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Medical school education is associated with declining mental health in the student population. Depression, anxiety, high stress levels, and burnout are the most common manifestations of mental health struggles medical students face. Via conducted interviews of current and former medical students, this paper intends to characterize the issues of psychological distress during medical education by describing the medical school environment. Particular consideration was given to minority medical students who are, according to data, more vulnerable to mental health struggles in postgraduate education. A thorough review of the literature revealed interventions that various institutions of higher education employed to address the mental health concerns of their student bodies. The highly competitive nature of medical education, rigorous curriculum, and role transition were identified as major factors that contribute to distress in the student population. Solutions at the level of the individual medical school aimed at normalizing mental illness, better oversight of the learning environment and soliciting student feedback would help to mitigate the stressors in matriculation and hopefully improve the wellbeing of medical students. / Urban Bioethics

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<p> <i>A Mindfulness Approach to Help Teachers and Staff Provide Support to High School Students</i> is a self-instructional curriculum with the goal of providing a reference guide that can be used to demonstrate to students the care that they need and deserve. Research shows that students&rsquo; academic success and emotional well-being improve when students experience positive interactions with high school personnel. This self-instructional PowerPoint design aims to: (a) accommodate high school personnel&rsquo;s busy schedules; (b) facilitate learning at their own pace; (c) navigate between sections that are beneficial for their needs; and (d) provide a user friendly application of mindfulness in a high school setting. The content includes: definitions, rationale, vignettes, and resources to enhance this learning opportunity.</p>

<p> This study is the result of the researcher&rsquo;s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education. </p><p> Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher&rsquo;s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers. </p><p> What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher&rsquo;s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith&rsquo;s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students. </p><p> The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.</p><p>