Micere Keels

Dec 5, 2024 | us9.campaign-archive.com | Hannah McClellan |Alli Lindenberg |Micere Keels

The 2025-26 FAFSA is open. Here’s what you need to know by Hannah Vinueza McClellan Contents How to applyWhy the FAFSA mattersWhat to do if you don’t or can’t complete itMore resources The U.S. Department of Education (DOE) officially released the 2025–26 Free Application for Federal Student Aid (FAFSA) on Nov.

Apr 4, 2024 | ednc.org | Micere Keels

Every child deserves an equal opportunity to thrive in early education, yet far too many are unjustly excluded from these formative learning environments. When young children are expelled from childcare and early learning programs, they miss out on invaluable educational benefits, and disrupt their families’ ability to work. Childcare expulsion disproportionately affects Black children and those with disabilities, highlighting a social justice concern.

Mar 21, 2024 | ednc.org | Micere Keels

This Perspective was originally published as a blog post for the North Carolina Early Childhood Foundation on February 9, 2024. By age six, most kids have faced challenging events that make it hard to control their feelings. One study found that 70% of children have experienced a single traumatic event or repeated moderate traumatic events that disrupt their ability to regulate their emotions. This dysregulation often shows up as challenging behaviors.

Mar 14, 2024 | ednc.org | Micere Keels

This Perspective was originally published as a blog post for the North Carolina Early Childhood Foundation on November 29, 2023. States hold significant power and autonomy in creating and implementing early childhood learning policies, and within states, governance in early childhood education is often fragmented across multiple agencies and organizations.

Mar 7, 2024 | ednc.org | Micere Keels

This Perspective was originally published as a blog post for the North Carolina Early Childhood Foundation on October 26, 2023. High rates of exclusion from early care and learning environments is the result of policy in(action) and can be reduced when legislators provide expectations and guidance for how early childhood educators respond to young children’s behavior.