In Part 1, we talked about the emotional weather teachers set during testing season and how the before and during phases of a testing window are shaped by adult regulation as much as student readiness. In this post, we’ll discuss a third phase that most schools move through without ever pausing to name it even when it may be the one that matters most for shaping students’ long-term perspective on high-stakes moments. After: Where the

Testing season has a way of shifting the air in a school building. The schedule tightens, reminders multiply, and hallway conversations between adults start circling around data targets, readiness benchmarks, and which students still need “one more push.” And somewhere in all of that urgency, the students are watching, absorbing every shift in tone, every tightened jaw, every countdown taped to the whiteboard. We talk a lot about test anxiety as a student problem. It

Instructional coaches, coordinators, and deans are often the connective tissue of a school. They bridge classroom practice with schoolwide goals, support teachers through change, and hold space for both celebration and challenge. But who supports the coaches? That’s the question at the heart of the Coaching Collaborative, a professional learning experience from the Diverse Learners Cooperative designed to give instructional coaches the thought partnership, skill-building, and reflective space they need to lead well. This year,

Meeting the Moment  Across the country, educators are being asked to meet more complex student needs with fewer resources, less time, and increasing pressure. This is most visible in classrooms serving students with disabilities and multilingual learners. And the result is predictable, almost always resulting in: Educator burnout and turnover Students receiving inconsistent access to inclusive, high-quality instruction   Here’s what we know from working alongside schools every day: When educators are deeply supported, they