First Person

Ask an Expert: E-mail accounts for grade-schoolers

Q. My elementary age daughter is pestering me to set up an e-mail account for her. Some of her friends have e-mail addresses; others don’t.  I don’t see a problem with it, but are there are risks to her safety I should be thinking about? If we create an account for her, are there guidelines you’d suggest to keep her safe online? Thanks.

Parent oversight is key

There are always risks to be aware of online, whether you’re setting up an e-mail account, a social networking account, on a game site or just surfing the web. Here are some tips to keep your children safe:

  • Sit down with your child and set up the account with them.
  • Let them know that you too will have access to their account and can check it at anytime.
  • Create a strong password and keep it in a safe place.
  • Tell them not to share their password with others.
  • Make a list of people they can talk to and if they receive anything from someone they don’t know, make sure they know not open it and delete it right away.
  • Teach them about personal information like their name, address, phone number, school, hobbies and pictures.

It is very important that personal information be kept personal and only shared with people they know face to face and who you approve of. Having a good antivirus program is important if they want trade pictures, etc. Teach them the difference between appropriate content and inappropriate content and what you don’t approve of. If they receive anything inappropriate or something that makes them feel uncomfortable, make sure they know to tell a trusted adult.

Open communication is very important when kids want e-mail accounts and social networking accounts. If you start with these rules from the beginning with them, it won’t be anything new to them when they are asking for social networking accounts in the future.

– Mike Harris

E-mail with safety controls

An e-mail address can be a great introduction to a fruitful relationship with interactive technology for a younger child, before they begin to use text messaging as their primary form of communication, which only increases as they age. Unfortunately, the internet does not always make it easy for parents to provide a safe online experience, as 20 percent of children, aged 10-17, have been solicited sexually online.

Other threats, like sexually-explicit spam, solicitations for private information, and cyberbullying, can make this seem like a daunting task. Short of installing computer-wide tracking software, like Norton Online Family, parents can easily protect younger children by providing them with a kid-friendly, parent-monitored e-mail address. Luckily, there are many kid-specific e-mail services, as well as kid-friendly versions of “adult” e-mail services.

E-mail for kids, whether paid or free, offer friendly user interfaces and parental safety controls. Safety controls often include the ability to send and receive mail from a customized (stranger-free) contact list, and a parent’s only e-mail queue where messages can be screened before a child sees them.

Paid e-mail programs for kids under age 13 are often modestly priced, usually include a free trial, and offer some extra features that may be worth it; options include ZillaMail, KidsEmail, ZooBuh,, Kid-Safe Mail. A good overview of these services can be found below.

Free, email services for kids include PikLuk, KidRocket, TK for Kids, and there’s also the kid-specific Yahoo Family Accounts, AOL Kids Email, and Windows Live Family Safety. Finally, it’s also possible to configure Google’s Gmail for kid-friendliness, and you can find another article about using Gmail safely for kids below.

As research shows that kids, who are educated in the importance of staying safe online, are more likely to take self-directed action to remain that way. There are many internet safety resources for parents to use when speaking with their children. The United States Federal Bureau of Investigation (FBI) also has a robust online safety guide, a PDF that can be downloaded by clicking here.

Internet Safety Guidelines published by NetSmartz, a project from the National Center for Missing & Exploited Children‘s, are another great resource. They offer safety advice for parents.  These include pointers such as working with kids to brainstorm an email address that does not contain information about gender, identity and location, and teaching kids not to share passwords with anyone but a parent. A safe email address, and an open dialogue about online safety, is a great start to a lifetime of safe online experiences.

More resources

Editor’s note: The latter part of this post was written by EdNews Parent safe schools expert Christine Harms’ daughter, Samantha Lynn Harms. Samantha is a writer and the owner of Team Tech Tonic, a technical consultancy firm based in Lafayette.

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.

First Person

I’m a Houston geography teacher. This is my plan for our first day back — as soon as it arrives

PHOTO: Creative Commons / Texas Military Department
Texas National Guard soldiers arrive in Houston, Texas to aid citizens in heavily flooded areas from the storms of Hurricane Harvey.

Hurricane Harvey has upended so many things here in Houston, where I am starting my third year as a teacher. One of them is the lesson I am planning for the first day of school — as soon as it arrives.

This upheaval is nothing compared to what people across the city have faced, including my students, who have been sending me photos of evacuation boats going past their houses.

But it is fundamental to the task of being a teacher at a time of crisis. As an A.P. Human Geography teacher, my job is to help students make connections between the geography concepts we are learning in class and their real lives: Does Houston look like the models of urban development we study? Does their family history include a migration?

Before the storm, my thinking went like this: I am white and was born in England and most of my students are Hispanic, many with parents who were born in other countries. I was excited for us to share and compare our different stories. My students last year were shocked and fascinated when they discovered that my white, middle-aged father who is a university professor was applying for a green card, just as many of their family members were.

Now, Hurricane Harvey has underlined for me the importance of those real-world connections. As I looked at the photos from my students, I was struck by how geography concepts can affect us in very real — even life-threatening — ways.

I had planned to teach a lesson at the end of the year about how urbanization affects the environment. The lesson looks at how urbanization can exacerbate flooding: for example, how paving over grassy areas can increase the speed with which rain reaches the bayous, causing the water levels to rise faster. I would then have students evaluate different policies cities can adopt to mitigate that risk, such as encouraging the building on brownfield rather than greenfield sites and passing laws to protect farmland — options that have significant benefits but also significant costs.

I have decided to move this lesson up in the curriculum and teach it when we have school again. School is scheduled to start again on Tuesday, though at this stage everything is provisional, as each hour we find out about more families that have had their homes destroyed by the rising waters. It is still unclear how all our staff, let alone students, will get to school.

I am worried that the lesson could re-traumatize students who have experienced so much trauma in the past few days. I know I will need to make an active effort to make students feel comfortable stepping into the hall if they are feeling overwhelmed. However, my experiences with the recent presidential election make me think that this lesson is exactly what some students might need.

After the election, many students were genuinely confused about what had happened. One question in particular was on their minds: How you can you win the popular vote but not the election? We talked through the Electoral College together, and having clarity about what had happened and why it happened seemed to give them a firmer foundation to build on as they processed their emotions. I am hopeful that teaching about flooding will help ground them in a similar way.

This lesson about flooding was once simply another lesson in the curriculum, but now it has taken on a new urgency. In moments of disaster, it is easy to feel powerless; I certainly could not help the people I saw posting on Facebook that they were been on hold with 911 for hours while standing on their roofs.

Yet teachers have a unique power — the power to shape the minds of future generations to solve the problems that we face. Houston’s location means that it will always be susceptible to flooding. But by teaching about the flood I hope I can play a small role in helping our city avoid repeating some of the tragic scenes I witnessed this week.

Alex McNaughton teaches history and geography at YES Prep Southeast in Houston.

Looking to help? YES Prep is collecting donations to support its students and their families. Houston ISD and KIPP Houston are also soliciting donations for their students.