It’s one of the most iconic and haunting photos of all time, up there with the likes of Hindenburg, The Falling Soldier, Burning Monk, Napalm Girl, and many others. It’s called simply Migrant Mother, and it paints a better picture of the time in which it was taken than any book or interview possibly could.
Nearly everyone across the globe knows Florence Owens Thompson’s face from newspapers, magazines, and history books. The young, destitute mother was the face of The Great Depression, her worried, suntanned face looking absolutely defeated as several of her children took comfort by resting on her thin frame. Thompson put a human face and emotion behind the very real struggle of the era, but she wasn’t even aware of her role in helping to bring awareness to the effects of the Great Depression on families.
It turns out that Dorothea Lange, the photographer responsible for capturing the worry-stricken mother in the now-famous photo, told Thompson that the photos wouldn’t be published.
Of course, they subsequently were published in the San Francisco News. At the time the photo was taken, Thompson was supposedly only taking respite at the migrant campsite with her seven children after the family car broke down near the campsite. The photo was taken in March 1936 in Nipomo, California when Lange was concluding a month’s long photography excursion documenting migrant farm labor.
Worried mother and children during the Great Depression era. Photo by Dorthea Lange via Library of Congress
“Migrant worker” was a term that meant something quite different than it does today. It was primarily used in the 30s to describe poverty-stricken Americans who moved from town to town harvesting the crops for farmers.
The pay was abysmal and not enough to sustain a family, but harvesting was what Thompson knew as she was born and raised in “Indian Territory,” (now Oklahoma) on a farm. Her father was Choctaw and her mother was white. After the death of her husband, Thompson supported her children the best way she knew how: working long hours in the field.
“I’d hit that cotton field before daylight and stay out there until it got so dark I couldn’t see,” Thompson told NBC in 1979 a few years before her death.
A mother reflects with her children during the Great Depression. Photo by Dorthea Lange via Library of Congress
When talking about meeting Thompson, Lange wrote in her article titled “The Assignment I’ll Never Forget: Migrant Mother,” which appeared in Popular Photography, Feb. 1960, “I saw and approached the hungry and desperate mother, as if drawn by a magnet. I do not remember how I explained my presence or my camera to her, but I do remember she asked me no questions. I made five exposures, working closer and closer from the same direction. I did not ask her name or her history. She told me her age, that she was thirty-two. She said that they had been living on frozen vegetables from the surrounding fields, and birds that the children killed.”
Lange goes on to surmise that Thompson cooperated because on some level she knew the photos would help, though from Thompson’s account she had no idea the photos would make it to print. Without her knowledge, Thompson became known as “The Dustbowl Mona Lisa,” which didn’t translate into money in the poor family’s pocket.
In fact, according to a history buff who goes by @baewatch86 on TikTok, Thompson didn’t find out she was famous until 40 years later after a journalist tracked her down in 1978 to ask how she felt about being a famous face of the depression.
It turns out Thompson wished her photo had never been taken since she never received any funds for her likeness being used. Baewatch explains, “because Dorothea Lange’s work was funded by the federal government this photo was considered public domain and therefore Mrs. Florence and her family are not entitled to the royalties.”
While the photo didn’t provide direct financial compensation for Thompson, the “virality” of it helped to feed migrant farm workers. “When these photos were published, it immediately caught people’s attention. The federal government sent food and other resources to those migrant camps to help the people that were there that were starving, they needed resources and this is the catalyst. This photo was the catalyst to the government intercepting and providing aid to people,” Baewatch shares.
As for Lange, Migrant Mother was not her only influential photograph of the Great Depression. She captured many moving images of farmers who had been devastated by the Dust Bowl and were forced into a migrant lifestyle.
“Broke, baby sick, and car trouble!” is just one of her many incredible photos from the same year, 1937.
She also did tremendous work covering Japanese internment in the 1940s, and was eventually inducted into the International Photography Hall of Fame and Museum and the National Women’s Hall of Fame.
Families on the move suffered enormous hardships during The Great Depression. Photo by Dorthea Lange via Library of Congress
Thompson did find some semblance of financial comfort later in life when she married a man named George Thompson, who would be her third husband. In total, she had 10 children. When Thompson’s health declined with age, people rallied around to help pay her medical bills citing the importance of the 1936 photo in their own lives. The “Migrant Mother” passed away in 1983, just over a week after her 80th birthday. She was buried in California.
“Florence Leona Thompson, Migrant Mother. A legend of the strength of American motherhood,” her gravestone reads.
From Pakistan to Tanzania, the most effective education solutions are community-led. Here’s how local leaders, in partnership with Malala Fund and supported by Pura, are mobilizing entire communities.
When asked to describe what Tanzania smells like, Grace Isekore closes her eyes and breathes in deep. For a moment, she’s somewhere else entirely. Tanzania is a rich tapestry of sights and scents, from the smell of sea mist that permeates the coastline to the earthy cardamom and cloves she cooks with in her kitchen. But when Grace emerges from her reverie, her answer is unexpected.
“Tanzania smells like peace,” she says, her eyes still closed. “I see a beautiful country where we are free to move, free to speak. And there is peace within the community.”
For Grace, that sense of peace isn’t just something she smells; it’s something she works toward every day. As a project coordinator with Pastoral Women’s Council (PWC), a women-led organization that empowers pastoralist communities in northern Tanzania, she has seen firsthand how girls flourish when they have the opportunity to attend school. Like scent, education not only connects girls to their own culture, but also helps broaden their horizons, realizing new possibilities for themselves and others. That transformation reshapes entire communities and ripples outward, with the potential to change countries and transform the world for the better.
Different scents, different approaches, and communities driving change
Spices in Tanzania. Captured by James Roh for Pura
For Grace and others around the world, education is freedom, as well as a pathway to a stronger community. Rooted in that shared belief, Pura, a home fragrance company, was inspired to build on their four-year partnership with Malala Fund to create something truly unique: a fragrance collection that connects people through scent to communities in Tanzania, Nigeria, Pakistan, and Brazil, where barriers to girls’ education are among the highest.
Using ingredients from each region, the new Pura x Malala Fund Collection uses scent to transport people to these regions directly. “Future in Bloom,” for example, invokes Pakistan’s lush valleys through notes of jasmine, cedarwood, and mango; while Tanzania’s fragrance, “Heart on Fire,” evokes the spirit and joyfulness of the girls who live there through cardamom, lemon, and green tea.
The new Collection honors the work Malala Fund does every day, partnering with locally-led organizations in these four countries to ensure every girl can access and complete 12 years of education. Each scent celebrates the joy, tenacity, and courage of the women and girls driving change on the ground, while also augmenting Pura’s annual grant to Malala Fund by donating eight percent of net revenue from the Pura x Malala Fund Collection to Malala Fund directly.
Just as each country’s scent is unique, so too are their needs related to education. But with support from Malala Fund and Pura, local leaders are coming up with creative ways to mobilize entire communities (parents, teachers, elders, and the students themselves, in their pursuit of solutions, understanding that educating girls helps everyone thrive. Here’s how their efforts are creating real, durable impact in Tanzania and Pakistan, and creating a ripple effect that changes the world for the better.
Parent-teacher associations help Maasai girls and their communities in Tanzania problem-solve
A girl’s school in Tanzania. Captured by James Roh for Pura
Northern Tanzania, Grace’s home, is home to pastoralist communities like the Maasai, a nomadic people who have moved with the seasons to nurture the land and care for their livestock for centuries. The nomadic nature of this lifestyle creates significant and unique barriers to girls’ education. Longstanding gender roles have enabled Maasai to survive in the harsh environment and have placed great value on both women and men. Over time, as nomadic life has been threatened by the privatization of land and stationary education models have been implemented, the reality of pastoralist livelihood has shifted and introduced new complexities. Now, the sheer distance to schools is both a practical challenge and one that often comes with danger from the landscape, predators, and potential exposure to assault along the journey. Girls shoulder the responsibility of household chores and there is often cultural pressure around early marriage – both leading to boys’ education being prioritized over girls’.
“There are very, very good [pastoralist] cultural practices, which are passed from generation to generation,” says Janet Kimori, an English teacher at Lekule Girls Secondary School in Longido, Tanzania. But when cultural practices act as educational barriers, “you have to sit down and look for where you are going to assist. As a school, as an individual, the school administration—all of us will chip in and know how we are going to deal with this problem.”
PWC works to ensure girls are able to exercise their right to an education while also preserving pastoralist culture. One successful approach, the organization found, has been the formation of Parent Teacher Associations (PTAs), created with help from Malala Fund. In PTA meetings, students, parents, teachers, elders, and government officials meet, discuss educational barriers, and come up with community-led solutions that preserve and honor their culture while advancing educational outcomes.
PTA meeting in Tanzania. Captured by James Roh for Pura
One recent PTA meeting highlights how these community-led solutions are often the most effective. At Lekule Girls Secondary School, the lack of fresh water forces girls to walk long distances to collect water for the school’s kitchen during the school day, and these long journeys not only disrupt class time but can leave girls vulnerable to sexual assault in isolated areas. Through facilitated discussion, PTA members landed on a solution: installing a borehole to pipe in fresh water to the school. Reliable access to water creates a better learning environment for the girls, but it also benefits the community at large, as local governments are then more likely to invest in health clinics and other community resources nearby.
With a solution in place, the PTA was then able to discuss ideas and map out a course of action. The women would raise money for the cost of the borehole, while the men would recruit workers to dig the hole and lay the pipe. Together, they would ask government officials to match their investment.
The benefits of PTA meetings within the pastoralist communities are undeniable. “The girls are talking and addressing issues in a confident way, and parents feel they are part of the resource team to solve challenges happening at school,” Grace says. One unexpected benefit: The larger cultural impact these PTA meetings have created. Thanks to the success of PTAs within pastoralist communities, the models are now being endorsed on a national level, and schools across Tanzania are starting to use them to solve problems in their own communities. When a community creates opportunities for girls to learn, everyone benefits.
Safe spaces in rural Pakistan help students and their parents connect, then drive change
Safe space for girls meeting in Pakistan. Captured by Insiya Syed.
A continent away in Pakistan, the country’s northernmost region of Gilgit-Baltistan seems like a land untouched by time. The region’s looming mountains, snow-capped peaks, lush valleys and crystalline lakes draw nature lovers and landscape photographers from around the world, but living among this kind of breathtaking scenery has its drawbacks. Schools in the region are few and far between, and the area’s harsh climate often makes roads inaccessible for travel. Poverty and gender-based discrimination are additional obstacles, making school even further out of reach, and girls are affected disproportionately. Going up against these barriers requires a persistent, quiet strength that’s found in the women who live there and reflected in Pakistan’s signature scent.
Saheli Circles are how local leaders in Gilgit-Baltistan are bridging the gap between girls and education. An Urdu term for “female friend,” Saheli Circles are after-school safe spaces where girls explore subjects like art and climate change, while also developing skills that help them manage emotions, set goals, and build positive relationships. Girls study in groups, visit the library, play sports, and tackle filmmaking and photography projects, all designed to develop self confidence and teach the girls how to advocate for issues that matter to them. But the work doesn’t stop there.
“What we’re trying to achieve here will only be impactful if it trickles down to the home environment and the school environment,” says Marvi Sumro, founder and program director of Innovate, Educate, and Inspire Pakistan (IEI), the local organization that developed the Saheli Circles model and partnered with Malala Fund in 2021 to make it a reality. Ever since, Saheli Circles have grown to involve teachers, elders, and parents to encourage relationship building that’s essential for young girls and adolescents. “Our spaces can give mothers and daughters an opportunity to interact a little differently—do an art activity, or have a cup of tea together, or some good conversation,” Marvi says.
The relationship building is what makes the biggest positive impact throughout the community. Recently, one Saheli Circle was able to bring together parents, teachers, and administrators to advocate for better education at their local school, and together they convinced the department of education to hire a science teacher. Another Saheli Circle organized a fund where members of the community can contribute monthly to pay for uniforms, books, and other school expenses for the girls in their village, eliminating those small, hidden costs that are often a barrier to education for many. A third Saheli Circle was able to produce a short film about how gender-based household chores can take away valuable study time from girls, leaving them at a disadvantage. “The girls put the film together and showed it to the mothers, and the response from the mothers was just beautiful,” Marvi says.
Girls smiling in Pakistan. Captured by Insiya Syed.
The education and relationship building that the girls receive in Saheli Circles connects them to larger opportunities and economic freedom that are not possible in their hometown. “For girls in Gilgit-Baltistan, education is extremely important because of the fact that we’re so far away from where the economy is, where the opportunity is. Education becomes this bridge for us, for our girls, to access all the opportunity and economy that exists in [larger cities].”
From rural Tanzania to remote Pakistan, local organizations prove every day that prioritizing girls’ education benefits everyone. Communities that lift up girls are able to secure resources like clean water and well-staffed schools, as well as build stronger relationships.
These outcomes are only possible because of the women and girls who work tirelessly in these regions to overcome barriers and drive progress. The Pura x Malala Fund Collection is a way to honor them, celebrate their achievements, and unite people the world over around a shared belief that education is freedom. Like scent, that belief can build, travel, and has the possibility to transform the world.
Experience the Pura x Malala Fund Collection here, and connect with the stories of real girls leading change across the globe.
Sexual Assault is a topic many people don’t want to think about, but it’s an unfortunate reality for some. Due to the topic being uncomfortable and often stigmatized, there can be a misunderstanding around how prevalent sexual assault is. Brittany Piper is an author, sexual assault educator, and survivor who uses a unique approach to highlight the number of those impacted.
April is Sexual Assault Awareness Month, and April 1st marks the anniversary of Piper’s assault. To commemorate the occasion, she created a compilation video of an activity she performs during her training sessions at college campuses. The video was uploaded to her social media page, where it has amassed over four million views.
The video gives a visual representation of the startling statistics. Someone is sexually assaulted every minute in the United States, and every nine minutes, a child is sexually assaulted, according to RAINN. They also reveal that “An estimated 443,635 people age 12+ experience sexual violence each year in the U.S.” and that “26.4% of female and 6.8% of maleundergraduate students experience rape or sexual assault involving physical force, violence, or incapacitation.”
Those staggering statistics make Piper’s visual depiction more powerful. Piper focused the camera on different groups of college students in lecture halls. She asks the students to stand if they know someone who has experienced sexual assault or if they themselves have experienced it. In each video, nearly every student stands up. Piper tells the different groups of students to remain standing if the assault was reported. Almost instantly, the majority of people sat down.
As students look around taking inventory of how many were still standing, the educator asks one last question. For the few students who were still on their feet, she asked them to stay standing if the perpetrator received any punishment for their actions. In a heartbreaking visual, approximately 4 to 5 students remained standing in total.
“The creaking of chairs. It’s a visceral symphony etched into my bones,” Piper writes. She later adds, “Today, as I stitched together just a few of the stages my body remembers, the pattern is heartbreakingly clear. Every time, when I ask who knows a survivor, it’s always too many.”
Gen Z may have a clearer understanding of what constitutes sexual assault and be more likely to share their experience with others. A meta-analysis published by Science Direct that looks at ACE (adverse childhood experiences) scores shows Gen Z is less likely to have experienced childhood sexual assault than Gen X.
Viewers of the video were moved by the sheer number of people who sat back down. One person shares, “So many standing followed by so many sitting down breaks my heart.”
Another laments, “I guarantee the boys still sitting DO know someone who’s a survivor. They just don’t realize it because the person hasn’t told them.”
One man is calling for accountability, writing, “Men this is on us. We need to call anyone, anywhere, anytime we see something…. To start … let’s look in the mirror at our own behavior.”
Someone else has a sad revelation, writing, “It hits hard when you realize that she can do this in any city in the usa and get the exact same results. She wasn’t surprised, she knew what would happen when she asked those questions, no matter where she was in the usa.”
“The visual is overwhelming. Made me cry,” another person says.
“Thank you for your work. This is a such powerful way to show rape culture and the impunity in our society,” someone shares.
Editor’s Note: If you or someone you know has been a victim of sexual assault, you’re not alone. RAINN offers free, confidential support, 24/7 in English and Spanish through their National Sexual Assault Hotline. Call 1-800-656-HOPE (4637), text “HOPE” to 64673 or chat at RAINN.org/hotline.
Few children’s books are as deeply ingrained into the collective millennial psyche as “Rainbow Fish.” In addition to selling a gazillion copies, Marcus Pfister’s 1992 classic has spawned counting books, board books of opposites, hand puppets, and sequels such as “Rainbow Fish to the Rescue!” and “Rainbow Fish Finds His Way.” What’s not to love about those oh-so sparkling rainbow scales and heartwarming lesson about how sharing leads to happiness far better than selfishness? Only, according to some…that’s not the story’s lesson. In fact, some believe that the book teaches all the wrong lessons.
In a video posted to his TikTok, fifth-grade teacher Mr. Vương (a.k.a “America’s Favorite Teacher”) admitted that while the illustrations were, in fact, great, and the author probably had “good intentions”, he still didn’t like the story behind this award-winning classic. The Rainbow Fish took home the Christopher Award, the Bologna Book Fair Critici in Erba Prize, and the American Booksellers ABBY Award.
For those who never read the book, or perhaps forgot, Vương explains that at the beginning, “Rainbow Fish is full of himself because when all the other fish wanted to play with him, he sort of swam past them and thought he was better. Then one of the fish asked for one of his scales, and he refuses.”
The case against Rainbow Fish
This is where Vương feels the book missed the mark, as it depicts drawing a boundary as a character flaw of Rainbow Fish (more on that later). He said, “In my opinion, I think he has the right to do that because he doesn’t have to give up part of himself or anybody.” The real flaw, Vương argues, “was that he was not humble.”
Vương goes on to say that in the book, when Rainbow Fish said no, all the other fish decided not to play with him, which “made it more about how all the fish didn’t accept him because he didn’t give up his scales, rather than them responding to his stuck-up behavior.”
Also in the book, the wise Octopus advises that Rainbow Fish overcome his pride and give up all but one of his scales to the other fish. He might no longer be the most beautiful fish in the sea, but he is finally happy. Thus, bringing in the moral of the story of sacrificing vanity for peace. “So he got acceptance…when he gave up parts of who he was…” Vương declares matter-of-factly.
He’s not the only one with doubts
Vương’s hot take seemed to resonate with a few other adults who thought the Rainbow Fish had lost its luster. “Rereading it as an adult now, it made me angry. Little fish has the audacity to ask for a shiny scale, Rainbow Fish says no, so little fish goes and bad mouths him to all the other fish so they all turn on him and only become his friends when he gives up a part of himself,” one viewer wrote.
“I feel like the book had more of a ‘sharing is caring’ moral and just carried out the message in a weird way with the scales” another said. One person even quipped, “…and now I know where I learned to be a people pleaser from. Thanks FYP.”
It’s worth noting that regardless of his own personal opinion of the book, Mr. Vương still uses it to “teach about how to think critically about themes.”
Changing the narrative
“I opened up with what the theme was and then I read the story without telling them my opinion,” he says. “Then the kids made all these connections themselves and some of them looked at it through the lens of, ‘Oh it’s selfishness.’ And some of them were like, ‘Wait, is he buying his friends?’”
Not only that, but the class had “really good discussions” about transactional relationships, as well as dissecting what the author’s original intent might have been. They will also be creating their own alternate endings, “where the theme is not that you gotta, you know, pay for your friends,” as the last part of their assignment.
While not everyone might share Vương’s opinions on this kid’s book, we can probably all agree on his stance that “just because it has an award-winning sticker on it, it does not make it top-notch.”
This article originally appeared two years ago. It has been updated.
When elementaryschoolteacher@mommy_n_zachy went on TikTok to talk about the skills her students struggle with, it wasn’t to shame anyone. It was an honest cry for help. Her short video, which has now been viewed nearly five million times, has sparked a wide conversation about what children are, and are not, prepared for when they walk into a classroom.
In the clip, she listed 10 basic skills many of her 3rd graders couldn’t do. Some forgotten skills, like reading an analog clock, counting physical money, or writing in cursive, aren’t entirely surprising given how technology has shifted daily habits for all of us. Many adults rarely use cash, handwritten letters, or wall clocks themselves.
But more troubling is the fact that many kids cannot memorize their parents’ phone numbers or their home address. Even more concerning, students often don’t know how to use a dictionary, follow multi-step directions, tie their shoes, remember their parents’ names, know where their family is from, or recall the year they were born. These are practical safety skills and developmental milestones that help children navigate the world with more independence.
What makes the situation even harder, she shared, is that many students don’t seem very interested in learning these basics. For teachers, starting from scratch on so many foundational tasks makes an already demanding job even more difficult, especially when large classrooms and limited time already stretch their capacity.
“We are going to do our part as teachers, but we just need a little help at home, please,” she said. “We are a community. We work together. So let’s set our kids up for success. … If y’all can help us out, we need to go back to basics.”
Her words touched a nerve. While some commenters placed blame on schools, the broader conversation that emerged was about how essential it is for parents and teachers to work together. Many adults pointed out that families juggling financial pressures, work schedules, limited childcare, or lack of support may not always have the time or energy to reinforce these skills. Others noted that teachers, too, face resource shortages and systemic challenges. The consensus was that partnership, not blame, is what helps children most.
Fortunately, the skills @mommy_n_zachy highlighted are very teachable at home with simple routines. Parents can practice phone numbers as a little song or rhyme. Reading clocks can become a daily guessing game. Counting coins while unloading groceries can turn into a mini challenge. Tying shoes can be practiced for a few minutes before leaving the house. Writing letters to grandparents, labeling drawings, or even copying short messages can build comfort with script. Asking children to complete two-step or three-step directions can strengthen their working memory and confidence. None of these activities require extra money or special materials. What they need most is repetition, patience, and a supportive adult by their side.
Dad helps daughter with homework at table; mom reads in background. Photo credit: Canva
If anything, her viral video reminded many people that children thrive when all the adults in their world take part in their learning. Small efforts made consistently can make a meaningful difference, both in the classroom and beyond.
This article originally appeared last year. It has been updated.
There are two kinds of teachers, and we’ve all had our fair share of both. There’s the “strict” teacher that rules with an iron fist, holds fast to classroom rules, and demands excellence. And then there’s the “cool” teacher that plays things a little looser, has fun with the kids, and finds creative ways to inspire them to learn.
At least, that’s the way it used to be. More and more, there seems to be a new kind of educator that’s able to bring together the best of both worlds when teaching Gen Z.
One such teacher is Katy Johnson, who has been sharing a behind-the-scenes look at her career as an educator for years on social media. She’s racked up nearly a million followers in the process.
High school teacher goes viral
In a recent TikTok, Johnson went viral after beginning: “Let’s talk about some things I simply do not care about as a high school teacher.”
First up? Drinking and eating in class.
“I don’t care,” she says in the video. “I do not care at all. Literally last week I had a kid eating a rotisserie chicken. Don’t care. He got his work done. Doesn’t bother me.”
Next up: “Dress code. That is not my worry.”
She adds that, unless it’s offensive, she will let almost anything go. “Girl, wear your crop top and your shorts, I don’t care.”
Being a minute or two late to class, before instruction has begun
Charging phones
Sitting in assigned seats
Talking in class
Basically, Johnson says she doesn’t get bothered by behaviors unless they interrupt the classroom. She doesn’t want kids talking while she’s speaking, but doesn’t mind if they chat with friends while finishing assignments, for example. And she’d rather have a teen’s phone plugged into the wall, charging, than for them to be using it during class.
15 million people viewed Johnson’s TikTok and many were quick to praise her relaxed approach:
“see she gets it,” wrote one commenter
“You should teach teachers,” added another.
“Agree with this. Some teachers care so much about things that don’t matter and it ends up wasting so much time,” someone added.
Multiple people chimed in with their suspicions that Ms. Johnson is likely every kid’s “favorite.”
But lest anyone think she’s a pushover, Johnson followed up with another video. This time, she covered some eyebrow raising behaviors she’s surprisingly strict about:
“I do have some things that I actually, really care about,” she says, starting with her no-nonsense bathroom policy.
“I do not let kids leave my classroom during my lesson. No.” She adds that if it’s a true emergency, she’ll make an exception, but she’s had to repeat lessons one too many times to be any more lenient than that.
Number two: No laptops in her math class.
“I firmly believe that math is best taught with pen and paper. We do not use Chromebooks. I care about that a lot,” she says.
The next is, in a surprise twist, phone usage. She says she does not allow students to use their phones at all during class, and even locks them away during instruction time. The only exception is, of course, that she will allow students to charge their devices as long as they’re not using them.
“Oh so she is a normal teacher after all,” wrote one disappointed commenter.
Replying to @Kiaha gilbert the #1 think I care about is THEM!! & their learning!!!! I don’t have a lot of rules, but the rules I have, I expect them to follow #teacher#teachertok#highschoolteacher
The series was so popular that Johnson followed it up with a part two with more things that “doesn’t care about,” including kids listening to music with one AirPod in and turning in work late.
“If you got your work done… I do not care what the kids do as long as they stay in this room and stay respectful.”
Traditionalists would probably say Ms. Johnson is far too permissive with when it comes to teaching Gen Z students. Eating messy meals? Drinking Starbucks? Straying from their assigned seats whenever they feel like it?
However, it’s the teachers who are willing to think outside the box that are seeing the best results with Gen Z. They’re a generation that spent a good chunk of their most formative years in COVID lockdown learning on laptop screens. They’re the first generation to have the kind of access to cell phones and social media that teens have today. And they’re at the bleeding edge of an age where AI can do all of your work for you even faster than a Google search.
Keeping them engaged in the learning process is key, and it’s a battle. Crucially, Johnson’s classroom rules challenge kids in the ways that really matter. Being accountable to themselves and others, finishing their work independently, and having the autonomy to succeed or fail based on their own merit.
Johnson may have left one thing off her list, however. She does care about her students, deeply. That much is obvoius.
Sometimes, explaining exactly how you feel can be hard. Sure, basic emotions like happy, sad, or angry are easy to name. But pinpointing the exact word for certain complex human emotions can be difficult. (And often, there isn’t an English word to convey those feelings.)
But those with an expanded vocabulary (or access to a dictionary) can often procure uncommon words for these emotions, helping them feel more emotionally intelligent.
On Reddit, people shared 10 of their favorite rare words that describe hard-to-explain feelings.
Sonder
“‘Sonder’ meaning the sudden realization that every random stranger you pass has a life as complex and messy as your own.” – ownaword
Merriam-Webster defines sonder as “the realization and understanding that all other people have lives as complex as one’s own.”
Sonder also has an interesting origin story. “The word was introduced by American author John Koenig in The Dictionary of Obscure Sorrows, a collection of words coined to describe feelings, emotional states, etc., for which the English language seems to lack a current word,” Merriam-Webster notes. “The dictionary was initiated as a website in 2009 and became a printed book in 2021.”
Ennui
“Ennui’s pretty well known, but not to everyone I guess. Ennui (pronounced ahn-WEE) is a noun defining a deep feeling of weariness, dissatisfaction, or listlessness caused by boredom or a lack of interest. It is more profound than simple boredom, often carrying an existential, ‘world-weary’ tone. Common synonyms include tedium, languor, apathy, and melancholy.” – nworbleinad
Merriam-Webster defines ennuias a “feeling of weariness and dissatisfaction; boredom.”
Eudaimonia
“Eudaimonia – much deeper than the usually given surface definition of happiness or well-being, philosophically speaking it means the deep and persistent feeling of flourishing because you are living in accord with the true nature of your being, or that you are in alignment with your true purpose.” – TurangaLeela80
Merriam-Webster defines eudaimonia as “well-being; happiness. Aristotelianism: a life of activity governed by reason.”
Encyclopaedia Britannicaexpands on eudaimonia in reference to philosopher Aristotle, who wrote two ethical treatises (Nicomachean Ethics and Eudemian Ethics) that explore the concept: “For Aristotle, eudaimonia is the highest human good, the only human good that is desirable for its own sake (as an end in itself) rather than for the sake of something else (as a means toward some other end).”
Frisson
“I wasn’t aware of the term ‘frisson’ until very recently, but now it comes to mind all the time when I have the experience. It refers to the aesthetic chills one can get from some external stimuli that’s deeply stirring and pleasurable. I most often experience it during masterful solo musical performances.” – common_grounder
Merriam-Webster defines frisson as “a sudden strong feeling or emotion.”
Piquancy
“Piquancy – the quality of being pleasantly stimulating or exciting.” – Putrid_Rock5526
Merriam-Webster defines piquancy (the quality or state of being piquant) as “agreeably stimulating to the taste, especially: having a pleasantly pungent, sharp, or spicy taste; engagingly provocative or stimulating, having a lively and often mischievous charm.”
Weltschmerz
“Weltschmerz (Welt = world + Schmerz = pain) — the sadness and discouragement you feel when you look at the state of the world and it falls painfully short of how you wish it was.” – canarialdisease
Merriam-Webster defines weltschmerz as “mental depression or apathy caused by comparison of the actual state of the world with an ideal state; a mood of sentimental sadness.”
Weltschmerz first appeared in 1827. “The word weltschmerz initially came into being as a by-product of the European Romanticism movement of the late 18th and early 19th centuries,” Merriam-Webster explains. “A combining of the German words for ‘world’ (Welt) and ‘pain’ (Schmerz), weltschmerz aptly captures the melancholy and pessimism that often characterized the artistic expressions of the era.”
The Daily Word: Weltschmerz Definition: (noun) A weary or pessimistic feeling about life; an apathetic or vaguely yearning attitude. Sorrow that one feels and accepts as one’s necessary portion in life; sentimental pessimism. Performed by: Don Huely Written by: Don Huely with ChatGPT Edited by: Dougie McFallendar Physical and psychological therapist to Don Huely: Fergus O’Shaughnessy Music: Piano Concerto No. 2 in C Minor by Sergei Rachmaninoff & Fanfare for the Common Man by Aaron Copland #huely#wordoftheday#thedailyword#Dougie69mf#fergusOshay#Rachmaninoff#Weltschmerz#Copland @fergusoshay @dougie69mf
“Anhedonia: The inability to experience pleasure or a loss of interest or satisfaction in previously enjoyable activities.” – adulting4kids
Merriam-Webster defines anhedonia as “a psychological condition characterized by inability to experience pleasure in normally pleasurable acts.”
Numinous
“Numinous: Describing an experience that is both awe-inspiring and spiritual.” – adulting4kids
Merriam-Webster defines numinous as “supernatural, mysterious; filled with a sense of the presence of divinity; appealing to the higher emotions or to the aesthetic sense.”
Torpor
“Torpor: A state of physical or mental inactivity, lethargy, or apathy.” – adulting4kids
Merriam-Webster defines torpor as “a state of mental and motor inactivity with partial or total insensibility; a state of lowered physiological activity typically characterized by reduced metabolism, heart rate, respiration, and body temperature that occurs in varying degrees especially in hibernating and estivating animals. Apathy, dullness.”
Lachrymose
“Lachrymose: Inclined to weep or cry easily, often describing a melancholic or tearful mood.” – adulting4kids
Merriam-Webster defines lachrymose as “given to tears or weeping, tearful; tending to cause tears, mournful.”
Human psychology really isn’t that complicated, if you think about it. Everybody wants to see themselves in a positive light. That’s the key to understanding Jonah Berger’s simple tactic that makes people 30% more likely to do what you ask. Berger is a marketing professor at the Wharton School of the University of Pennsylvania and the bestselling author of “Magic Words: What to Say to Get Your Way.”
Berger explained the technique using a Stanford University study involving preschoolers. The researchers messed up a classroom and made two similar requests to groups of 5-year-olds to help clean up.
One group was asked, “Can you help clean?” The other was asked, “Can you be a helper and clean up?” The kids who were asked if they wanted to be a “helper” were 30% more likely to want to clean the classroom. The children weren’t interested in cleaning but wanted to be known as “helpers.”
Berger calls the reframing of the question as turning actions into identities.
“It comes down to the difference between actions and identities. We all want to see ourselves as smart and competent and intelligent in a variety of different things,” Berger told Big Think. “But rather than describing someone as hardworking, describing them as a hard worker will make that trait seem more persistent and more likely to last. Rather than asking people to lead more, tell them, ‘Can you be a leader?’ Rather than asking them to innovate, can you ask them to ‘Be an innovator’? By turning actions into identities, you can make people a lot more likely to engage in those desired actions.”
Berger says that learning to reframe requests to appeal to people’s identities will make you more persuasive.
“Framing actions as opportunities to claim desired identities will make people more likely to do them,” Berger tells CNBC Make It. “If voting becomes an opportunity to show myself and others that I am a voter, I’m more likely to do it.”
This technique doesn’t just work because people want to see themselves in a positive light. It also works for the opposite. People also want to avoid seeing themselves being portrayed negatively.
“Cheating is bad, but being a cheater is worse. Losing is bad, being a loser is worse,” Berger says.
The same tactic can also be used to persuade ourselves to change our self-concept. Saying you like to cook is one thing, but calling yourself a chef is an identity. “I’m a runner. I’m a straight-A student. We tell little kids, ‘You don’t just read, you’re a reader,’” Berger says. “You do these things because that’s the identity you hold.”
Berger’s work shows how important it is to hone our communication skills. By simply changing one word, we can get people to comply with our requests more effectively. But, as Berger says, words are magic and we have to use them skillfully. “We think individual words don’t really matter that much. That’s a mistake,” says Berger. “You could have excellent ideas, but excellent ideas aren’t necessarily going to get people to listen to you.”
This article originally appeared two years ago. It has been updated.
Sometimes when we interact with people, we can fall into autopilot mode and say something we don’t mean. Case in point: when someone accidentally ends a professional call with “I love you,” as if they were talking to a spouse, instead of a formal goodbye—or when a student accidentally refers to their teacher as “mom.”
The reason we sometimes feel like we’ve “zoned out” or acted without conscious effort is a psychological phenomenon known as automaticity. Automaticity can be very helpful when we’re doing complex tasks like catching a football or when we’re doing things that shouldn’t require much mental energy, such as brushing our teeth. However, when we’re on autopilot, we sometimes say silly things, and this teacher is a perfect example.
“I’m a high school teacher (44, been doing this for like 15 years) and today during 6th period, I was helping this kid, let’s call him Marcus, with a geometry proof,” the teacher explained in a now-deleted Reddit post. “He was really trying, you know? Had his pencil behind his ear, kept erasing, the whole thing. And when he finally got it, I just… I said, ‘There you go, sweetie!’”
“The room went *silent*. Like that record-scratch moment you see in movies, except it was real and happening to my actual life,” the teacher explained. “Marcus just stared at me. I tried to recover with ‘I mean… good job, Marcus,’ but the damage was done. By the time the bell rang, I could hear them already talking about it in the hallway.”
The teacher has a 12-year-old daughter they call “sweetie” approximately 600 times a day, so, of course, it was bound to slip out at some point. This time, it just happened to be to Marcus in geometry class. After the school day, the teacher was fraught with questions: “Do these things just blow over? Will Marcus ever make eye contact with me again?”
The post received some funny responses and genuine encouragement.
“It’s good to see there’s a teacher version of calling the teacher mom,” a commenter wrote.
“I once called my English teacher Dad in an otherwise silent classroom. He was only 24, a strawberry blond, and he blushed,” another added.
One commenter thought the teacher should take the Curb Your Enthusiasm approach:
“Double down. Call more kids ‘sweetie.’ Now it’s normalized, and you haven’t humiliated just Marcus (or yourself). There’s a Curb Your Enthusiasm episode about this! Richard Lewis hits his new gf with a premature ‘honey’ and then predictably spirals when she’s weirded out and tries to overcompensate by calling everyone he sees ‘honey’ in front of her.”
Finally, a lot of folks told the teacher everything would blow over
“It will blow over,” a commenter wrote. “I don’t know where you’re from, but calling people little things like that is common everywhere, as far as I know. If a cashier said ‘thanks sweetie’ to me or something I would think literally nothing of it. Seems an overreaction from them. If one of them accidentally called you mum, they would get some banter for it, and then it would be forgotten about. Happens to us all!”
The teacher’s story is a great reminder that we all go on autopilot sometimes and slip up, and there’s no need to feel too bad about it. But just be careful what you call your loved ones at home. It may be the next thing you call a coworker.
Generation X occupies an interesting time in history, for those who care to recognize that they actually exist. They were born between 1965 and 1980 and came into this world at an interesting inflection point: women were becoming a larger part of the workplace and divorce was at the highest point in history. This left Gen X to be the least parented generation in recent history.
Gen X was overlooked in their domestic lives and culturally were overshadowed by Baby Boomers with their overpowering nostalgia for Woodstock, The Beatles, and every cultural moment celebrated in Forest Gump. Once Boomer navel-gazing nostalgia began to wane, a much larger and over-parented generation, the Millennials, came on the scene.
“Whereas Boomers were the ‘me generation’ and millennials were the ‘me me me generation,’ Gen X has become the ‘meh’ generation,” Emily Stewart writes at Business Insider. But even if Gen X is a little aloof, that doesn’t mean they aren’t totally rad, awesome, trippindicular, and that it’d be bogus to define them any other way. To explain the unique history of Gen X and why they’re often overlooked, history teacher Lauren Cella created a timeline on TikTok to explain them to her Gen Z students.
A love letter to Gen X from your millennial cousin? Gen X didn’t start the fire, so after this I will just leave them alone because they do not care ? But seriously for a generation that sometimes gets “forgotten” and stuck between the larger boomer or millennial cohorts, the genres they created paved the way for pop culture as we know it. I’m still not sure who let kids watch “The Day After” on TV or play on those hot metal playgrounds, but Gen X survived to tell the tale. Today, the so called “latchkey” kids, born 1965-1980 are actually super involved as parents, aunts, uncles, teachers (or maybe even grandparents)?. Kids today want to say they are “built different” but I think Gen X is the one holding down that title because they grew up tough, they saw too much, they made it out, and they know exactly who they are and wouldn’t have it any other way.✌️ g#genx
In Cella’s video, she divides Gen X into three distinct phases.
Phase 1: 1970s stagflation and changing families
“Gas shortages meant stagflation. So parents either both had to work or maybe they were divorced. So that meant microwave TV dinners and kids that sort of raised themselves,” Cella explains. “There was no parenting blogs, there was no after-school travel sports, emailing. Like, none of that existed. Bored? Go outside.”
Phase 2: The neon ‘80s
“But then came the 1980s, where everything was big and loud. The hair, the bangs, the Reaganomics, mass consumerism (because now we can trade with China). The whole media just exploded,” Cella says. “But now we have TV, we have movies, we have TV, movies, home movies, TV movies, favorite TV movies, music, music, Videos, music, video, television. All these different genres and all these different cliques and all these different ways that you can express yourself.”
Phase 3: 1990s post-Cold War Skepticism
“Gen X sort of comes into the 1990s more sarcastic and skeptical,” Cella continues. “The Cold War ending meant that they rejected the excess of the eighties. And there’s the shift. Grunge, indie, alternative, flannels, Docs [Doc Martins]. At this point, the technology is also exploding, but not like fun home media, but like corporate media. So there’s this resistance to sell-out culture.”
Cella has a theory on why Gen X seems forgotten, and it’s not just because CBS News famously denied its existence. She believes that it comes down to Gen X’s inability to call attention to itself. “So Gen X is a bridge between these two larger, more storied generations. So it’s not necessarily that they get forgotten. They don’t really want the attention. They’re kind of fine to just like, fly under the radar like they always have, because honestly, it’s whatever.”
This article originally appeared last year. It has been updated.
