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The P7 ERC The P7 Education Resource Center is THE Spot where educators and students can get valuable resources.

10/13/2026
10/13/2026
10/12/2026

A 12-year-old girl declined to go on a ski vacation with her family. She told her parents she'd rather stay at her best friend's house instead. The parents went without her. Her mother told Dr. Leonard Sax about it later, proudly: "I was pleased that Courtney could be so independent."

Sax uses this story to illustrate something most parents would never notice: a child who prefers four days with a peer over four days with her family isn't displaying independence. She's displaying a transfer of authority. The parents didn't see it. They thought they were raising a confident kid. They were actually watching their own irrelevance take root.

That's the argument of this book, and it's uncomfortable from the first page. Sax, a family physician and psychologist who has visited more than 500 schools worldwide, makes a case that American children are more anxious, more depressed, more medicated, more fragile, and less resilient than they were thirty years ago, and the root cause isn't phones, or culture, or schools. It's parents who have abdicated their authority .

His diagnosis is specific. Over the past half-century, authority in the parent-child relationship has shifted from adults to children. Kids choose what's for dinner. Kids choose their bedtime. Kids choose which social media they engage with, sometimes even which school they attend . Parents, afraid of seeming too dictatorial, default to negotiation. They want to be their child's friend more than their child's guide.

The result, Sax argues, is children who look to their peers and the internet for direction instead of their parents, and peers and algorithms are terrible guides. They offer status, comparison, and the culture of "Live for Now." They don't offer wisdom, restraint, or a moral framework .

Sax also takes aim at American culture's unique features: the "culture of disrespect" where kids say "shut up" to parents and see it modeled on children's television; the rush to medicate children with psychiatric drugs as a first resort rather than a last one; and the American habit of overscheduling families until there's no time left for the family itself .

Lessons from The Collapse of Parenting by Leonard Sax:

1. The transfer of authority is the root problem.
Sax's central diagnosis is that over the past fifty years, authority in the parent-child relationship has shifted from adults to children . Parents, afraid of seeming dictatorial, abdicate rather than take a stand. The result is children who lack self-control and look to peers and screens for direction instead of their parents .

2. You cannot be your child's best friend and their parent at the same time.
Sax is blunt about this. The parent-child attachment is deeper and different from peer relationships. Parents who try to "buddy up" to their kids forfeit the authority they need to guide them . The job is to give children tools for a happy life, not to please them .

3. Limit screen time and prioritize the family.
Sax offers concrete guidance: limiting time with screens, encouraging better habits at the dinner table and bedtime, and teaching humility and perspective . The goal is to displace the peer-peer dynamic that dominates so much of modern childhood.

4. Medication is often a quick fix that undermines self-control.
Sax links the rise in prescribing psychiatric medications to children to the decline in adult authority. When kids won't sit still or listen, they're often medicated rather than taught . The quick fix doesn't help them develop the self-control they need.

5. Conscientiousness and self-control are the best predictors of future happiness.
Sax emphasizes these attributes as central to a fulfilled life . Consumer culture tells teens that contentment lies in status and buying things now. Parents' job is to counter that message and teach restraint, humility, and perspective .

This is a book that will make some parents feel seen and others feel scolded. It will confirm the instincts of those who already believe modern parenting has gone soft, and it will irritate those who see in Sax's argument a desire to return to a past that was never as golden as he remembers.

But the question at its center is worth sitting with: If you're not the primary influence on your child's values, who is?

The answer, in Sax's telling, is peers and algorithms and a culture that celebrates instant gratification. You can disagree with his solutions. You can find his tone paternalistic. But you can't easily dismiss the question.

BOOK: https://link.amazon/B05yxgSTU

10/12/2026

We are excited to celebrate ACCEA Executive Committee Member Lateefah Scott for being accepted into the Global Learning Fellowship program through the NEA Foundation!

Over the next year, she will have the opportunity to work alongside educators and fellows from across the country to deepen their commitment to bringing global perspectives into the classroom.

We are so proud that she will be representing our county, and we look forward to the knowledge, experiences, and ideas she gains through this fellowship being shared with our students and school community.

For more information about the NEA Foundation and the many opportunities that are offered, please visit: https://www.neafoundation.org/

10/11/2026

LeVar Burton, the longtime host of Reading Rainbow, spoke at Stanford this May and summed up why reading matters in a few sentences.

He said: "If you're a reader for life, then you can self-educate. You are - by my definition - free. Because no one can imprison your mind. Or your imagination."

He also said the goal of Reading Rainbow "was to take a child who could read and turn them into a reader for life." In kindergarten we are right at the start of that road. Some of my friends are still figuring out which way the book opens. The love of it has to come first, and the rest follows.

He called teachers and librarians "my favorite people on the planet," which, fair.

What book turned you into a reader?

Grace for educators…
10/11/2026

Grace for educators…

Grace doesn’t surface when we are overworked! Sundays are always peculiarly wonderful (and dreadful) for teachers. As we process what the next five days will sound like, what we will wear, ho…

10/11/2026

🚨 EVERYBODY IS FIGHTING FOR THE STUDENT DISRUPTING THE CLASS. WHO IS FIGHTING FOR THE OTHER 29?

Let's stop pretending those other children aren't losing something, too.

What about the little girl sitting in the front row?

She came to class on time.

Brought her supplies.

Opened her notebook.

Started her assignment.

Raised her hand because she needed help.

And she's STILL sitting there waiting.

Why?

Because her teacher is across the room dealing with a student who has decided nobody is getting through this lesson today.

He's arguing.

Refusing directions.

Interrupting.

Getting out of his seat.

The teacher redirects him.

He starts again.

She redirects him AGAIN.

And now 20 minutes of instructional time are GONE.

Meanwhile, that little girl's hand?

SHE PUT IT DOWN.

She stopped waiting.

She stopped asking.

And eventually, she just sat there.

THAT IS THE CHILD I WANT SOMEBODY TO TALK ABOUT.

Because we will hold an entire meeting about the student disrupting instruction.

We'll discuss his needs.

His interventions.

His behavior plan.

His accommodations.

His progress.

And those conversations matter. Children who struggle deserve appropriate support.

BUT WHAT ABOUT THE CHILDREN WHO KEEP LOSING THEIR EDUCATION WHILE WE FIGURE IT OUT?

Where is THEIR plan?

Who's tracking how many lessons THEY missed?

Who's documenting how many times THEY couldn't get help?

Who's calling THEIR parents to explain why another class period disappeared?

👀

Because the student who quietly follows directions doesn't necessarily get another chance to learn what was supposed to be taught that day.

The child who was excited about the science experiment doesn't get that time back.

The child who needed extra help might go home STILL confused.

And the teacher?

She's now behind on the lesson, behind on the curriculum, and somehow STILL responsible for making sure everybody meets the standard.

BUT WHEN WAS SHE SUPPOSED TO TEACH IT?

Here's what I need people to understand.

This is not about abandoning children who need additional support.

It's about refusing to pretend that the needs of one child erase the needs of everybody else.

The student struggling with behavior deserves help.

THE OTHER 29 DESERVE AN EDUCATION.

Both things can be true.

And a teacher should not have to spend an entire class period choosing which children get her attention and which children have to wait.

Because the quietest students aren't necessarily the ones doing fine.

Sometimes they're the ones who have learned that raising their hands won't matter until somebody else stops disrupting the lesson.

And THAT should bother every single adult responsible for what happens inside a school.

Signed,

Elle

Former teacher. Current Corporate Learning Manager and Teacher Transition Coach who believes the children quietly losing their learning time deserve just as much attention as the children taking it away.

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Vineland, NJ
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