The Unexpected Dancer

Evergreen Middle School’s annual talent show was the biggest event of the year. Students spent weeks practicing their acts—singing, playing instruments, performing skits, and showing off everything from juggling to magic tricks. The auditorium was always packed with students, parents, and teachers, ready to cheer on their peers.

This year’s show was no different. The air buzzed with excitement as performers took the stage. Backstage, the student emcees huddled over the program schedule, making last-minute adjustments. One of them, Emma, frowned.

“There’s a gap in the program,” she said. “Five minutes with no one scheduled.”

Her co-host, Ryan, shrugged. “We’ll just tell a joke or two.”

Before they could decide, Mr. Ramirez, the school janitor, approached them. He was dressed in his usual blue uniform, pushing a mop bucket. “I can fill in, if you’d like,” he said casually.

The students exchanged skeptical looks. Mr. Ramirez had always been friendly but quiet, and no one knew much about him. “You want to perform?” Emma asked, surprised.

Mr. Ramirez nodded with a small smile. “If you’ll let me.”

Ryan shrugged. “Why not? Go for it.”

When the time came, the emcees announced him with amused grins. “Ladies and gentlemen, please welcome… our janitor, Mr. Ramirez!”

Polite applause filled the room as Mr. Ramirez walked onto the stage, mop in hand. He set the mop aside, adjusted his cap, and took a deep breath. Then, to everyone’s astonishment, he struck a dramatic pose. Music filled the auditorium—a lively salsa tune—and Mr. Ramirez began to dance.

And what a dance it was.

He moved with an elegance and energy no one expected, spinning, sliding, and stepping in perfect rhythm. His feet tapped the stage with lightning speed, and his arms moved fluidly as if painting pictures in the air. The audience erupted into cheers and claps, their jaws dropping at the sight.

The students backstage peeked out, whispering in awe. “Where did he learn to dance like that?” Emma asked, wide-eyed.

Parents and teachers joined the applause, many of them standing as Mr. Ramirez twirled across the stage, ending his routine with a powerful spin and a graceful bow. The auditorium erupted into a standing ovation.

Mr. Ramirez smiled humbly and waved as he left the stage, his face flushed with excitement.

The Story Behind the Dance

Later, as students and parents mingled in the lobby, many approached Mr. Ramirez to congratulate him. “I had no idea you could dance like that!” said Mrs. Thompson, the music teacher.

Mr. Ramirez chuckled. “Dancing was my first love,” he explained. “I grew up in Puerto Rico, where dancing is a way of life. I even competed in a few contests when I was younger. But life happened, and I had to set it aside.”

“But why now?” a curious student asked.

Mr. Ramirez looked around at the excited faces. “I’ve seen so many of you walking through the halls, afraid to show who you really are, hiding your talents because you’re scared of what others might think. I figured, if I could dance, maybe it would inspire you to be brave, too.”

The students were silent for a moment, taking in his words. Then Emma stepped forward. “It worked,” she said with a grin. “You just became the coolest person at school.”

A Ripple Effect

The next day, the energy in the school was different. Inspired by Mr. Ramirez, students started talking openly about their hidden talents. A shy girl in the library brought her sketchbook to art class for the first time. A boy who loved poetry volunteered to read his work during lunch. Even the teachers began sharing stories about their hobbies and passions.

Mr. Ramirez became a beloved figure, not just as the janitor but as the man who reminded everyone that talent is everywhere, even where you least expect it.

By the time the next talent show rolled around, participation had doubled. And when Mr. Ramirez was invited to perform again, he smiled and said, “Only if you all promise to shine as bright as you can.”

That year, Evergreen Middle School wasn’t just a place where students learned math and history—it became a place where they learned to embrace their unique gifts, all thanks to the unexpected dancer who showed them how.

Students Protest Against School Closures In The Poudre School District (PSD)

In Northern Colorado, students have been actively protesting against proposed school closures in the Poudre School District (PSD). The district had initially announced plans to close or consolidate several schools due to declining enrollment and budget shortfalls. This announcement led to significant backlash from the community, including student walkouts and public protests.

On May 21, 2024, the PSD board held an emergency meeting and decided to abandon their plans to consolidate or close schools in Fort Collins. This decision came after a wave of public protests from parents and students, who had voiced their opposition since the plans were first announced in 2023. The board had initially considered closing a few schools to address the funding shortfall caused by declining enrollment, but faced strong resistance from the community. Students from Blevins Middle School, for example, staged a walkout to protest the potential closure of their school, carrying signs and chanting as passing cars honked in solidarity[4].

Parents and students expressed their concerns that the district was making hasty decisions without exploring other ways to adjust their budget without disrupting students’ lives. They also criticized the lack of transparency and the rushed nature of the decision-making process. Some parents accused the district and board of inflicting unnecessary trauma on students, staff, and parents[4][6].

The PSD board’s decision to suspend the closure plans temporarily was seen as a victory for the protesting students and parents, who had been advocating for more thoughtful and transparent decision-making processes. The board plans to continue exploring alternative options to address the budget shortfall and declining enrollment, with a final vote on a consolidation, closure, and boundary-change plan scheduled for June 11, 2024[7].

The impact of school closures on students and parents is multifaceted, affecting various aspects of their lives, including mental health, academic progress, social-emotional development, and family dynamics. Here is a detailed overview based on the provided sources:

Impact on Students

Academic Progress

  • Educational Setbacks: School closures have led to significant educational setbacks. For instance, students were found to be four to five months behind in math and reading by the end of the 2020-2021 school year. The gap was more pronounced among students from historically disadvantaged backgrounds, such as those attending majority-Black or low-income schools[4].
  • Long-term Effects: The closures are expected to have long-term negative effects on students’ academic performance, potentially leading to lower lifetime earnings[4].

Social-Emotional Development

  • Increased Emotional Distress: Students have experienced heightened emotional distress, disengagement, depression, anxiety, and loneliness due to the lack of social interaction and the abrupt changes in their routines[4].
  • Loss of Caregivers: Many students lost primary caregivers to COVID-19, exacerbating their emotional and psychological challenges[4].

Physical Health

  • Nutritional Impact: School closures cut off access to free and reduced-price meals for over 30 million children in the U.S., leading to increased food insecurity[4].
  • Physical Activity: The lack of access to school facilities also reduced opportunities for physical activity, contributing to unhealthy lifestyle changes such as increased screen time and poor dietary habits[4].

Special Needs Students

  • Isolation and Stress: Students with disabilities and their families faced increased isolation and stress due to the lack of specialized support and resources during school closures. Established connections with teachers and school providers served as a protective factor, but the overall experience was highly disruptive[5].

Impact on Parents

Mental Health and Stress

  • Increased Stress Levels: Parents, especially those with depression, single parents, and those from disadvantaged backgrounds, experienced heightened stress levels during school closures. The need to support children’s distance learning added to their burden[2].
  • Work-Life Balance: The shift to distance learning required parents to spend an average of three additional hours per day on educational support, exacerbating time management issues and increasing stress[2].

Relationship Satisfaction

  • Mixed Effects: The impact of school closures on parental relationship satisfaction varied. Some studies reported a decrease in relationship satisfaction, particularly among mothers, while others found no significant effect or even a slight improvement in relationships among couples with children[1].

Domestic Violence

  • Increased Risk: There was an increase in family violence and child abuse-related injuries during school closures, particularly in vulnerable households. The presence of children at home was identified as a risk factor for violence against mothers[1].

Social Concerns

  • Children’s Social Skills: Parents were concerned about the impact of school closures on their children’s social skills and the lack of regular social interactions with peers and teachers[2].

Summary

School closures during the COVID-19 pandemic have had profound and varied impacts on both students and parents. While students faced academic setbacks, emotional distress, and nutritional challenges, parents experienced increased stress, mental health issues, and concerns about their children’s social development. The effects were particularly severe for vulnerable populations, including single parents, families with disabilities, and those from disadvantaged backgrounds. Addressing these challenges requires coordinated efforts from schools, families, and communities to mitigate the long-term consequences of these closures.

Citations:
[1] https://archpublichealth.biomedcentral.com/articles/10.1186/s13690-023-01114-2
[2] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9760518/
[3] https://files.eric.ed.gov/fulltext/ED599013.pdf
[4] https://today.uconn.edu/2022/02/pandemic-related-school-closings-likely-to-have-far-reaching-effects-on-child-well-being/
[5] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9088372/
[6] https://blogs.worldbank.org/en/education/covid-19-school-closures-caused-significant-drop-student-learning-outcomes
[7] https://www.nber.org/digest/202204/pandemic-school-closures-and-parents-labor-supply
[8] https://edtrust.org/parents-overwhelmingly-concerned-their-children-are-falling-behind-during-school-closures/
[9] https://www.joghr.org/article/36902-impact-of-school-closures-due-to-covid-19-on-education-in-low-and-middle-income-countries
[10] https://cepr.org/voxeu/columns/triple-impact-school-closures-educational-inequality
[11] https://www.cambridge.org/partnership/research/impact-school-closures-beyond-education
[12] https://www.nytimes.com/2024/03/18/upshot/pandemic-school-closures-data.html
[13] https://journals.sagepub.com/doi/full/10.1177/17456916231181108
[14] https://www.unesco.org/en/covid-19/education-response
[15] https://scholar.google.com/citations?hl=en&user=3VeQCL0AAAAJ
[16] https://scholar.google.com/citations?hl=en&user=HBtJoSoAAAAJ
[17] https://www.unicef.org/press-releases/covid19-scale-education-loss-nearly-insurmountable-warns-unicef
[18] https://scholar.google.com/citations?hl=en&user=kG3qL8kAAAAJ
[19] https://scholar.google.com/citations?hl=en&user=5-KoAikAAAAJ
[20] https://acamh.onlinelibrary.wiley.com/doi/full/10.1002/jcv2.12095

Citations:
[1] https://www.newsweek.com/solar-eclipse-school-closures-april-1880339
[2] https://www.denver7.com/weather/colorado-school-closures-classes-canceled-friday-as-snow-continues-to-pile-up-across-the-metro
[3] https://azdailysun.com/news/local/education/fusd-cancels-school-thursday-ccc-nau-call-off-in-person-classes/article_57542b34-c620-11ee-a214-9bb4accc2f1a.html
[4] https://www.cbsnews.com/colorado/news/poudre-school-district-abandons-plans-close-colorado-schools-protests/
[5] https://www.mlive.com/news/grand-rapids/2023/11/proposed-school-closures-on-grand-rapids-north-side-sparks-concerns-from-parents.html
[6] https://www.cbsnews.com/colorado/news/parents-publicly-protest-poudre-schools-closing-linton-elementary/
[7] https://eu.coloradoan.com/story/news/education/2024/05/08/poudre-school-district-weighs-school-closings-consolidations-how-did-we-got-here-and-what-comes-next/73586937007/
[8] https://www.foxnews.com/lifestyle/some-schools-cancel-classes-april-8-solar-eclipse-ensure-safety
[9] https://www.nbcchicago.com/news/local/illinois-schools-closed-snowstorm-chicago-schools-snow-day/3324726/
[10] https://www.nbcnews.com/nbc-out/out-news/florida-unf-students-protest-closing-lgbtq-center-rcna135758
[11] https://www.usatoday.com/story/news/nation/2024/04/02/schools-kids-total-solar-eclipse-closures-learning-plans/72947745007/
[12] https://www.nbcboston.com/news/local/school-closings-massachusetts-tuesday-noreaster/3276870/
[13] https://www.cbsnews.com/colorado/video/students-in-northern-colorado-storm-out-of-class-voice-concerns-about-school-closures/
[14] https://www.coloradoan.com/story/news/education/2024/05/14/parents-opposed-to-poudre-school-district-school-closures-discuss-recalls-legal-action/73676682007/
[15] https://www.kunc.org/news/2024-05-02/students-parents-speak-out-as-poudre-school-district-closures-loom
[16] https://www.chalkbeat.org/colorado/2023/8/18/23837817/denver-schools-air-conditioning-hot-weather-first-day/
[17] https://www.dailynews.com/2024/02/05/lausd-sees-big-drop-in-student-attendance-monday-amid-drenching-storm/
[18] https://boulderweekly.com/news/snow-days-disappearing/

“The Only Way To Do Great Work Is To Love What You Do” – But Is Passion Enough?

“The only way to do great work is to love what you do.” This iconic quote from Steve Jobs has become a mantra for entrepreneurs, artists, and anyone seeking meaningful work. On the surface, Jobs’ advice makes intuitive sense – passion naturally motivates you to put in long hours and do your best work. But does loving your job automatically enable you to create great work? Or are there other critical ingredients missing from this recipe for excellence?

While few would dispute the importance of passion, a closer look reveals that love alone may not be enough. Research in positive psychology certainly endorses Jobs’ sentiment. Studies show that employees who feel engaged and passionate about their work tend to be more productive, creative and loyal. When you enjoy your job, you’re intrinsically motivated to work harder and smarter. But passion doesn’t exist in a vacuum. For it to catalyze great work, other essential attributes must also be present.

Skills and sheer talent play a huge role. No matter how much you love playing basketball, you won’t make it to the NBA without natural athletic ability. Of course, skills can be honed through training and practice. But raw talent primes the pump. Resources including tools, facilities, equipment and supplies are also vital. The most passionate cobbler can’t craft fine shoes without leather. For inventors, access to the latest technology and well-equipped labs provide the infrastructure for innovation. And even highly skilled employees need opportunities to showcase their abilities. Artists need venues to display their work. Scientists need funding to pursue research.

Great work is nearly impossible without passion fueling effort and igniting the creative spark. But passion in the absence of other enabling conditions rarely leads to transcendent results. Perhaps a more nuanced framing of Jobs’ advice would be – do work you love that makes full use of your natural talents and offers ample resources and opportunities to excel.

If you’re seeking more meaningful work, how can you align passion and talent with resources and opportunities? Begin by listing your interests and abilities. Talk to people in related jobs to understand the reality of daily work. Reflect on skills you’d need to develop. Then explore companies, roles, and industries where you could follow your passion. It may take time and patience. But by taking a tailored, multi-faceted approach, you can pursue work you’ll not only love, but where you’ll have everything you need to produce something great.

Steve Jobs’ quote elegantly captures the power of passion. But fulfilling work means more than just love. With passion, talent and opportunity coming together, great work is within anyone’s reach.