Levi Draheim, 11, wears a dust mask as he participates in a demonstration in Miami in July 2019. A lawsuit file by him and other young people urging action against climate change was thrown out by a federal appeals court Friday.; Credit: Wilfredo Lee/AP

A federal appeals court has dismissed a lawsuit brought by nearly two dozen young people aimed at forcing the federal government to take bolder action on climate change, saying the courts were not the appropriate place to address the issue.

A three-judge panel of the 9th U.S. Circuit Court of Appeals said Friday the young plaintiffs had "made a compelling case that action is needed," but they did not have legal standing to bring the case.

The lawsuit, Juliana v. United States, was filed in 2015 on behalf of a group of children and teenagers who said the U.S. government continued to use and promote the use of fossil fuels, knowing that such consumption would destabilize the climate, putting future generations at risk.

By doing so, the plaintiffs argued, the U.S. government had violated their constitutional rights to life, liberty and property.

Judge Andrew D. Hurwitz agreed with some of that assertion, writing in a 32-page opinion that "the federal government has long promoted fossil fuel use despite knowing that it can cause catastrophic climate change."

But, he continued, it was unclear if the court could compel the federal government to phase out fossil fuel emissions and draw down excess greenhouse gas emissions as the plaintiffs requested.

"Reluctantly, we conclude that such relief is beyond our constitutional power," Hurwitz wrote, "Rather, the plaintiffs' impressive case for redress must be presented to the political branches of government."

The decision reversed an earlier ruling by a district court judge that would have allowed the case to move forward.

Philip Gregory, who served as co-counsel for the plaintiffs, strongly disagreed with the 2-1 ruling, saying in an interview with NPR that they would seek an "en banc petition," which would put the issue before the full 9th Circuit for review.

Gregory, who spoke to some of the young plaintiffs following the decisions, says they were hopeful that their pending petition will be considered, "because as we all know, this Congress and this President will do nothing to ameliorate the climate crisis."

Both the Trump and Obama administrations opposed the lawsuit. All three of the judges involved in Friday's ruling were appointed under Obama.

Hurwitz and Judge Mary Murguia made up the majority but the third, Judge Josephine L. Staton, wrote a blistering dissent.

"In these proceedings, the government accepts as fact that the United States has reached a tipping point crying out for a concerted response — yet presses ahead toward calamity," she wrote. "It is as if an asteroid were barreling toward Earth and the government decided to shut down our only defenses."

This content is from Southern California Public Radio. View the original story at SCPR.org.

The serious inflammatory syndrome sending some children and teens to the hospital remains extremely uncommon, doctors say. But if your child spikes a high, persistent fever, and has severe abdominal pain and vomiting that doesn't make them feel better, call your doctor as a precaution.; Credit: Sally Anscombe/Getty Images

Sixty-four children and teens in New York State are suspected of having a mysterious inflammatory syndrome that is believed to be linked to COVID-19, the New York Department of Health said in an alert issued Wednesday. A growing number of similar cases — including at least one death — have been reported in other parts of the U.S. and Europe, though the phenomenon is still not well-understood.

Pediatricians say parents should not panic; the condition remains extremely rare. But researchers also are taking a close look at this emerging syndrome, and say parents should be on the lookout for symptoms in their kids that might warrant a quick call to the doctor — a persistent high fever over several days and significant abdominal pains with repeated vomiting, after which the child does not feel better.

"If [the child is] looking particularly ill, you should definitely call the doctor," says Dr. Sean O'Leary, a pediatric infectious disease specialist at Children's Hospital Colorado Anschutz Medical Campus and member of the infectious disease committee for the American Academy of Pediatrics.

The new condition associated with COVID-19 is called Pediatric Multi-System Inflammatory Syndrome. Symptoms include persistent fever, extreme inflammation, and evidence of one or more organs that are not functioning properly, says cardiologist Jane Newburger, a professor of pediatrics at Harvard Medical School and director of the Kawasaki Program at Boston Children's Hospital.

"It's still very rare, but there's been a wave of cases. Physicians and scientists are working hard to understanding the mechanisms at play, and why only some children are so severely affected," Newburger says.

Some symptoms can resemble features of Kawasaki Disease Shock Syndrome. Kawasaki Disease is an acute illness in children involving fever, together with symptoms of rash, conjunctivitis, redness in the lips, tongue and mucous membranes of the mouth and throat, swollen hands and/or feet, and sometimes a large group of lymph nodes on one side of the neck, says Newburger. Some children with the condition develop enlargement of the coronary arteries and aneurysms in those blood vessels.

A small percentage of Kawasaki cases go on to develop symptoms of shock – which can include a steep drop in systolic blood pressure and difficulty with sufficient blood supply to the body's organs. Kawasaki disease and KDSS more often affect young children, although they can sometimes affect teens, Newburger says.

Some cases of the new inflammatory syndrome have features that overlap with KD or with KDSS — including rash, conjunctivitis, and swollen hands or feet. The new inflammatory syndrome can affect not only young children but also older children and teens.

But patients with the new syndrome have lab results that look very different, in particular, "cardiac inflammation to a greater degree than we typically see in Kawasaki shock syndrome," which is usually very rare, O'Leary says. In New York City and London, which have seen large numbers of cases of COVID-19 cases, "those types of patients are being seen with greater frequency."

Some patients "come in very, very sick," with low blood pressure and high fever, O'Leary says. Some children have had coronary artery aneurysms, though most have not, he adds.

Other patients exhibit symptoms more similar to toxic shock syndrome, with abdominal pain, vomiting and diarrhea and high levels of inflammation in the body, as well as the heart, O'Leary says. Most cases are treated in the intensive care unit, he says. Treatment includes intravenous immunoglobulin, which can "calm the immune system," says Newburger, as well as steroids and cytokine blockers.

The evidence so far from Europe, where reports of the syndrome first emerged, suggests most children will recover with proper supportive care, says O'Leary, though one adolescent, a 14-year-old boy in London, has died, according to a report published Wednesday in The Lancet.

Most children with the syndrome, O'Leary and Newburger note, have either tested positive for a current infection with the coronavirus, or for antibodies to the virus, which would suggest they were infected earlier and recovered from it.

And, according to case reports, some of the kids with the inflammatory syndrome who tested negative on coronavirus tests had been exposed at some point to someone known to have COVID-19. The inflammatory syndrome can appear days to weeks after COVID-19 illness, doctors say, suggesting the syndrome arises out of the immune system's response to the virus.

"One theory is that as one begins to make antibodies to SARS-COV-2, the antibody itself may be provoking an immune response," says Newburger. "This is only happening in susceptible individuals whose immune systems are built in a particular way. It doesn't happen in everybody. It's still a really uncommon event in children."

In late April, the U.K.'s National Health Service issued an alert to pediatricians about the syndrome. Reports have also surfaced in France, Spain and Italy, and probably number in the dozens globally, Newburger and O'Leary say, though doctors still don't have hard numbers. Newburger says there needs to be a registry where doctors can report cases "so we can begin to generate some statistics."

"Doctors across countries are talking to each other, but we need for there to be some structure and some science so that everybody can interpret," she says.

Earlier this week, the New York City Health Department issued an alert saying 15 children ranging in age from 2 to 15 had been hospitalized with the syndrome. Newburger says that she's been contacted about cases in New Jersey and Philadelphia, as well.

While the syndrome's precise connection to the coronavirus isn't yet clear, O'Leary says the fact that the children in most of these cases are testing positive for exposure to the virus, one way or another, provides one point of evidence. The sheer number of cases — small in absolute terms, but still "much higher than we would expect normally for things like severe Kawasaki or toxic shock syndrome" — provides another, he says.

And then there's the fact that most reports of the syndrome have come out of the U.K. and New York City, places that have been hit with large numbers of COVID-19 cases.

"It's pure speculation at this point," he says, "but the U.K. cluster kind of went up about a month after their COVID-19 infections went up, which would suggest that it is some kind of an immune phenomenon."

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Janice Chang for NPR

The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.

"I want to hug them all, but I really wanted to hug that one," Sabens remembers.

Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.

"Zoom is just not gonna ever bridge that gap," she says. "That one was pretty rough."

The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.

Why students need counselors now more than ever

Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.

Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families "really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them."

For so many children, Kirk says, "school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students."

Counselors say part of the trauma comes from students being isolated from each other.

"In a middle school, that social piece is so important," says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, "but that face-to-face and being with their friends... they're missing that."

Students are also experiencing a kind of grief "over what they've lost," Sabens says, especially seniors. "Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'"

Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know "that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it is tragic."

Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means "trauma-informed care is going to really, really explode in ideally healthy, meaningful ways."

That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, "making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long."

Broken connections

Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.

"I think about my eighth graders," says Laura Ross in Lawrenceville. "My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings."

But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to find her students.

"Email, email, email, email — lots of emails," she says, calling it her "primary mode of communication with the students."

Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is "exactly what keeps me up at night."

So far, Kirk has mostly been in contact with parents and caregivers. "That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student]." She worries that, if a child is not OK at home and needs help, she won't know.

Kirk's focus on these calls has also shifted away from academics toward "the basic needs of our kids... making sure they have enough food. We're making sure they're safe."

Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: "Our main priority right now is just to check the welfare of each student."

Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. "I feel for the students whose parents don't know English or don't really know how to help their students."

"It's no longer private"

NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.

At school, "we have some sort of office space... where students can feel like they're having a private conversation with counselors," says Coleman in Chicago. "Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're triggered or they don't feel comfortable sharing ... because it's no longer private."

Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but "at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation." And that might keep students from really opening up about things like basic stress or even abuse.

The same holds true for many elementary school counselors.

"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group," says Marie Weller, an elementary school counselor in Delaware, Ohio. "So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how can I check in?"

Getting creative

In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.

Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. "They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves."

Ross says they even meet at the same time each week, just on Zoom.

On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. "Huh," she thought. "Maybe I'll be able to use these."

Weller and her fellow elementary school counselors say one important part of their job is making sure all students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?

Weller improvised.

She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.

Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song "What's Cooking In The Kitchen" as her opening theme. The resulting videos are brief, rich and charming, with lines like, "Your brain's amygdala acts like a guard dog."

And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a camera-blocking cameo.

In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Eight-year-old Mariana Aceves is doing her math homework — subtraction by counting backwards — while sitting on the bed she shares with her mom, Lorena Aceves.

They're sitting on the bed because they have nowhere else to go: they live in an 8-foot-by-12-foot room called a tiny house. It's part of Seattle's transitional housing where people experiencing homelessness can live until they find a job and a place of their own.

There's room for the bed they share, a TV shelf, "and a little tiny plastic dresser, and then all of our clothing and our food goes underneath our bed," Lorena Aceves says.

Tens of millions of kids are taking classes online at home right now because of the coronavirus pandemic. That's hard enough for most families. But, if you're homeless and have no computer, sketchy wifi, and no quiet place to study, it's even more difficult. That's the case for the one and a half million school kids currently experiencing homelessness across the U.S.

When Seattle's schools closed in March, Aceves had to quit her new job, because she couldn't find childcare. She and her daughter have been holed up in their tiny house ever since.

"It's the boredom," Aceves says, "and me trying to reach out and find resources — work, a car, things like that — while also making sure that she's entertained."

Aceves and her daughter have a tiny amount of private space. Other homeless families have no privacy at all.

Sixteen-year-old Capelle Belij is living with his parents at a shelter, part of a network of family shelters in the Seattle area run by the nonprofit Mary's Place.

The Belijes share a room with two other families, divided only by curtains.

"My friends, like, come up to my bed space and ask if I want to play or something," Belij says. "If we had our own place, I could learn better."

Three-quarters of children and youth considered homeless live doubled-up with another family. That's the situation for the family of 17-year-old Michelle Aguilar. She's part of KUOW's youth reporting program, called RadioActive.

"I can't really find a specific space where it's like quiet and calm and I can actually have wifi," Aguilar says.

Since Aguilar's shared bedroom doesn't have wifi, she ends up in the living room or kitchen with the rest of her family.

"And they just, like, continue their chaotic life of yelling and screaming and, like, playing music and listening to the TV and cooking," she says.

"Whenever I'm, like, in the environment of it being really loud," Aguilar says, "I tend to, like, read over and over and over and over the assignment."

"We're definitely very concerned with there being an achievement gap during this time," says Tisha Tallman, the executive director of the National Center for the Education of Homeless Children and Youth. "The longer this goes, the more likely our children are to fall behind."

And, Tallman adds, schools provide much more than an education: many homeless kids get two meals per day there, and they rely on it as a safe and stable place to be.

Back in her tiny house, Lorena Aceves is trying to keep her daughter's education on track with a strict schedule of math, reading, and typing.

"Even though this is frustrating," Aceves says, "we are having this time together and that's something typically that we don't have."

Aceves says it's good to feel close to her daughter during a time that she has to stay far away from nearly everyone else.

This content is from Southern California Public Radio. View the original story at SCPR.org.

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