like you (yes, you!) can embark on a learning journey and end up with a totally new career. We hope these stories serve as a reminder that there’s no single path to a more fulfilling work life. 

Today’s story is from Shabana Khatau, a 46-year-old Systems and Application Advisor at Network Rail, living in London. Read more stories from Codecademy learners here. Want to be featured in a video about your coding journey? Be sure to share your story here.

Why I chose to learn to code 

“Growing up, I watched my brother getting into tech and it was so fascinating seeing what he was doing. It just kind of sparked something inside me. I always wanted to have a career in tech, but unfortunately, life happened. I kind of squashed the ambition that I had to get into tech and focused all my energy on supporting my family and bringing up my four children.  

I did a fitness instructor course and a personal training course. I was teaching young children exercise, and then I went into coaching girls’ football. I noticed that with social media, you see a lot more stories coming out [about people who switch careers]. That’s when I realized that even though I was older and had kids doesn’t mean that my life has stopped.  

I had been away from tech for over 15 years, and I felt like I didn’t know where to start. So much had changed, and I was completely clueless about what to do or where to go. There was an agency that was offering a package to get into coding where part of the curriculum included courses from Codecademy.  

Codecademy courses are structured so that you don’t need to have multiple screens. You can have one screen where you’ve got everything: the lesson, the place to do your coding, and links to get additional information — so it’s all in there, and you can do it in your own pace.”  

How I made time to learn 

“I have four boys so they’re definitely keeping me busy. When the fourth one was away from the baby stage, I had more time to think about where I can go with my life. I thought, Maybe it’s not too late for me. Even though I have kids and I’m older, I still could get into tech. I started reading books and listening to podcasts that talk about how you can change your life. I would say it took me about six months before I felt like, I’m getting somewhere. I have built up enough knowledge to start doing my own projects.”  

How long it took me to land a job 

“I had lost my confidence about going back into the corporate world to work. After roughly a year I felt like I could go back into a corporate environment and understand what people are talking about. Even though I might not be on a senior level, I still have the knowledge and I can communicate about any topics that they throw at me.”  

I was waiting for something that could give me that happiness and confidence — and coding has given me that.

Shabana Khatau

Systems and Application Advisor at Network Rail

How I got in the door 

“I was applying to jobs here and there, and then this company Network Rail liked what they saw on my application, and they asked me to come for an interview. They wanted someone who had knowledge about coding. Codecademy was a bridge for me to get into tech and give me the qualifications that I needed to secure a job.” 

How I nailed the interview and evaluated the offer 

“In my interview, I told them I want to become a Software Developer. They said that this could be a starting point because you need to understand the infrastructure of the Network Rail company before you can go into developing software. 

I couldn’t believe it when I got the job offer. I never thought that it could happen. I had landed a job in tech, and I could actually pursue my career. My family was so happy, and my kids were like, ‘We’re really proud of you!’ They’d seen me studying day in and day out, coding and learning the tech world. So, for them, it was an inspiration to see that I had achieved something. I think what I’ve shown them is that you should have dreams and it’s possible to follow your dreams. If you work hard enough, you can be successful.”  

What I wish I knew before I started learning 

“I wasted quite a bit of time before learning about Codecademy. Anyone who would come up to me, I would direct them straight to Codecademy; don’t waste any time on anyone else, just start there and then see how you feel. Everything is there, so if you want to go the database route, then there are database courses as well. It’s all there — you don’t have to install Visual Studio Code before you start learning, you can just use their platform to learn, which is a great bonus.  

I feel like this is what I’ve been waiting for all my life. I was waiting for something that could give me that happiness and confidence — and coding has given me that.”  

Conversation has been edited for clarity and length.  

Unlock Your Potential: Learn Irish Music Online

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Unlock Your Potential: Learn Irish Music Online

Are you thinking of taking up a musical instrument? Can you already play some tunes but want to improve? Do you struggle to find the time or budget to commit to paid lessons? You can now perfect your playing skills with free online Irish Traditional Music courses in the most popular instruments. Discover the joy of making music, whether you are in Boston, Belfast, Brisbane or beyond, with completely flexible online music lessons. The tutors are all top Irish musicians and include the wonderful Nell Ní Chróinín, lead vocalist with well-known group Danú, who will teach you how to sing in the distinctive Irish Sean-nós style. There are three courses in each instrument, progressing from beginner through to intermediate level, so there’s something for every learner. Advanced players can take the courses to add more Irish tunes to their repertoire.

Choose from 8 Instruments

There are certified courses in:  

Bodhrán(Irish Drum) with Dermot Sheedy. The bodhrán (pronounced bow-ron) is a handheld drum which is hit with one or both ends of a short beater with movement through the wrist. You’ll be amazed at the sounds and rhythms Dermot Sheedy, drummer with Hermitage Green, can create.

Flute and Tin Whistle with Brian O’Loughlin. Popular across a wide range of genres, the tin whistle is the perfect instrument for beginners. Tin whistle and flute maestro Brian O’Loughlin teaches techniques that will help you play any style of music beautifully.

Concertina with Conor O’Loughlin. One of the best concertina players in Ireland, Conor is an accomplished teacher who will help you master the squeezebox whether you want to busk in the streets or perform the folk music of your own country. 

Button Accordion with Conor Connolly. The accordion is another squeezebox instrument popular across many cultures. Learn from a true artist and former Ireland’s Young Musician of the Year.

Fiddle with Doireann Ní Ghlacáin. Practice makes perfect whether you are looking for violin lessons for beginners or fiddle techniques to enhance your playing. Doireann is a natural-born teacher and you can hear her in action in the guitar and bodhrán lessons.

Guitar with Michael McCague. Multi-instrumentalist songwriter Michael McCague uses the DAGDAD tuning for Irish folk guitar. Learn the most frequently used chords and achieve the rich sound associated with folk, country and bluegrass music.

It’s easy to register and enrol – you could be playing your first tune by tea time!

Rich Irish Heritage

Doireann Ní Ghlacáin, a presenter on the Irish TV station TG4, organised the filming of the lessons on the west coast of Ireland. Doireann [pronounced Durrin] also teaches the Irish Fiddle courses.  A fiddle player almost as soon as she could walk, Doireann has stellar Irish heritage credentials and is passionate about all aspects of the culture. Her maternal grandfather is the famous composer and arranger Seán Ó Riada who is acknowledged as a giant of the 1960s Irish music revival, while her paternal grandfather, Tom Glackin, was an accomplished fiddle player from Donegal. As she says, “Music is very much the family business.”

“I love the vision of Alison in regards to these free courses and the learning of music – that it is a joy of life, and everyone should have access to learn how to play musical instruments without respect to their financial circumstances.”

Although Doireann plays fiddle in the Donegal style, and retains a strong connection to that north-western county, she was brought up in Dublin where her father, Kevin Glackin, played a key role in the capital’s resurgent traditional music scene. Doireann’s mother, Sorcha Ní Riada is a journalist with the national TV station RTE. She came from Cúil Aodha [Coolea], a village in the Múscraí [Muskerry] Gaeltacht region of Co Cork, and so Doireann was brought up as a Gaeilgeoir, or native Irish speaker. “My mother nurtured a love of sean nós singing in us and we spent our childhoods between Dublin and Cúil Aodha, where I learned the songs from the area,” she told us.

Unsurprisingly, Doireann’s life has revolved around performing and teaching the fiddle and she tours regularly with concertina player Sarah Flynn. They recorded an album, The Housekeepers, in tribute to the great women of the Irish musical tradition, and have performed from China to the USA and all over Europe. She hasn’t neglected her own education, however, with a degree in Irish and History, a Masters in Irish Literature and at the time our courses were recorded, was working on a PhD in Irish and Ethno-Musicality, focusing on the songs of the Muskerry Gaeltacht.

How is Irish Music Taught?

A young busker plays the fiddle at a music festival in Co Clare, Ireland. Image by Brian Morrison © Tourism Ireland

Irish music is traditionally taught through a learn-by-doing approach and the theory is ‘caught’ not taught academically as in classical music. By enrolling with Alison you will be learning from some of the best as Doireann has selected all-Ireland champions to teach these free online music courses. “We knew we wanted the top musicians in their field and that’s what these courses provide that is unique. The teachers are all young musicians at the top of their game. I love to sit down and listen to their music. As fellow musicians we were able to work together and make sure the lessons were accessible to learners.”

All of the tutors for these Irish music classes are experienced teachers of their respective instruments. “That’s the lovely thing in Irish traditional music. You’ve been taught for years and then when you master your craft, you go and teach it to others. Whereas in other art forms it’s very much about you, in Irish traditional music you are aware of being a link in the chain. You learn it from somebody and you pass it on to the next generation. All the teachers are very aware that we’re just bearers of the tradition and we must pass it on to the next generation as best we can, while being as truthful to the tradition as we can.

“I love the vision of Alison in regards to these free courses and the learning of music – that it is a joy of life, and everyone should have access to learn how to play musical instruments without respect to their financial circumstances.” Even better, each course is accompanied by free notes to download and use for practice.

Student Feedback

The courses are also available on Alison’s YouTube channel, however, you need to enrol on the website to download the free pdfs with all the course notes. Feedback from learners has been “mighty” as they say in Ireland:

As @HiddenEarth1916 shared under the Irish Singing Beginner 1, Lesson 1 videoI’ve been wanting to put my Irish to use and now have found something, thank you!” 

Wow, thank you so much for all the knowledge and I can’t wait to do more lessons!” @TriciawiththeTRUTH

DisAbili Solari comments on Nell’s singing: “Your voice touches some deep chord inside my heart and makes me cry.@disabilisolari

@messenger3478 adds:Thank you for sharing this! I love art and learning about my heritage!

Start your journey into Ireland’s musical heritage by checking out the Traditional Irish Music Hub now! For more musical updates, follow us on Facebook, X, LinkedIn, Instagram and TikTok.

Meet the African Businesses Hiring Alison’s Graduates!

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Meet the African Businesses Hiring Alison’s Graduates!

Looking for a job in Kenya, Nigeria, South Africa or beyond? Discover how millions of Alison graduates across Africa have leveraged their certifications to find work. We’re seeing an 87 percent increase in learners across the continent each year – clearly employers are recognising the quality education provided by Alison. With free online courses in Digital Marketing, Customer Service, Project Management, and more, learners in these countries have gained the skills employers require. Our empowerment platform is growing rapidly, and with over 5,000 certificate and diploma courses available, there is sure to be the skills training or academic learning you need. Begin upskilling today!

 

 

Skills Training in South Africa 

Photo by Desola Lanre-Ologun on Unsplash

Huw Simpson is an independent software developer from South Africa and an employer who knows the value of Alison’s courses. When his friend John Taylor was made redundant after working as a motor mechanic for over twenty years, Huw suggested he reskill with Alison.

“John and I were already friends”, says Huw. “He is technically minded, and I felt I could do with a junior developer that I could trust, so I approached him and suggested that he learn to programme. He had always wanted to learn but never got the opportunity! I started searching for appropriate courses for John on the internet and Alison came up.”

Programming Courses

John began taking Alison courses in programming, starting with Introduction to Software Testing. He then moved on to more advanced courses, like the Diploma in HTML5, CSS3 and JavaScript, and hasn’t looked back. John has now begun a successful new career and Huw has a skilled developer he can rely on. “John progressed quite rapidly through Alison and has retained much of his training.” Huw told us he would potentially look for more Alison Graduates with programming skills.

“The Alison courses I had completed showed them my willingness to learn and they accepted my Alison certification.” John Taylor

Alison Certificates Recognised in Nigeria

Nigerian employer Ifeanyi Ukandu has employed numerous Alison graduates. He is the HR Manager of Rockgarden Homes & Homecare Agency in Ikorodu, Lagos State, Nigeria. Rockgarden offers high quality live-in and at-home elderly care. Ifeanyi has a degree in Business Administration from Ekiti State University and a master’s in Business Administration from the University of Sunderland, as well as postgraduate diplomas in Management Studies and Strategic Management and Leadership. Ifeanyi brings over a decade of experience in Human Resources and Personnel Management to his role at Rockgarden Homes.

When Ifeanyi sees Alison certifications on a job applicant’s CV, he knows they’ll “be able to carry out their tasks in line with the best industrial practices.” He’s also keen to hire more Alison Graduates, as long as they can pass the necessary practical tests that Rockgarden gives prospective employees. “We have a handful of Alison Graduates and they seem well-informed theoretically.”

Caregiving Courses

Ifeanyi is also “definitely” considering introducing Alison’s free caregiving courses as part of the standard in-house training for Rockgarden employees: “I’m hoping to go through Alison’s courses to see which ones might be suitable both for our caregivers and our management staff. Courses like Effective Leadership, Team Building and Conflict Handling.” With Alison’s Free LMS (learning management system), employers like Ifeanyi can easily devise a learning and development programme for employees and track their progress. 

One of his team members is Oladapo Onasanya, from Ogun State who has become Rockgarden’s Business Development Manager, thanks to Alison’s free online courses. Oladapo has a degree in Mathematical Sciences, as well as a variety of certificates from Alison, including Business Management, Operations Management, Sales Management and Project Management

“I have taken several courses on Alison and I still have other courses pending,” says Oladapo. “I take courses on Alison when I have to change jobs or when I have to complete a business project and need to update my knowledge and acquire skills to be able to do it properly.”

Oladapo, who also studied the Diploma in Web Business Development and Marketing, is proof that Alison courses are worth it: “I got a job thanks to one of my Alison certificates. Alison has high quality content. You feel fulfilled at the completion of the course and you will add value to any organization.”

I got a job thanks to one of my Alison certificates.” Oladapo Onasanya

Bridging the Skills Gap in Kenya

Alison graduate Christopher Erot often hires others with Alison certifications in his capacity as Supervisor at the Waldorf Kakuma Project, as “they are high quality workers with experience.” The Waldorf Project is the largest free school movement in the world and their Kenyan project provides education and trauma therapy to refugee children in the Kakuma Camp in north-west Kenya. Christopher believes that “Alison’s online education is very important”. He is happy to say that he would hire more Alison Graduates and “recommends people who are looking for work to study with Alison.”

One Waldorf Kakuma employee who has progressed in his career thanks to learning with Alison is James Maina, the project’s Procurement Officer. James has a Bachelor’s of Commerce in Accounting and is currently taking a master’s in Finance and Accounting. 

“Formerly I was employed as a mere financial assistant”, says James. “However, through Alison I received a new job as a Procurement Officer. Through the Alison platform, I have shifted my mindset and become more rational. I have also honed my report writing skills.” James continues to improve his CV and upskill with Alison and is currently studying courses in Networking and IT Security.” 

Christopher is James’ manager at Kakuma and knows that when someone says that they are an Alison graduate, it means that they are keen to work and ready to learn through their own initiative. 

“Through Alison I received a job as a Procurement Officer.” James Maina

Begin the next steps to landing your dream career with our free Resumé Builder today!

Do We Pamper Our Pets Too Much?

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Do We Pamper Our Pets Too Much?

Do you have any pets? If so, do you pamper them? How?

Do you think, in general, people spend too much time, money and attention on their animals these days? Even if you don’t have a pet yourself, what have you observed about those around you?

In “My Goldendoodle Spent a Week at Some Luxury Dog ‘Hotels.’ I Tagged Along,” Sam Apple asks: “How did humans start catering to the whims of canines rather than the other way around? And what if, somewhere along the way, we all became a little too obsessed with our dogs?”

The article begins this way:

By the time my goldendoodle, Steve, and I pulled up to our resting place, I was tired from the long drive and already second-guessing my plan. I felt a little better when we stepped inside the Dogwood Acres Pet Retreat. The lobby, with its elegant tiled entrance, might have passed for the lobby of any small countryside hotel, at least one that strongly favored dog-themed décor. But this illusion was broken when the receptionist reviewed our reservation — which, in addition to our luxury suite, included cuddle time, group play, a nature walk and a “belly rub tuck-in.”

Venues like this one, located on Kent Island in Maryland’s Chesapeake Bay, didn’t exist when I was growing up in the 1980s. If you needed a place to board your dog back then, you went to a kennel, where your dog spent virtually the entire day in a small — and probably not very clean — cage. There were no tuck-ins, no bedtime stories, no dog-bone-shaped swimming pools. There were certainly nothing like today’s most upscale canine resorts, where the dogs sleep on queen-size beds and the spa offerings include mud baths and blueberry facials; one pet-hotel franchise on the West Coast will even pick up your dog in a Lamborghini. I knew Dogwood Acres wouldn’t be quite as luxurious as that, but the accommodations still sounded pretty nice. The website mentioned “distinctive décor,” “cable television” and “a large picture window overlooking an extra-large private outdoor patio.”

The piece continues:

It’s not just the hotels. There are now dog bakeries and ice cream parlors and social clubs. One dog-only San Francisco cafe serves canines a $75 tasting menu; more and more restaurants (for people) also now offer dog menus. A lot of these things probably started as jokes, but such gestures have a way of outliving their origins. At some point, throwing birthday parties for our dogs and buying them Valentine’s Day gifts went from being something we did to be funny to something we just did. Total spending on pets in the United States — and dogs are by far the most popular pet — rose more than 50 percent between 2018 and 2022, when it reached $137 billion, according to a pet-products trade association. Americans now spend more than half a billion dollars each year on pet Halloween costumes alone, per the National Retail Federation.

This sharp spending increase overlaps with Americans’ spending approximately twice as much time with pets today as they did two decades ago. A 2023 survey found that around half of American owners believe their pet knows them better than anyone else does, including significant others and best friends. These statistics sit uncomfortably alongside the fact that the U.S. surgeon general recently declared human loneliness an “epidemic.” It’s hard not to wonder whether our growing obsession with dogs is somehow related to our declining interest in one another. Maybe, even as we’re humanizing our dogs, the deeper appeal is not that they’re like people but that they’re not like people. Maybe, if you dig far enough beneath the surface of our dog love, you eventually arrive at a thin layer of misanthropy.

Students, read the entire article and then tell us:

  • What pets do you own? What role do they play in your life?

  • How have you pampered your pets? (Or, if you don’t have any, how have you seen friends and family members pamper their pets?)

  • If you had all the money and time you needed, how far would you go in spoiling your pet? For instance, would you throw him or her a birthday party? Shell out for a $75 tasting menu? Read him or her a special bedtime story? Install a bone-shaped pool in your backyard? Pay for your pet to spend time at a spa? Call the spa each day to play your pet the kazoo, as one of the “pet parents” described in this article does?

  • To what extent do you think pampering is healthy for animals? And how healthy is it for the humans who own them? Why?

  • What do you think of the 2023 survey that reports that around half of American owners believe their pet knows them better than anyone else? Do you think your pet knows you better than your parents, siblings or closest friends? Why or why not — and how can you tell?

  • Do you sometimes feel that you might like animals better than people? Among the questions this article poses is whether our obsession with our pets might be related to loneliness, and whether it is both caused by and contributing to our declining interest in other humans. For you, does having a pet alleviate loneliness or make it worse? Or, perhaps, both?

  • In your view, what should be the place of animals in our lives? What would be most healthy for us? What would be most healthy for them? Why?


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Public Selfies

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Public Selfies

Use your imagination to write the opening of a short story or poem inspired by this illustration or, describe a memory from your own life that this image makes you think of.

Tell us in the comments, then read the related Opinion essay to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.

Word of the Day: olfactory

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Word of the Day: olfactory

The word olfactory has appeared in 28 articles on NYTimes.com in the past year, including on Feb. 23 in “Can You Smell Music? A Perfumer Weaves Scent and Sound” by Joshua Barone:

It was time to smell Scriabin’s “Prometheus: The Poem of Fire.”

This music, from 1910, has an element of synesthesia in its score, which calls for a color organ — a keyboard instrument that projects lights of a dozen hues — along with a full orchestra, a piano soloist and a choir. But in October at Davies Symphony Hall, the home of the San Francisco Symphony, the piece was being prepared with an additional sense in mind.

A group had gathered in the auditorium to test an almost unheard-of idea: that a performance could be accompanied by something like an olfactory poem, a narrative series of perfumes released through diffusers between seats and a set of futuristic cannons, called vortexes, that were developed for this occasion to shoot out rings of scented smoke.

Can you correctly use the word olfactory in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how olfactory can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

What Students Are Saying About Bullying Today

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What Students Are Saying About Bullying Today

Cyberbullying can be completely out of the public view, making it that much more dangerous. Unless the bully or the person getting bullied shares the messages, no one would be privy to what’s happening behind the screen. When you text, it only goes to a select group of people, excluding all others. Phones, therefore, have begun making bullying and our lives more secretive, more subtle, and more insidious.

Because of the hidden nature of cyberbullying, adults also tend to be less aware of its existence, and can, therefore, not lend discipline to the bullies, letting the mind and words of a teenager run uninhibited and wild against another teen. So, the effects of bullying are bad, but the effects of cyberbullying and our phones might be worse.

Ana, East Lyme High School

Nowadays the schools have been preventing and stopping bullying a lot, so there is not much bullying that happens physically. There aren’t many people who just directly cause bullying because usually the school recognizes it and helps the victim easily. But unfortunately, as the protection from bullying developed, the way of bullying people has developed too, and is dense. The most used way of bullying nowadays is caused by social media, which is now the most common thing for people. The bullying is also not direct, which makes it harder to punish the bullies. These bullies make their victims think they are one of the group and are friends, but actually they are not.

Jeremy, korea

Social media has created a new wave of bullying types. The unfortunate part is that schools do not have a handle on how to “regulate” or provide a clear direction on how to support those who get bullied outside of school. As a result, bullying will continue because many parents will claim “kids are being kids” and schools will claim “this is outside of our jurisdiction,” while most students will claim “oh, it was just a joke.” It’s a sad cycle of events.

Bre, Atlanta, GA

I agree that bullying today looks a lot different than bullying in the past. Though I have never “soft blocked” anyone, I have restricted them, or removed them as a friend (leaving them as a follower). Often this is for my own good. If that person has left me hurt, or they do not treat me correctly, I remove them. On the flip side, it is easier to get hurt when people hide behind screens. People tend to be more confident to say what is on their chest when eye contact does not have to be made. It does make living in today’s world a lot more confusing. As a teen, I am learning how to decode emojis and punctuation, as well as how long to wait to reply and what song will send the best message.

Bailey, Ellisville

Guest Post: Interview with a Founder of an Environmental Education Company

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Guest Post: Interview with a Founder of an Environmental Education Company

Crystal DiMiceli is the founder of Forces for Nature, LLC, an environmental education company that utilizes educational programming and podcast production to teach people how to incorporate sustainability into their everyday lives.

 Learn more about her offers at www.forcesfornature.com!

I help teachers who are looking to incorporate sustainability education into their curriculum by providing programming designed to take your students beyond just learning the facts and figures of climate change to answering their question, “But what could I possibly do about it?”

 My new education program, the EcoAction Lab, is a standards-aligned, turnkey program based on behavior-change psychology that focuses on the highest-impact actions they can take as individuals to reduce their carbon footprint. It’s adaptable for in-class, after-school, or as a club activity.

 Incorporating climate change education in schools involves several key challenges, which require a multi-faceted approach to solve. Here are some of the primary challenges and their potential solutions:

  • Fitting climate change education into an already packed curriculum can be difficult. Schools must balance a wide range of subjects and may struggle to find time for additional content. Resources that make suggestions on how to frame lessons that are already being taught through the lens of climate change can kill two birds with one stone, so to speak.

  • Not all teachers feel confident in their understanding of climate science and, therefore, may be hesitant to teach it. Administrations will need to offer the time and resources for teachers to take advantage of professional development opportunities on the subject to improve their confidence and effectiveness in teaching the topic.

  • Climate change has become a politically and socially charged topic. Misinformation and differing opinions can make it a sensitive subject to approach in the classroom. Developing and disseminating high-quality, engaging, and scientifically accurate educational materials can support teachers and help captivate students. This includes interactive resources, digital tools, and project-based learning opportunities. Resources where students use evidence to then draw their own conclusions is strongest. Encouraging critical thinking and open discussion about climate change can help address misinformation and controversy. Teaching students to analyze sources critically and engage in respectful debate is key.

  • There is an endless amount of climate change resources available on the internet but the challenge is wading through them all to find ones that align to the standards you need to teach to and that are of sufficient quality.

  • Climate change can be an overwhelming and distressing topic for students. To help avoid this, incorporate into your lessons the good news, the solutions, and the success stories that are happening (they are out there!). Teach them what actions they can take and engage them in local environmental projects in order to empower students and foster a sense of control and agency.

  • Involving the wider school community and parents in climate education can reinforce learning and broaden the impact. Community projects, events, and education sessions can build a supportive network for climate education.

 Incorporating climate change education into schools effectively requires systemic changes in curriculum design, teacher training, and resource allocation. It also demands a sensitive approach to handling the emotional and psychological impacts of climate change on students, ensuring that education empowers them to be informed, engaged, and hopeful citizens.

 Good climate change educational resources are characterized by several key elements that enhance learning and engagement. Firstly, they are scientifically accurate, providing up-to-date information based on current research and consensus within the scientific community. These resources also present information in an accessible and engaging manner, incorporating interactive elements such as multimedia, games, and simulations to cater to different learning styles. They emphasize the interconnectedness of climate change with other topics, such as economics, social justice, and technology, encouraging a multidisciplinary approach to understanding and addressing the issue. Importantly, effective resources foster critical thinking and problem-solving skills, enabling students to analyze information, question assumptions, and consider various perspectives. Additionally, they highlight actionable steps and positive examples of mitigation and adaptation, inspiring hope and empowering learners to contribute to solutions. Finally, good educational materials are inclusive, reflecting diverse voices and experiences, and are adaptable to different educational settings and age groups, ensuring broad accessibility and relevance.

 Eco-anxiety is the distress felt over environmental destruction, notably prevalent among young people concerned about climate change’s future impacts. Studies show a significant number of youths worldwide are affected, experiencing anxiety and helplessness due to the environmental crisis. (1)

 To combat eco-anxiety, experts recommend action-based strategies and education. (2) Engaging in environmental activism, community initiatives, and sustainable practices offers a sense of agency. Education should highlight climate solutions and resilience, empowering individuals. Connecting with nature is also vital, as it improves well-being and motivates environmental protection. Psychological support tailored to eco-grief and strategies for open discussions about climate change’s emotional effects can aid in managing eco-anxiety. These approaches foster a collective, proactive stance towards environmental challenges, providing hope and direction in the face of ecological concerns.

 Research is showing that if people in wealthier, high consuming countries, like the US, made six relatively straightforward lifestyle tweaks, then we could cut global emissions by 25-27%. (3,4) This accounts for the over a quarter of the greenhouse gas emissions reductions required to keep the global heating down to 1.5C above pre-industrial levels- which is what we really want to aim for.

 The six categories of action are:

  • Eating a more plant-based diet

  • Reducing food waste

  • Buying less

  • Greening your transport

  • Increasing efficiencies in your home

  • Pushing for systemic change

 Yes, governments and industries are still responsible for most of the actions needed, but individuals are not powerless and are needed to get 100% of the way there. Besides, governments and industries are more likely to act on things we are demanding in one way or another.

I have hope for our future for a number of reasons: 1) Environmental issues, and especially climate change, have never been more talked about than they are now. People are more aware of the crises that are facing the world and are willing to make choices that are more beneficial to the environmental or social causes. 2) Ecoanxiety may be most prevalent among youth but so is activism. The determination of the younger generations to make change is so inspiring. 3) Through my podcast, Forces for Nature, I speak with people who are doing great things for animals and the environment. The show focuses on the success stories and the solutions out there. Gloom and doom are what makes the news so it’s easy for us to get disparaged and think that it’s all going downhill. It’s not. There are awe-inspiring people doing amazing work. They all give me hope.

  1. Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., Wray, B., Mellor, C., & van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: A global survey. The Lancet Planetary Health, 5(12). https://doi.org/10.1016/s2542-5196(21)00278-3

  2. Schwartz, S. E., Benoit, L., Clayton, S., Parnes, M. F., Swenson, L., & Lowe, S. R. (2022). Climate change anxiety and mental health: Environmental activism as Buffer. Current Psychology, 42(20), 16708–16721. https://doi.org/10.1007/s12144-022-02735-6

  3.  C40, Arup, and the University of Leeds (June 2019). The Future of Urban Consumption in a 1.5°C World. ARUP. https://www.arup.com/perspectives/publications/research/section/the-future-of-urban-consumption-in-a-1-5c-world

  4.  Project Drawdown (n.d.). Table of Solutions. https://drawdown.org/solutions/table-of-solutions