Currently, students are identified as needing additional educational support using a'wait-to-fail' approach, i.e., waiting until a child has not made expected gains in reading before there is a reevaluation of their instructional needs.

A San Diego elementary school teacher faces scrutiny after video shows her turning an American flag upside down inside her first-grade classroom.

Proven methods for teaching the readers who struggle most have been known for decades. Why do we often fail to use them? "There's a window of opportunity to intervene," Mark Seidenberg, a cognitive neuroscientist, said. "You don't want to let that go." In 2024, my niece Caroline received a Ph.D. in gravitational-wave physics. Her research interests include "the impact of model inaccuracies on biases in parameters recovered from gravitational wave data" and "Petrov type, principal null directions, and Killing tensors of slowly rotating black holes in quadratic gravity." I watched a little of her dissertation defense, on Zoom, and was lost as soon as she'd finished introducing herself. She and her husband now live in Italy, where she has a postdoctoral appointment. Caroline's academic achievements seem especially impressive if you know that until third grade she could barely read: to her, words on a page looked like a pulsing mass. She attended a private school in Connecticut, and there was a set time every day when students selected books to read on their own. "I can't remember how long that lasted, but it felt endless," she told me. She hid her disability by turning pages when her classmates did, and by volunteering to draw illustrations during group story-writing projects. One day, she told her grandmother that she could sound out individual letters but when she got to "the end of a row" she couldn't remember what had come before. A psychologist eventually identified her condition as dyslexia. Fluent readers sometimes think of dyslexia as a tendency to put letters in the wrong order or facing the wrong direction, but it's more complicated than that.

Sudanese refugee children watch the sunset in the Tine transit camp amid the conflict between the paramilitary Rapid Support Forces (RSF) and the Sudanese Army, in eastern Chad on Nov. 23. Port Sudan, Sudan - A recent paramilitary drone attack on the army-held town of Kalogi in Sudan's South Kordofan state hit a kindergarten and a hospital, killing dozens of civilians including children, a local official said Sunday. The attack, which took place on Thursday, involved three strikes, first a kindergarten, then a hospital and a third time as people tried to rescue the children, Essam al-Din al-Sayed, head of the Kalogi administrative unit, said using a Starlink satellite internet connection. He blamed the assault on the Rapid Support Forces and their ally, the Sudan People's Liberation Movement-North faction (SPLM-N) led by Abdelaziz al-Hilu, which controls much of South Kordofan and parts of Blue Nile state. In a time of both misinformation and too much information, quality journalism is more crucial than ever.

A drone attack on the town of Kalogi, in Sudan's South Kordofan region, is said to have hit a kindergarten and killed at least 50 people, including 33 children. The Rapid Support Forces (RSF), the paramilitary group battling the army in Sudan's civil war, was accused of Thursday's attack by a medical organisation, the Sudan Doctors' Network, and the army. There was no immediate comment from the RSF. The RSF in turn accused the army of hitting a market on Friday in a drone attack in the Darfur region, on a fuel depot at the Adre border crossing with Chad. Sudan has been ravaged by war since April 2023 when a power struggle broke out between the RSF and the army, who were formerly allies .

To build AI that children can intuitively understand and benefit from, designers need a design grammar that serves their developmental needs. This paper bridges artificial intelligence design for children - an emerging field still defining its best practices - and animation, a well established field with decades of experience in engaging children through accessible storytelling. Pairing Piagetian developmental theory with design pattern extraction from 52 works of animation, the paper presents a six scaffold framework that integrates design insights transferable to child centred AI design: (1) signals for visual animacy and clarity, (2) sound for musical and auditory scaffolding, (3) synchrony in audiovisual cues, (4) sidekick style personas, (5) storyplay that supports symbolic play and imaginative exploration, and (6) structure in the form of predictable narratives. These strategies, long refined in animation, function as multimodal scaffolds for attention, understanding, and attunement, supporting learning and comfort. This structured design grammar is transferable to AI design. By reframing cinematic storytelling and child development theory as design logic for AI, the paper offers heuristics for AI that aligns with the cognitive stages and emotional needs of young users. The work contributes to design theory by showing how sensory, affective, and narrative techniques can inform developmentally attuned AI design. Future directions include empirical testing, cultural adaptation, and participatory co design.

Artificial intelligence (AI) is transforming elementary STEM education, yet evidence remains fragmented. This systematic review synthesizes 258 studies (2020-2025) examining AI applications across eight categories: intelligent tutoring systems (45% of studies), learning analytics (18%), automated assessment (12%), computer vision (8%), educational robotics (7%), multimodal sensing (6%), AI-enhanced extended reality (XR) (4%), and adaptive content generation. The analysis shows that most studies focus on upper elementary grades (65%) and mathematics (38%), with limited cross-disciplinary STEM integration (15%). While conversational AI demonstrates moderate effectiveness (d = 0.45-0.70 where reported), only 34% of studies include standardized effect sizes. Eight major gaps limit real-world impact: fragmented ecosystems, developmental inappropriateness, infrastructure barriers, lack of privacy frameworks, weak STEM integration, equity disparities, teacher marginalization, and narrow assessment scopes. Geographic distribution is also uneven, with 90% of studies originating from North America, East Asia, and Europe. Future directions call for interoperable architectures that support authentic STEM integration, grade-appropriate design, privacy-preserving analytics, and teacher-centered implementations that enhance rather than replace human expertise.

The many ways we've tried to identify gifted 4-year-olds, and how they've failed. When I was a kindergartner in the 1980s, the "gifted" programming for my class could be found inside of a chest. I don't know what toys and learning materials lived there, since I wasn't one of the handful of presumably more academically advanced kiddos that my kindergarten teacher invited to open the chest. My distinct impression at the time was that my teacher didn't think I was worthy of the enrichment because I frequently spilled my chocolate milk at lunch and I had also once forgotten to hang a sheet of paper on the class easel--instead painting an elaborate and detailed picture on the stand itself. The withering look on my teacher's face after seeing the easel assured me that gifted I was not.

'Heroes of Kharkiv': How 48 children were saved from kindergarten hit by Russian drone Although moving forward, Oleksandr Volobuev's body is angled slightly away from the camera, as if bracing against the deadly air still swirling with falling debris and smoke. His face in careful concentration, the Major-General from Ukraine's Civil Protection Service clings tightly to a precious bundle, wrapped for protection in his coat - and out of which two small pink shoes protrude. It is a striking image of a dramatic rescue from a nursery school in the eastern city of Kharkiv, following a devastating, direct hit by a Russian drone. Unsurprisingly it has gone viral, capturing both the Ukrainian and the wider global public's imagination. With 48 children trapped in a shelter in the burning building, it was not the only act of bravery that day, not by a long way.

Abstract--We address a novel staff allocation problem that arises in the organization of collaborators among multiple school sites and educational levels. The problem emerges from a real case study in a public school in Calabria, Italy, where staff members must be distributed across kindergartens, primary, and secondary schools under constraints of availability, competencies, and fairness. T o tackle this problem, we develop an optimization model and investigate a solution approach based on quantum annealing. Our computational experiments on real-world data show that quantum annealing is capable of producing balanced assignments in short runtimes. These results provide evidence of the practical applicability of quantum optimization methods in educational scheduling and, more broadly, in complex resource allocation tasks. In recent years, the Italian school system has experienced a significant increase in the complexity of its organizational processes. Today, schools operate in a highly regulated environment, characterized by increasingly stringent legal constraints, often deriving from both national laws and regional directives, as well as by a constant focus on cost efficiency and the quality of services provided.