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Tips to help students be successful esports athletes

Esports taught this teacher some valuable lessons

Future-proofing your network for an esports takeover

What you need to start an esports program in your district

Learn how esports boosts student engagement

Esports is great for SEL and motivation—here’s why

One teacher’s esports mission

Addressing the 800-lb gorilla in esports

Everything You Need to Know. Everyone You Need to Reach.

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Guides K-12 Esports Contents

ContentsEsports Trending News

Research shows significant learning via scholastic esports . . . . . . . . . . .4

5 ways esports is impacting education right now . . . . . . . . . . . . . . . . . . .7

Addressing the 800-pound gorillas in scholastic esports . . . . . . . . . . . . .8

11 tips to help students be successful esports athletes . . . . . . . . . . . . . .9

3 things I learned from my middle school esports team . . . . . . . . . . . . .11

One district’s journey to esports success . . . . . . . . . . . . . . . . . . . . . . . . .12

Esports in Paradise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

4 ways schools can future proof networks for an esports takeover . . . .14

8 things to help your district launch an esports program . . . . . . . . . . . .16

5 benefits K-12 esports gave this district . . . . . . . . . . . . . . . . . . . . . . . . .18

What you need to start an esports program . . . . . . . . . . . . . . . . . . . . . .19

How esports changed my school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Company Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

About eSchool News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Monthly Guide Editorial Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . .24

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GuidesK-12 Esports Trending News

BY CLAIRE LABEAUXAs esports grows in popularity, many

schools are evaluating whether and how toimplement esports programs. There’s a bigdifference between programs that incorpo-rate only gameplay and tournaments, andthose that intentionally incorporate learn-ing into the esports environment.

The University of California Irvine(UCI) has been researching the learningimpacts of students enrolled in esportsclubs and classes through the NorthAmerica Scholastic Esports Federation(NASEF). From its inception two yearsago, NASEF has focused on developing aprogram that taps into students’ excite-ment around esports, with an emphasis onpersonal and educational development.

Constance Steinkuehler, a professor ofInformatics at UCI, researches the cogni-tive, intellectual, and social aspects ofesports and multiplayer onlinevideogames. She and a team ofresearchers have just completed severalempirical studies on student behaviorsand learning specific to NASEF’sscholastic-based structured environment.

The data documents significant posi-tive learning outcomes for high schoolstudents because of their participation inNASEF’s scholastic esports program. Infact, researchers found that studentsimproved in nearly every outcome vari-able measured, including STEM careerinterest, school engagement, criticalthinking, and many others.

In a study on Academic and Social-Emotional Learning in High SchoolEsports, the team performed a quantifiedanalysis of qualitative data, examiningthe impact of the high school esportsleague on teens using national academic(NGSS) and social-emotional (CASEL)standards. Findings revealed important

benefits in science, math,English language arts,social-emotional learning,and school affiliation.Surprisingly, the most dra-matic benefits were social-emotional.

Both students and staff spoke atlength about the ways in which theleague was transformative in terms ofboth self-awareness and self-manage-ment, on the one hand, and social-awareness and relationships skills, onthe other. Students frequently told sto-ries about transformation in their under-standing and skills of emotional regula-tion, social acumen and sensitivity, andthe ability to regulate what many referto as “tilt” – strong emotional responsesduring gameplay that degrades deci-sion-making and teamwork.

For example, as one student com-mented, “I get tilted very easily, andwhenever I play with them, I wouldstart getting upset, and they would startjoking, and it would take me off tilt, andthen I would sit down and focus and belike, okay, I know what I’ve been doingwrong. I know how to improve it for thenext games. So, I haven’t been gettingas tilted as often, because I have gottenbetter to where if someone does do real-ly horrible, I don’t care. I just focus onmyself playing.” (School 4, Student 3)

Students also remarked on the rolethe league had in increasing their affili-ation with school. By acknowledgingstudents’ interests and making a spacefor their game-related accomplish-ments, students came to feel moremeaningfully connected to both theinstitution of schooling and the adultsparticipating in it.

Another surprise was that studentsfrom lower-income schools showed

greater gains than students from higher-income schools, contrary to initial con-cerns about the equity of esports basedprogramming for high schoolers basedon prior research. While the increasedlearning outcomes for students fromlow income schools allow us to inferthat economic inequities do not interferewith interest-driven learning in this con-text, they do not assess other forms ofequity that create barriers to entry formany. Such findings are thereforeencouraging but require further investi-gation to assess differences based ongender, ethnicity, sexual orientation,and level of gameplay skill.

Mentorship and student leadershipboth seem to mediate the relationshipbetween league participation and manyof the benefits found in this study.Teacher GMs and coaches appear toplay a key role in modeling behaviorand fostering environments in whichstudents learned to focus on improvingtheir social, communication, and analyt-ical skills. Having experts model bestpractices for team play and success,such as post-game reflections, gave stu-dents tangible actions to take before,during, and after each game.

In Enriching Esports: Assessment ofan After School Esports Program forTeens, the research team conducted a ret-rospective posttest survey on studentsparticipating in esports club activity host-ed by NASEF. The survey assessed theirSTEM Attitudes and Career Knowledge,School Affiliation, Social Skills andRelationships, Self-Regulation, and 21st

Research shows significant learning via scholastic esportsAs scholastic esports teams expand across the nation, research has some promising indications for students’ academic experience

Century Skills. Club participants werepaired with non-participating studentswith similar characteristics in terms ofGPA, gender, and the school site.

Researchers created an online retro-spective posttest by combining thePEAR instrument, a validated surveyused to assess STEM attitudes andcareer knowledge, with supplementalin-house items designed to evaluate stu-dents’ school affiliation, social skills,self-regulation, and mastery orientation.

The goal of the survey was to measurestudents’ assessments of whether andhow they changed on each variable.NASEF students reflecting on their timewithin the program yielded 18 significantresults out 19 interest variables across allfive topic areas. 17 of those results werepositive, indicating an improvement overthe course of the NASEF esports pro-gram. Together, these results show that

NASEF program significantly and posi-tively improved students’:• STEM Activity Participation, CareerInterest and Knowledge, andEngagement

• Grit and Perseverance• Relationships with Peer and Adults• Critical Thinking• Communication and Cooperation• School Values and Engagement• Sense of Belonging• Self-Management“You can’t just guess at whether a new

approach to learning will be effective,”said Steinkuehler. “Teenagers are tricky;they can’t be talked into liking somethingor easily convinced that certain classesare relevant. I’ve been researching gamesand learning for more than a decade,working to hone in on something thatkids are authentically drawn to AND thatprovides a meaningful, authentic context

for meeting key educational goals andstandards. These data suggest thatNASEF is onto something important withscholastic esports.”

“The tide has turned,” said Tom Turner,chief education officer at NASEF. “Esportsand video games used to be seen as nega-tives by parents and educators, but thisresearch documents the positive benefitschildren realize when they’re involved inesports in a NASEF club, with structuredlearning built right into the fun. It’s time forall of us to embrace this new world oflearning and to give our children the abilityto learn while doing what they love.”

Claire LaBeaux oversees communica-tions for several STEM and education-focused organizations. She works withNASEF to expand awareness of scholas-tic esports and highlight the positiveimpacts on youth.

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Guides K-12 Esports Trending News

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Guides K-12 Esports Trending News

BY LAURA ASCIONEManaging Editor, Content Services

More than 70 percent of schools areconsidering starting an esports pro-gram, citing an opportunity to improvethe campus experience for students andfoster STEM learning, according to asurvey from Extreme Networks andeCampus News.

The report, which surveyed 281technical and administrative leadersacross K-12 and higher education,found that 1 in 5 schools already havean esports program, and 71 percent areconsidering or might consider adding aprogram in the future.

Only 9 percent of schools cited lack ofstudent interest as a reason for not havinga program. In fact, as interest grows, so,too, do resources and esports leagues forstudents. Play VS operates at both thehigh school and college levels and offers aplatform that helps schools build esportsteams and manage schedules and stats inreal-time. The High School EsportsLeague aims to make esports available toevery high school student as a legitimatevarsity sport, targeting both academic suc-cess and future career success.

The results underscore the momen-tum of the esports market and indicatethat schools are embracing these pro-grams to boost student recruitment andretention, better prepare students for thejob market, and blend on-campus andonline experiences.Five important things to knowabout esports in education1. Esports improves overall cam-

pus experience, drives recruitment,and diversifies learning: 88 percent of

schools with esports programs in placesaid that their program diversifiesextracurricular activities, 56 percentsaid it improves overall campus experi-ence, 47 percent said it fosters interestin STEM, and 41 percent said it helpswith student recruitment. Schools alsofind that it can help develop in-demandjob skills. SUNY Canton, home to thefirst varsity esports squad in New YorkState and the first New York State teamto join the National Association ofCollege Esports (NACE) leverages itsprogram to offer degrees in game designand development, technological com-munication, cybersecurity and graphicsand multimedia.2. League of Legends and

Overwatch reign supreme:According toEsports Earnings, Dota 2 and CounterStrike: Global Offensive are the top gamesin professional esports leagues, based onprize pool. Our survey reveals that at theschool level, League of Legends andOverwatch are the most popular games, as81 percent of schools involved compete inLeague of Legends and 50 percent com-pete in Overwatch, followed by Fortnitewith 37 percent. Others with frequentmentions include FIFA, Hearthstone,Dragonball Fighter Z, Rocket League, andSuper Smash Brothers.

3. Schools are using scholarshipsto attract esports talent: 20 percent ofschools say they are already offeringscholarships and financial aid to encour-age students with esports experience toapply and enroll; and another 67 percentsay they are considering it.4. Fears of high program costs are

misguided: 45 percent of schools citedcost as the primary barrier to launchingan esports program, yet the surveyfound that 69 percent of schools withprograms estimate annual expenses tobe less than $10,000.5. Designated esports facilities are

on the rise, and the network is key: 59percent of schools with an esports pro-gram either have a designated facility orare planning on building one. But to besuccessful, it’s critical these facilitieshave the proper IT infrastructure inplace. The network is a critical compo-nent to building a program, intercon-necting powerful gaming stations andmyriad devices, minimizing latency,and ensuring a smooth spectator experi-ence. Schools need to have a reliable,high-speed wired and wireless networkwith analytics to optimize programs andmaximize value.

5 ways esports is impacting educationright nowThe esports industry is still young, but it isbooming— and growth isexpected to skyrocket

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GuidesK-12 Esports Trending News

BY ELLIOTT LEVINEPlenty of organizations and

researchers speak about the positivequalities of scholastic esports. I person-ally see those benefits. But many areunwilling to discuss the two 800-poundgorillas that every school or universityfaces. These substantive challenges pre-vent esports from being a healthy andinclusive environment for all students.

First, esports can become a toxicemotional environment due to harass-ment and bullying during game play.Fun, spirited “trash talk” is the nature of

competition, but harassing other playersor bullying them – either through gameplay or via audio conversations via thePC – crosses the line. In fact, a 2019survey from the Anti-DefamationLeague found that 65 percent of playersreported experiencing “severe harass-ment” including physical threats, sus-tained harassing and stalking.

Exposure to such behavior, the studyshows, found that 23 percent of playersbecame less social and “one in 10 play-ers said they had suicidal thoughts after

being harassed while playing onlinegames.” As a result, most K-12 schoolsreport participation in esports play is95-99+ percent male, despite the factthat females accounted for 46 percentof gamers nationwide.

Second, prolonged play without moni-toring of health habits can expose youngpeople to prolonged physical injuries. A2018 peer-reviewed study from BMJOpen Sport & Exercise Medicine journalfound that, among collegiate esports play-ers, 56 percent report eye fatigue, 42 per-cent report neck and back pain, 36 percent

and 32 percent report wrist and hand painrespectively. Despite these high numbers,the journal reports that only 2 percent ofplayers sought medical attention.

Between bullying and harassment,prolonged exposure to injuries, and lit-tle efforts to effectively curb these badpractices, are school systems exposingthemselves to lawsuits and Title IXinvestigations? School officials can’tclaim ignorance of these issues, whenconcerns about harassment and injuriesare features in stories in the

Washington Post, New York Timesand CBS News.

Esports organizations are makingstrides to address these issues.NASEF’s Code of Conduct is a greatexample of the expectations we must setfor players and coaches. But just asschool systems currently have estab-lished policies and procedures, schoolsalso use technology to monitor, deter,and address such issues when they arise.

Every district has rules that apply toconduct on school buses, yet because ofongoing disciplinary issues encountered,most school buses have cameras on boardto document any behavioral problemsand address them in a proactive way. Themere presence of those cameras helpsdeter the behavior problems for many.

Having been involved in scholasticesports for several years on the comput-er hardware side, I was proud to lead aneffort to help make esports a safer andmore inclusive learning environment.Healthy Player ONE is the first of itskind – addressing both harassment andinjury prevent with software. I’m fortu-nate to have aligned myself with a teamof passionate technologists who see theopportunity to make scholastic esportsan effective teaching tool – to enlightentheir careers but especially their charac-ter. We often overlook the ability forgaming to enhance interpersonal com-munication, collaboration, creativityand cognitive ability.

First, the software monitors gameplay to give students a safe way toreport and document inappropriatebehavior from other players. With a tapof their keyboard, their computer startsrecording their computer screen andindependent audio in their headset, cap-turing exactly what occurred so it can beimpartially reviewed by the coaches or

Addressing the 800-pound gorillas in scholastic esportsHarassment and injuries from excessive play are among challenges facing most scholastic esports programs

Guides K-12 Esports Trending News

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other school officials. The mere pres-ence and knowledge the software is inplace often can deter the bad behavior inschool and college programs.

To prevent injuries, the softwareempowers coaches to limit game time,enforce breaks, provide exercises forplayers during breaks, and use online“check-ins” to document the appear-ance of any injury-related symptoms.

Among the positive attributes thissoftware can have for a school system,educators experienced in scholasticesports comment the software can helpmake esports a more inclusive environ-ment, making it more appealing to awider range of students. Documentingsymptoms early can reduce repetitivestrain and eye-related injuries. Mostimportantly, the software helps schools

proactively demonstrate oversight intotheir esports programs, reducing theirexposure to liability lawsuits.

In the end, it doesn’t matter howmany “kills” you log in a game or whattournament you won. It’s your personalcharacter and how your “ethos” wastruly revealed during game play.

Since launching in May 2020,Healthy Player ONE has alreadyformed partnerships across K-12 andHigher Education esports organizations.For K-12 scholastic esports, NASEF(the North America Scholastic EsportsFederation) has named Healthy PlayerONE a preferred partner. In higher edu-cation, NAECAD (National Associationof Esports Coaches And Directors) haspartnered with the company.

To learn more about the realities

about harassment and injuries associat-ed with scholastic esports, and how asimple application can reduce thoseobstacles, please visit www.healthy-playerone.com.

Elliott Levine is Co-Founder andChief Product Officer of Healthy PlayerONE, and Chief Academic Officer forSTS Education, a national educationaltechnology services firm. Formerly thefirst Distinguished Technologist inEducation in Silicon Valley, Elliott is apast school district official, adjunct pro-fessor, columnist, and sought-afterkeynote speaker in the edtech vertical. Headvises institutions and companies pri-vately, and his opinions expressed in thispiece are entirely his own. To contactElliott, visit www.edtech-elliott.com.

BY MASON MULLENIOUX, CO-FOUNDER AND CEO OFGENERATION ESPORTS

As esports teams grow in popularity,there are more resources and tips to helpstudents and their teams achieve success.

There are many things that go into anesports team’s success: students’ academ-ic success, their ability to work togetherand collaborate, their ability to care forequipment and tools, and their commit-ment to practice and hone their skills.

Here are 11 tips for student successas schools launch esports teams.1. Scholarships are yours for the

taking: Schools at the varsity level thathave esports programs often have schol-arship programs that go unclaimed.Students often feel that their rank isn’thigh enough or they lack the experienceto qualify, which isn’t necessarily thecase. While you may not get your full

tuition paid, by seeking out schools andtapping into their support resources,many students are likely to find thatthey actually qualify for a scholarship.2. Train like you mean it: Like any

other sport, focused practice makes per-fect, but not all practice will lead to per-fection. It is essential for anyone inter-ested in pursuing a career in esports tofocus their playtime: structure rankedmatches, make time to practice regular-ly with a team, and allow for extra tour-nament play to get that valuable experi-ence that varsity esports teams look for.3. Take care of your tools: Like any

traditional athletic sport, it is importantfor students to take care of their physicaland mental health in order to effectivelypractice and achieve meaningful resultsduring tournaments. By practicing regu-lar healthy eating, sleeping, and personalhygiene habits, and consistent physical

exercise and self-care such as stretchingbefore they play, they demonstrate dedi-cation and discipline — qualities thatevery school looks for in a potential pro-gram candidate. You can find more infor-mation about how to care for your physi-cal and mental health to help you tobecome an effective e-athlete here.4. Compete, compete, compete:

Tournament experience is one of themost important factors when schoolsconsider a candidate for their esportsprogram. Take any opportunity you canto participate in them and collect yourstats, which is useful information topresent to the schools when you apply.When you can, capture video or streamyour gameplay so that you can lookback and improve your strategy. Groupssuch as HSEL or Generation Esports aregreat resources to help you find tourna-ments throughout the year.

11 tips to help students be successfulesports athletesThese tips can mean the difference between a lackluster esports experience and an engaging and successful one—read on for more

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GuidesK-12 Esports Trending News

5. Be a team player: Schools lookfor students who exemplify sportsman-ship and excellent teamwork. They willlook back at tournament chat logs andvideos, so it’s important that youremember to keep your cool and elimi-nate toxic language or behavior.Encourage your teammates, communi-cate, and take a deep breath before yougo full tilt when things don’t go yourway. Remember: schools are lookingfor people who represent their idealseven before they become their students.6. Coachability > Skill: The top

characteristic schools look for in apotential candidate is coachability. The

ability to listen to feedback and use thatadvice to improve your game is crucialin a varsity esports program. Schoolswill evaluate your gameplay over timeto see how you improve, so potentialand growth are often preferred over skilland rank. By collecting streams andvideos of your tournament play, you caneasily demonstrate your growth, whichwill help you stand out from the crowdof applicants.7. Parental support helps: Just like

in any sport, in order for your child toreach great heights, they need to prac-tice, and those hours spent playinggames are the same as practicing playson a basketball court, football, or soccer

field. You can be their greatest ally byhaving conversations with them andlearning more about what they are play-ing, and what their achievements andgoals are. You can find out more abouthow you can help your child become asuccessful e-athlete here.8. Teachers lead the way: Starting

an esports program at your school is agreat start to help your students achievetheir esports dreams–but it doesn’t stopthere. As the backbone of any child’seducation, it’s your role to provide theguidance they need to be successful intheir extra-curricular and academic pur-suits. Instilling a sense of responsibility

such as holding them accountable fortheir attendance and GPA will providethem with skills beyond the screen.Team-building activities such as coordi-nating team jerseys, team parties, andbringing the full club to support duringtournaments promote healthy, positiveattitudes and the sportsmanship varsityteams look for in an applicant.9. More than just your skill in the

arena: Varsity programs look for morethan just a student’s ability to play. Awell-rounded student who excels beyondesports demonstrates the kind of disci-pline, initiative, and dedication that helpsthem stand out in a crowded space.Taking academic courses that focus on

math, science, engineering, and technol-ogy spaces — and keeping your GPAhigh in these areas — will help you get aleg up on the competition.10. E-athletes are just the tip of the

iceberg: Training to be a high-levelplayer is a great goal, but the world ofesports offers many other career pathsto pursue. Many varsity programs offercourses to put students on the pathtowards esports event and stream pro-duction, coaching, team management,becoming an esports analyst, shoutcast-ing, and streaming. By diversifyingyour talents and interest in the esportsspace early on, you demonstrate toschools that you are more than just askilled player.

11. Resources to help you get thatscholarship: Identify schools that offeresports scholarships, includingUNIGO, NCSA, Scholarships.com,and the National Association ofCollegiate Esports–this directly letsyou search by game, then offers contactinformation for schools that match. Asyou can see, the varsity esports space isincredibly fragmented, which makes itdifficult, if not impossible, to find theinformation you need in one place.HSEL is committed to changing that.Reach out to the school(s) you are inter-ested in for additional resources/requirements, and deadlines to submitapplications. BeRecruited can helpconnect students, parents, and coachesin the team recruitment process. Youcan also look at collegiate organizationsthat offer competitions, such as Tespaor Alliance of Campus Esports andfind a school you’re interested in fromthere. An org like GenE will help con-nect you with resources, fellow studentplayers, and a growing network ofesports teams worldwide. Join theHSEL Discord server, where coachesare already searching for talent!

Mason Mullenioux co-founded theHigh School Esports League in 2012 andhas served as its CEO through multiplegrowth stages, including a tech platformbuild-out and evolution into globalesports organization Generation Esports.

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Guides K-12 Esports Trending News

BY CHRIS AVILESIn September 2018, my school dis-

trict approved the creation of my FHKnights esports team–the first middleschool esports team in the country.

Over the last two years, I’ve learneda lot about running an esports team andthe value of esports in education.Esports is a great way toteach soft skills

Just like traditional sports, esports isa great way to help students developsoft skills. As students are playing,esports coaches can incorporate leader-ship, communication, and teamworktraining right into practice.

Teaching soft skills is just the begin-ning. The value of teaching social andemotional learning (SEL) throughesports is proven, but it isn’t new.Mindfulness and SEL training are beingdone at the collegiate and pro level, so itis only natural that it is trickling down tothe high school and middle school level.

Some of the more advanced esportsprograms are starting to teach hownutrition, sleep, and exercise canimprove performance and how playerscan avoid becoming triggered, playingtilted, and handle toxicity when gaming.Esports builds a sense ofbelonging

Before joining our esports team, mostof my players had no home/school con-nection. They didn’t play sports or partici-pate in clubs. Mostly, my kids went homeafter school and played video games.

The best part about starting myesports team is watching my kids devel-op a sense of belonging. The communi-ty I’ve built around esports at my schoolhas given students a new social group.Instead of playing alone, my kids gener-ally game together outside of school.After our matches, they often go out fora slice of pizza together.

It is the sense of belonging that isesports’ greatest strength, because thekids who may need to feel like part ofsomething the most aren’t getting itanywhere else.Esports is great for creatingthe pipeline

Having an esports team presents agreat opportunity to give kids hands-onexperience with careers in esports.Because esports is the fastest-growingindustry in the world, it is important thatstudents know that they can turn theirlove of video games into careers, espe-cially STEM careers. I call this thepipeline. We need to create, then show,kids the pipeline they can follow to getfrom middle school through college andinto a career by following their passionfor gaming.

To do this, I have a team behind myesports team to help build out myesports ecosystem. I don’t just haveplayers on my team–I have players andother support staff that fill vital supportroles on the esports team. Roles such asshout caster, IT specialist, scout, statis-tician, graphic designer, video editor,event planner, journalist, accountant,marketeer, and many more. By givingstudents the jobs that need to be done torun a successful esports team, they aregetting hands on experience with possi-ble careers they might want to exploreas they get older.

To further support the idea of follow-ing their passion for esports to college, Ischedule my team to play colleges fromaround our state. After our match, I havethe college players talk about what theyare majoring in and how their passionfor gaming plays a role in their choice.

My students leave feeling inspiredafter talking to the college studentsabout their shared passion. My kids whomay not think college is an option forthem are realizing that maybe they want

to go to college because they can con-tinue to pursue esports at the collegiatelevel and then graduate into a career,traditional or otherwise, that lets themcontinue to be involved in gaming.

It has never been easier to start anesports team. I activated my team withthe help of the North AmericanScholastic Esports Federation(NASEF). They have everything youneed to get your team up and running.Even if you don’t have gaming experi-ence, you should consider starting anesports team at your school for all thebenefits I’ve mentioned and more.

Chris Aviles is a teacher atKnollwood Middle School in FairHaven, New Jersey. There he runs therenowned Fair Haven Innovates pro-gram he created in 2015. Part of his FHInnovates program includes the FHKnights, the first middle school esportsteam in the country. As coach of the FHKnights, Aviles and his players take onall comers from around the countryincluding other middle schools, highschools, and even colleges. Chris hasbeen involved in esports since 1998 andhe is passionate about growing theesportsedu movement. He has authoredThe Guide to Esports in Education andrun a nonprofit, Garden State Esports,to help other educators start esportsteams in their schools. You can keep upwith Chris at his blogTechedUpTeacher.com and @techedupteacher on social media.

3 things I learned from my middle school esports team

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GuidesK-12 Esports Trending News

BY JANE WHITAKERWhen St. Lucie Public Schools was

awarded the Magnet School AssistanceProgram Grant in 2017, the district wasable to revitalize three schools within theschool district: Creative Arts Academy,Samuel Gaines Academy of EmergingTechnologies and Fort Pierce WestwoodAcademy: The WEST Prep Magnet. Partof this revitalization was to discover andbuild unique programs of interest thatwould gain the attention of studentsthroughout the school district.

St. Lucie Public Schools beganexploring the possibility of building anesports program at Fort PierceWestwood Academy, its new magnethigh school, in the spring of 2019. Thedistrict team met with various compa-nies attempting to launch esports initia-tives throughout the country, howeverthose partners did not seem to have thevision that St. Lucie was looking for.

In April 2019, the magnet team par-ticipated in the Southeast STEMEcosystem Convening was introducedto the founder of the North AmericaScholastic Esports Federation(NASEF), and the vision for esports inthe district came to life.

Many of the programs the teamreviewed previously were focused on“gaming just for gaming,” but the magnetteam realized the uniqueness of theNASEF program. It focused on students’academic achievement, in addition toproviding a career-focused platform thatwas a game changer for the vision of theprogram. At that point, the district’sesports initiative was off and running.

Fort Pierce Westwood Academy wasselected to be the showcase school forSt. Lucie Public Schools, becoming theonly school in the district to implementan esports program and becoming theonly high school on the Treasure Coastto join the Florida league.

The esports program at Fort Pierce

Westwood Academy began with thedesign and implementation of theEsports Lab, which was supportedthrough grant funding. The club startupwas initiated with a student interest sur-vey that reflected that a vast number ofstudents were interested in participat-ing. The lab, designed in partnershipwith Microsoft, includes 14 gaming sta-tions with MSi Trident Gaming PCs

with HyperX Gaming Headsets, gamingmice and gaming keyboards, and 4Smart TVs with 3 Nintendo Switches.The Nintendo Switches donated byNASEF.

The magnet team took a leadershiprole in helping develop the first Floridacohort of the Florida Scholastic EsportsLeague (FLSEL) as a component ofNASEF. In working with 12 other dis-tricts throughout the state, we beganworking to focus on the curriculumpathway for the schools to be centeredaround computer science and the ele-ments of esports business, game design,marketing, and event management.

As part of the NASEF community,students are challenged to create theirteam logo, team website, and try theirhand at shout casting. These marketable,future-ready skills can lead to a career ormove them forward in their academics.This truly supports NASEF’s and St.Lucie’s vision of reinforcing the esportsecosystem, which brings every compo-nent of gaming together.

“Esports affords students to have anopportunity to showcase their gaming,tech and business knowledge while col-laborating with classmates at all gradelevels. They are learning the true mean-ing of ‘teamwork,’ but in a fun andengaging ‘gamified’ way,” says LaurieBoyer, Outreach & RecruitmentSpecialist and District TechnologySupport Specialist.

The focus supports interest-drivenlearning for students that connects play-ing and learning, which ignites personalgrowth and academic achievement.Hundreds of colleges and universities areimplementing esports programs that pro-vide scholarships for students. Esports islike any other sport that promotes team-work, leadership skills, accountability,commitment, and respect.

NASEF hosts multiple tournamentsthroughout the year that connect studentson a national and global platform foresports. This has provided the students atFort Pierce Westwood Academy thechance to gain a new global perspectiveinto the world of Esports. This is an amaz-ing opportunity, especially due to the factthat the school is an identified Title Ischool, where many families are econom-ically disadvantaged. Tournament playaffords students the chance to connect withcolleges and universities for scholarshipsto help many of our students realize theirdreams of furthering their education.

Scholastic esports has truly ignitedcommunity awareness as to what esportsprograms can provide, such as collegescholarships, job skills, and more. It hasgreatly impacted community and parentbuy-in, which has brought us all to thesame playing field as we grow the esportsinitiatives for the district.

Jane Whitaker is the Magnet SchoolCoordinator at St. Lucie Public SchoolsOffice of Teaching & Learning in Port St.Lucie, Florida.

One district’s journey to esports successIn Florida, a grant offered St. Lucie Public Schools the opportunity to implement an esports program that would benefit students, schools, and the community

BY JAMES WOODThroughout my last two years teach-

ing, I have had a journey that is any-thing but typical of a teacher, especiallyone who has been pushing for esportsand esports education at not one, buttwo, different schools and age brackets.

My story begins when I was hired toteach at a brand new high school,Achieve Charter High School ofParadise. In the summer of 2018, I wascontacted by the principal of the schoolasking if I had any interest in esports atthe high school level, as I had expressedan interest in gaming during one of myinterviews.

What followed was a whirlwind ofcontacts, meetings, and suddenly I was incontact with the Northern CaliforniaEsports League, which was based out ofthe Butte County Office of Educationand spearheaded by two of the region’sesports leaders, County SuperintendentTim Taylor and Jerry Hight.

Our school opened in August of 2018with a total of 50 freshmen students,and about 20 of them had a passion oran interest in esports. Before we evenhad computers or a league to play in,our school had students starting andhosting Super Smash Bros events andcompetitions using a projector in ourschool gymnasium.

After some work with the county, Isecured a grant for the purchase of sixgaming computers for our school, andour brand new school became the firstschool in all of Butte County to activatewith NASEF, the North AmericanScholastic Esports Federation, andjoined its fall Overwatch league.

Our tiny school began competingagainst schools many times our sizefrom all over the state, and while we didnot have victories, what we did havewas a group of students of all differentages, backgrounds, and skill levelsworking together to compete in some-

thing that most of them had not evenheard of or believed possible.

For many of the students, coming toschool for esports practice became thehighlight of their week, and became oneof the most powerful motivators forthem to work on their academics, whilestill building friendships and cama-raderie among their peers.

If the name of our location was famil-iar to you, it is probably due to thetragedy that was the Camp Fire whichdevastated the town of Paradise inNovember of 2018. Our newly-openedand renovated campus was gone, andeven through all of the other tragedy andloss, one of the first questions that ourstudents asked was about when we couldrestart esports, and what had happened tothe computers that we had received. Ourschool reopening went through multiplephases, and we eventually landed inportable classrooms in the neighboringcity of Chico, and I set to work trying torevive our esports program.

By January, I had secured sixreplacement computers through DonorsChoose, with the help of the PwCCharitable Foundation and manydonors, local and distant. We attemptedto start practices again, but without

being certain of our future, competitiveesports did not pan out. Everything wasin a flux in the region, and AchieveCharter High School was forced to closeat the end of the 2018-2019 school year.Through all of this, I had developed apassion for esports, and eagerly lookedfor opportunities to continue withesports at my school location.

I was fortunate enough to stay withthe same organization, teaching middleschool mathematics for Achieve CharterSchool. My school provided me withendless support and encouragement fordeveloping esports and esports educa-tion at the 6th-8th grade level andallowed me to pursue this with avengeance. I was given the opportunityto teach an esports elective class and tostart a middle school esports team, bothof which I was very excited to do.

I ran into a problem right away: therewere no middle school esports leaguesto play in or join. So the NCEL and Idecided to form our own.

My 2019 school year started with mewearing multiple hats in the realm ofesports. I had been selected as one of 25Esports Scholastic Fellows workingwith the NASEF organization to devel-op and implement esports curriculum in

Esports in ParadiseLearn how one educator made an esports program a priority—even through some very tough obstacles

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Guides K-12 Esports Trending News

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GuidesK-12 Esports Trending News

schools. I was the commissioner of thenewly-formed Northern CaliforniaEsports League’s Middle School divi-sion, with five local schools and severaldistant ones participating. I was alsoteaching my students about esports withtheir team and building an esports elec-tive course that I was able to start teach-ing in January of 2020.

My work with NASEF was incredi-ble, and as one of their scholastic fel-lows I was able to network with many

highly skilled teachers from all over thecountry as I worked to develop anesports elective course.

Our NCEL Middle School leaguemanaged to host what was probably thevery first-ever Middle School EsportsInvitational in January of 2020. We hadfive different schools attend, with morethan 45 students attending. For a first-of-its kind event in a very rural area, thiswas a phenomenal success.

Although our season was cut short,

my students and fellow educators are pas-sionate about growing this program with-in our region. We are still planning tocontinue growing and refining bothesports education and our Middle SchoolEsports League in the 2020-2021 schoolyear, and we expect this program tobecome a fixture of our region.

James Wood is a mathematics instruc-tor with a passion for esports and allthings gaming-related.

BY BRANDON SHOPPEsports is soaring in popularity in K–

12 schools and in higher education asstudent gamers find a competitive andteam-based outlet for their video gam-ing habits—playing not in isolation butamong a community of fellow students.

Esports students aren’t traditionalathletes, but they still practice afterschool, play different positions, wearjerseys during competitions, and com-pete for trophies and college scholar-ships. Coaches even suspend playerswhose GPAs dip below the requiredminimums.

Because esports are so popular, morethan 1,200 schools now participate inthe High School Esports League, a six-fold increase from 2018. Researcherssay esports, or competitive video gam-ing, has become a US $1 billion globalindustry. Yet, even as the COVID-19pandemic is impacting esports tour-naments by forcing people to cancel orpostpone events, and shift to virtualclasses for the foreseeable future, onlinegaming helps kids stay connected intheir new self-isolated way of life.

When these kids return to school, theymust be aided by a technology infrastruc-

ture capable of supporting them in muchthe same way helmets protect footballplayers. To make this happen, school net-works must be able to meet the perform-ance demands of esports teams in severalimportant ways.1. Ensure adequatebandwidth

In competitive gaming, every mil-lisecond matters. Any network latencyor delays could mean the differencebetween a win and a loss for esports ath-letes. A high-performing network deliv-ering quality, uninterrupted gaming is amust.

But IT teams also support studentsand teachers who need seamless accessto applications and software as a service(SaaS) platforms as part of their dailylearning activities. If the school tries torun esports over the same pipe, thesurge in live streaming traffic will pushthe network past its limits and createcontention.

As schools look to start or scale theiresports programs, it’s critical for themto understand the impact these initia-tives will have on their existing networkinfrastructures.

IT managers can start by analyzingnetwork traffic to help inform band-width use, to set up alerts when band-width is saturated, and to detect band-width hogs on the network. They shouldalso monitor performance across alldevices, applications, networks, andvendors to isolate network slowdownsand determine whether the app or thenetwork is causing issues. From there,they can more efficiently troubleshootand remediate the problem before usersfeel the impact.

If performance is an issue, one sug-gested remedy is to use network seg-mentation to provide esports athleteswith their own dedicated bandwidth,freeing up existing networks to supportthe daily learning curriculum withoutinterruptions. Applications policies andclass-based policing can also be used toprioritize bandwidth for critical applica-tions and functions.2. Create a dedicatedcomputer lab

Esports demands a lot of processingpower. Even with the right amount ofbandwidth, if a computer is underpow-ered, the user experience will be com-

4 ways schools can future proof networks for an esports takeoverThese strategies will help schools build a technology infrastructure that will help esports thrive

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Guides K-12 Esports Trending News

promised. The typical esports computerlab should be equipped with high-per-forming PCs capable of consuming,rendering, and processing data in atimely fashion. PCs supporting a higherframe rate (typically 1080p/60 FPS) arerecommended.

To realize economies of scale, theseinvestments can also benefit other areasof the school, such as advancing STEMinitiatives and other activities requiringhigh computing power.3. Plan for regular softwareupdates

If athletes run into bugs or glitches, itcould make their games unplayable orcost them a tournament. To address this,esports developers and platformproviders work constantly to fix bugsand improve gaming performance.

This puts pressure on IT teams to rollout these improvements as expeditious-ly as possible, a challenge for schooldistricts with centralized IT functions.Sending staff out to each school to man-ually patch systems is inefficient andtime-consuming. But with automatedpatch management, teams can central-ize fixes and updates across worksta-tions, servers, and esports applications.They simply schedule a job once, andit’s automatically pushed out to devicesacross the district.4. Some pointers on securityand privacy

The growth of esports is fast attract-ing the attention of bad actors looking toexploit vulnerabilities in software andnetworks. Experts predict cybercrimi-nals will increasingly target the esports

industry over the next three years, hack-ing accounts, stealing personal identifi-able information (PII), or moving later-ally through school networks to sabo-tage other systems.

As schools add more cloud-basedapplications to their networks (such asthird-party esports platforms), they losevisibility into potential vulnerabilitiesand have less control over remediationactions, which are handled by theprovider. Strategies such as networksegmentation and the automatic appli-cation of security patches and updatescan help ensure cyber risk is minimizedand the security posture of the esportsprogram is improved.These challenges aren’t new,but the imperative is

Many of these challenges aren’t newto school districts, but addressing themcan mean the difference between victo-ry and defeat for esports athletes. Withthese best practices and the right tool-ing, though, schools can scale their ITinfrastructure to support esports pro-grams and other academic areas usingtheir existing IT resources.

There’s also an imperative to act fast.During this time of national crisiscaused by the COVID-19 pandemic,kids are at home and passing the timewith online gaming. When school’sback in session, this passion will likelytranslate to even more demand foresports. IT teams better be prepared.

Brandon Shopp is vice president ofproduct at SolarWinds.

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GuidesK-12 Esports Trending News

BY MICHELE ISRAELIt may lack sweat equity, but it’s up

there with even the most physicallydemanding of sports. Esports, the com-petitive side of video gaming, is explod-ing. And K-12 schools are buying in,because esports is not only fun, but alsoa viable educational tool!

A recent edWebinar, “Ready PlayerOne: Esports in K-12,” highlights whyesports has taken hold in schools.Research-based evidence affirms itshighly positive impact on students’ aca-demic achievement, soft skills, andsocial-emotional well-being.

Dr. Dennis Large, the director ofeducational technology for theRiverside County Office of Education,among the first county offices inCalifornia to facilitate an esportsleague, knows first-hand the power ofgaming in schools.

The county jumped on the esportstrain to heighten student engagement.Schools with gaming clubs boast sub-stantial benefits, chief among thembringing disenfranchised students—often not participating in school athlet-ics—into the community to be acceptedand celebrated.

“Those esports members and play-ers,” said Large, “carry just as muchswagger, just as much social credibilityas do any track stars or football or waterpolo stars,” he emphasized.

County esports clubs keep growing.Those that started with six or sevenplayers are now at 150 members.Recently, the county sponsored its firstleague tournament, where 50 schoolteams competed. Students who oncecouldn’t wait for the school day to endnow rush to after-school esports clubs,where they have friends, socialize, andbuild community while strengthening

gaming skills. Truancy and tardinesshave declined.

Kevin Brown, esports program spe-cialist of the Orange CountyDepartment of Education and the NorthAmerican Scholastic EsportsFederation (NASEF), described howesports affects students’ overall well-being.

He cited NASEF research illustratinggaming’s impact on student achieve-ment. Not unlike traditional sportsteams, esports programs set scholasticoutput requirements, and students mustmaintain specific grade averages to par-ticipate. As a result, players tend toexcel academically.

Esports bolsters Next GenerationScience Standards-aligned competen-cies. Students improve math skills(applying mathematical theories andformulas to calculate gaming strategy),become more tech-literate, andstrengthen their scientific reasoning andproblem-solving capabilities.

Brown described how students fromother countries grow their English lan-guage skills as they communicate withpeers in clubs and use games in course-work.

Students gain leadership, communi-cation, and problem-solving skills thathelp them become college and jobready. In clubs, they are peer coaches,graphic designers, fundraisers, andgame strategists–roles that build careercompetencies.

Players assume responsibility, winhumbly and lose gracefully, form sup-portive and collaborative relationships,and self-moderate–all critical social-emotional skills. They establish harmo-nious partnerships and have meaningfulconversations with peers and adults.They can sit with people who are equal

to or maybe a bit better at gaming tolearn from them, putting ego aside.

This may be hard to believe, butesports also builds students physically.They may not be running laps, butgamers do fortify hand-eye coordina-tion, brain function, and rapid calcula-tion skills. They also have a robustphysical orientation in 3D worlds.

Does all of this esports-generatedbenefit have any value beyond school?Absolutely. Colleges actively recruitgamers for their esports teams (morethan 170 colleges and universities par-ticipate in competitive gaming), court-ing them with substantial scholarships,which could total $100 million in 2020.

Esports is also a professional indus-try that in 2018 generated $906 millionin revenue, and has the potential ofreaching $3 billion by 2022. Millions ofpeople worldwide follow esports. Somecasual gamers are celebrities earningbig bucks and garnering major brandendorsements.

If your school is ready for esports,follow the tips Brown and Large offer tojump-start a quality program. Be sure touse NASEF’s helpful resources to guideyou.1. Discovery – Reflect on the pur-

pose and construct of an esports pro-gram. What goals and outcomes do youwant it to address? What do you wantthe club to look like? What valuesshould be promoted? (Take a look atNASEF’s.)2. Stakeholders – All school com-

munity members (administrators, par-

8 things to help your district launch anesports programEsports emerges as a learning and social catalyst in schools—and its benefits are growing

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Guides K-12 Esports Trending News

ents, teachers, students, counselors, andboard members) should be involved inthe design of an esports program, withthe understanding of its benefits andawareness that not all video games aretoxic. Stakeholders create communitystandards dictating, for example, thetypes of games that can be played, whattournaments clubs can join, etc.3. Technology – Ask yourself: Does

the school have the technology to sup-port games? If not, are there funds tobuy what is needed? Is there Wi-Fi? Isthe school hardwired? What gamingplatform should we use? Is there a cam-pus IT coordinator?4. Leadership – All clubs/teams

require a general manager who is anadviser and keeps the group operational.Consider virtual college-level coachesthat NASEF provides throughConnected Camps. Decide how torecruit student leaders or support stu-dents who want to start an esports team.5. Criteria and Code of Conduct –

Clubs should establish charters thatensure members properly compose andcomport themselves during club time, attournaments, etc.6. Safety and Security – Ensure

compliance with the Children’s InternetProtection Act. To avoid privacy andprotection issues, consider using a con-sole-based game room that is internet-free.7. Inclusion and Diversity – Create

opportunities for all students, especiallythose who are underrepresented: girls,students of color, and the differently-abled. Think about recruitment: Willthere be an audition and roles for stu-dents who are not the best players?8. Game Selection – Brown’s

response to students who want to playGrand Theft Auto? Never going to hap-pen! Standard first-shooter games aretypically violent and not good optionsfor school esports. There are gentlerchoices like Overwatch, Fortnite, andSplatoon. To select the most age-appro-priate games, follow the ESRB ratings,search for reviews that organizationslike Common Sense Media provide, andperuse NASEF’s recommendations.

Find out what students want and helpthem select games within guidelines.

Esports’ growing popularity, particu-larly in schools, validates what studentshave known for a long time: That gam-ing is awesome–on so many levels.About the presenters

Dr. Dennis Large is currently thedirector of educational technology forthe Riverside County Office ofEducation. In this position, he workswith the school districts in RiversideCounty as they implement programssuch as online and blended learning,personalized learning, and CaliforniaState Standards and assessments. He isproud to have played an integral role inthe development of the Leading EdgeCertification program, the TechnologyLeadership Network, the RiversideCounty Google Camp, and theRiverside County Esports League.Previously, Dennis was an administratorfor the Los Angeles County Office ofEducation for 13 years, where he didsimilar work around educational tech-nology. Dennis also was a classroomteacher for 13 years, with experience inelementary, alternative education, andspecial education. Dennis recently com-pleted his Ed.D. in educational technol-ogy leadership through an online pro-gram at Boise State University.

Kevin Brown thought he would be alifelong hotelier, working with five-starproperties like Four Seasons Hotels. Hefound his way into education after themassive shift in the hospitality marketpost-9/11. Kevin taught career technicaleducation classes (primarily hotel hos-pitality and management) for theOrange Unified School District inCalifornia before being recruited toopen a massive hotel project in NewportCoast, California. Kevin returned tocareer technical education just in time tocatch the rising tide of educationalrestructuring through esports, where heputs his years of experience as a gamer,classroom skills, and a passion to meetkids where they are to the test every day.Kevin holds a business managementdegree from Argosy University and a

teaching credential from CaliforniaState, Long Beach, and he speaks morelanguages than most people have toes.About the host

Jennifer Ehehalt is the Pittsburghregional manager at Common SenseEducation. She is responsible for help-ing school districts build a culture ofdigital citizenship among educators,students, and their families. She designsand delivers professional developmentfor preK–12 educators that focuses onthe implementation of Common Sense’sK–12 digital citizenship resources,along with how to integrate technologyinto the classroom. Through her work,she has had the opportunity to share bestpractices by presenting at ISTE, ASCD,PETE & C, IDEAcon, and GAETC.Join the communityDigital Learning & Leadership is a

free professional learning community onedWeb.net where you can share, learn,and discuss ideas and best practices toenhance teaching with technology.

This edWeb broadcast was spon-sored by Common Sense Education.The recording of the edWebinar can beviewed by anyone here.

Michele Israel writes about the ideasand best practices that are shared inedWeb’s edWebinars so they can spreadinnovative and best practices to the edu-cation community. Michele ownsMichele Israel Consulting, LLC, whichserves large and small educational,nonprofit, media, corporate, eLearning,and blended-learning organizations tobolster products and programs. Herrich career spans over 25 years of suc-cessfully developing educational mate-rials and resources, designing and facil-itating training, generating communica-tion materials and grant proposals, andassisting in organizational and programdevelopment. In addition to lesson plansand other teacher resources, Michele’sportfolio includes published articlescovering a range of educational andbusiness topics.

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GuidesK-12 Esports Trending News

BY LAURA ASCIONEManaging Editor, Content Services

Esports is booming, from K-12 righton up to college and at the professionallevel. As more districts start K-12esports leagues of their own, the aca-demic and social-emotional benefitsbecome increasingly clear.

Roughly a year and a half ago, lead-ers in the Grapevine-ColleyvilleIndependent School District (GCISD)in Texas, which has been 1:1 for 8 years,noticed the growing esports trend at thecollegiate level. The district was alreadypartnered with Dell for technology ini-tiatives, prompting Kyle Bergerr, thedistrict’s chief technology officer, tolook a bit closer at esports’ relevance atthe K-12 level.

“I felt like high school was about to

explode in this,” he says. In the Dallas-Fort Worth area alone, he adds, there arefour professional esports teams, leadinglots of momentum to build aroundesports at the high school level.

“Is our job in education to prepare kidsfor the future–an unknown future? Canwe do everything we can to help them getto the collegiate level? This was anuntapped area,” Berger says. “We wantedto get a pipeline of kids into college foresports, just like athletics.”

Last fall, the district surveyed stu-dents to gauge their interest in esports.Based on that survey, about 50 percentof students said they might be interest-

ed. When all was said and done, Bergerhad 75 esports athletes between thedistrict’s two high schools. Athleteswere divided into teams and playedgames such as League of Legends andRocket League.

Once the teams were set, Berger saysthe district worked with Dell to secureadditional esports equipment, includingDell Alienware gaming machines.K-12 esports impacts morethan just game performance

Forming the esports teams led tosome unexpected impacts in the district.

1. Students can envision career pos-sibilities. Students who are part of a K-12 esports team choose a variety ofmajors and study paths once in college,but esports exposes them to fields of

study such as business management andmarketing. This helps them envisioncareers based on activities they trulyenjoy, and it helps them connect theirpassions to real-world careers.

2. Girls feel more empowered. Lastyear, two girls played on teams, and thisyear the district plans to focus more onbuilding up female esports participation.

3. Students become more engagedwith their school community. Of the 75esports players, 70 percent of them hadnever been involved in any otherextracurricular school activity, Bergersays, adding that when students areinvolved in activities such as clubs or

athletics, their academic performanceusually benefits.

“We captured a lot of kids who didn’thave anything else,” Berger says. “Maybethey weren’t the athletic type, or didn’t likeband. But this is their thing. We also hadsome kids who were athletic but who werebenched a lot, and this is something theycould really be involved with.”

4. K-12 esports are very inclusive.“We started seeing other elements trick-le in–a good percentage of our playershave autism and are very skilled, butthey haven’t had the ability to beinvolved in a school group. But they fitright into this group,” Berger says.

5. Students focus more on their aca-demics and behavior. Esports isn’t cur-rently regulated the way other school ath-letics are, but Berger says the district fol-lowed a traditional code of ethics struc-ture to keep things similar to other athlet-ics–esports players must pass classes,maintain a good disciplinary standing,and be an appropriate age to participate.

“That changed the dynamics for mykids,” Berger says. “In our first week, astudent came in and was distraughtbecause he received a D on a math test.He said in the past he wouldn’t havecared, but he wanted to play esports. Wecame up with a plan, which gave him agoal to work toward.”What’s involved in esports play?

“There’s more than just sitting downand playing,” Berger says. “These thingsare intense. It really blew my mind.”

“Lots of our kids play video gamesonline and they’re always communicating,so part of our program is building softskills such as communication skills, at thesame time reminding our athletes that theyrepresent us as a school and a team.”

The program also includes fitnessand nutritional training, which helpsstudents regardless of their extracurric-ular participation.

All games are recorded so team mem-bers can review their game film and ana-

5 benefits K-12 esports gave this district

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Guides K-12 Esports Trending News

lyze how they and their opponents play,and they perform analytics reports on dif-ferent opponents to find patterns based onprevious game footage.

“It’s interesting to see their level ofknowledge,” Berger says. “That’s whatmade us successful. We’re enabling stu-dent voice, and students are helpingbuild the program with us. They’rehelping us develop how the esports pro-gram will grow.”

Once the esports team got rolling,other students signed on to run the ITside of things, streaming games andmanaging technical operations.

“Our graphics classes are designingesports team logos and our traditionalmarketing classes are marketing thelogos and the team.”

“There’s a lot more beyond the game,and that’s the key I tell people,” Bergersays. “There’s the technical and stream-ing side of it, the marketing side of it, thebroadcasting and analytics side, thecoaching, and all the aspects of traditionalSTEM that fit directly into esports.”

The district’s partnership with Dell isenabling educators to develop anesports curriculum that will be available

to students in the next couple years,Berger says.What’s next for K-12 esports?

Next year, Berger says he expects atleast 200 esports athletes to participateon district teams.

“Parents from other districts calledasking if their students can transfer in.We also received calls from collegerecruiters saying they’d noticed a partic-ular esports player and wanted to learnmore about them,” Berger says. “This isthe infancy of our program, but we real-ly tried to push the word about it–andit’s just exploded from there. Kids arealready doing this. Let’s meet the kidswhere they are. Isn’t that what we’realways trying to do?”

When it comes to recruiting morefemale players, Berger says the districtis already working on some ideas:

1. Educators are reaching down intomiddle schools to try and catch girls’interest early, before STEM interest typ-ically peters out.

2. The high schools hold monthly“tech academies” for parents, andesports is highlighted during those

academies–particularly for girls whoare interested in playing.

3. Esports coaches also are working toconnect with female pro esports athletes.Berger says the professional esports fieldis growing rapidly and athletes are veryapproachable. Some female athletes havereached out saying they’re interested inconnecting with younger girls who may beinterested in participating.

“I think the focus for us is to try andget more of those communications, meet-ings, and understanding for our femaleathletes,” Berger says. “And maybe ifwe’re not catching the right games theywant to be involved in–where’s their levelof interest? I’m really hoping our connec-tion to pro female esports athletes willhelp energize these kids.”

The district is exploring more out-side partnerships to buoy its K-12esports programs, too.

“We’re working with a lot of compa-nies on partnerships about how we canconnect our kids to the industry in allsorts of fashions–not just gameplay,”Berger says. “For us, it’s really some-thing to expand upon. It’s a team, andthat’s important for our success.”

What you need to start an esports programWith esports growing quickly throughout higher education, these four tips can help those interested in starting their own program

BY DENNIS PIERCEEsports is seeing phenomenal

growth, with the worldwide marketexpected to reach $2.2 billion by 2023.There are professional esports leaguesfor popular video games such asOverwatch, League of Legends, RocketLeague, Call of Duty, Halo, Fortnite,and more.

As the popularity of esports contin-ues to increase, colleges and universi-ties have begun embracing esports aswell. Last year, some 200 U.S. collegesoffered about $16 million in esportsscholarships, NBC News reports.That’s a threefold increase in scholar-

ship money since 2015.“With the growth at the professional

level, esports has drawn the attention ofcollege administrations who now real-ize that it is a legitimate industry—[andone] that appeals to their core demo-graphic,” says Patrick Ocampo, directorof membership services and sales forthe National Association of CollegiateEsports (NACE).

With esports enjoying huge popular-ity among teens, “it’s important for col-leges to develop [esports] programs inorder to help drive participation andenrolment,” he says.

NACE oversees varsity esports at

U.S. colleges and universities and hasabout 160 members, most of whomoffer esports scholarships.“Competition starts with the gamedevelopers, who control the licenses totheir products,” Ocampo explains.“They decide whether they want to runcompetition themselves or allow out-side organizations to do so. In our case,we have agreements with the makers ofRocket League, CS:GO, SMITE, andFortnite to run national-level competi-tions in those games.”

For other games, like Overwatch andLeague of Legends, national competi-tions are run by subsidiaries of the game

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GuidesK-12 Esports Trending News

makers, but colleges can organize tour-naments. “We encourage our membersto participate in any collegiate competi-tion, as long as (they) continue to followNACE guidelines,” Ocampo says.

Many colleges also have club teamsthat participate in non-NACE leagues.“Many of them are quite successful andwell-run, but the disadvantage there isthat students aren’t always as commit-ted,” he notes. “It really comes down tothe strength of the club’s leadership.”

Park University, a private institutionin Parkville, Mo., with about 11,000 totalstudents, launched a varsity esportsprogram during the 2018-19 schoolyear. The program began last spring witha League of Legends team and expandedthis year to include four teams in threedifferent games, with 22 participants,says Head Coach Ashley Jones.

To support its esports program, theuniversity built an underground gaming

facility with 16 gaming stations and agiant interactive whiteboard for makingnotes. There is also a spectator area downthe hall, but most matches are viewed ona live Twitch stream. After weekend tour-naments, the players come into the facili-ty on Monday, watch video of theirmatches, and discuss what they did welland what they need to improve.

Like any other varsity sport, theplayers practice four days a week fortwo or three hours at a time. They startwith stretching exercises for their

wrists, shoulders, and chests, thenreview game footage and do scrimmag-ing or individual training. “The biggestbenefit for the players is the sense ofcommunity they get from it,” Jonessays. “They get to feel like part of ateam. I see a lot of bonds and friend-ships emerge from the program.”Four key steps

If you’re looking to create an esportsprogram at your own institution, hereare four steps to doing so effectively:Hire a good administrator. “It’s

very important that your head coach ordirector understand the goals of a col-lege program, even if they are onlyfamiliar with esports at an amateurlevel,” Ocampo says. “It’s possible tofind good coaching online or even fromstudents with the appropriate supervi-sion, but it’s much more important tohave a program head who has the orga-

nizational and personal skills to be agood administrator, leader, andspokesperson for the program.”Build your facility. “You need to

have a dedicated esports facility withgaming computers, peripherals, and fur-niture, as well as a dedicated internetconnection that isn’t used by the rest ofthe campus,” Ocampo says.

Each competition station shouldinclude a mid-range to high-end gamingcomputer (around 4.4Ghz processingspeed), with 24-inch monitors that have

a minimum refresh rate of 144Hz (144times per second). The computersshould be plugged into a secure, dedi-cated internet connection of at least 1Gbps, with a ping rate of 20 millisec-onds or less. Wireless connectivity isn’tpreferable for gaming.

Competition stations also shouldinclude a keyboard, adjustable mouse,headset with microphone, and gamingchair. Most gamers like to use their ownadjustable gaming mice, but you shouldinvest in some backups.Treat esports as you would any

other varsity program. “Your athletesneed good physical fitness, nutrition, andmost importantly they need to be valuedand encouraged by the staff and studentsat their institution,” Ocampo says.Look to others for help. “Talk to us

here at NACE,” Ocampo says. “I’mwilling to speak with any universitystaff interested in learning about how todevelop a program, and in our first callwe share all the information you’ll needto get your program up and running. Wedo not ask for membership dues unlessyour school is looking for material sup-port through our partnerships or wishesto participate in competition. Startupadvice is always free.”

“NACE is a huge resource for newesports programs,” Jones observes. “Iwould also recommend that you look toother institutions and see what they’vedone. Visit other schools, tour theirgaming facilities, and don’t be afraid toask questions. Everybody is still learn-ing, and I’ve found that people are morethan happy to help. The more numberswe get, the more collegiate esports willbe taken seriously.”

The former editor of eSchool News,Dennis Pierce is now a freelance writer.He has spent the last 20 years as an edu-cation journalist covering issues such asnational policy, school reform, and edu-cational technology. Dennis has taughthigh school English, math, and SAT prep.He graduated cum laude from YaleUniversity. He welcomes comments atdennisp@eschoolmedia.com.

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Guides K-12 Esports Trending News

BY CLAUDIA CARRANZAIt was nearly a decade ago, sitting in

my classroom, when the importance ofesports in high school first occurred tome. I held a student back. He’d beentroublesome as usual that day. His workhadn’t been done, he was actively nottaking notes, and had missed his retestwindow. I wanted to figure out what thedeal was, what I needed to consider inorder to help him find the motivation toexcel. After all, it wasn’t a one-timeoccurrence; he was failing nearly all ofhis classes.

“I’m competitive,” he admitted aftera few minutes. “I don’t like those gamesthough,” he added when I did what anyhigh school teacher would do and sug-gested basketball or football or tennis orsoccer, as if he hadn’t thought of thosehimself already.

“Then what?” I pressed. “What isyour game? What is it that you get firedup about?” His answer was videogames.

Video games were a waste of timeand gamers are delinquents and socialmisfits. That’s what the media wastelling us all in the early twenty-teens.My youth was spent as a gamer–Dungeons and Dragons and Live-Action Role Playing Games, and yes,the now-retro classics on Nintendo. Iwas competitive too, but with teamactivities. I spent a number of yearsbefore that playing World of Warcraft. Iwas, even in that moment, spending myevenings practicing League of Legendsin order to compete that very weekendin an online tournament. I had nochance of winning, because a few teamshad players from the Collegiate Leaguewho were using my forum’s little week-end tournament as a grinding and prac-tice space between matches in their reg-ular league.

But that’s when it hit me. He wasn’tasking for anything more than I had

already found. He was just asking for itas an adolescent, where as I struggled tofit in with it and finally just stopped car-ing what the world thought of it as anadult. He was asking for the same levelof respect that gamers like him weregetting in college and in the profession-al leagues, but he was asking for it at atime when so many of us truly need tofeel included: high school. It took sometime, but I got a video game clubapproved on campus. Sadly, it wasn’tfast enough for my inspiration student.He left the high school, and to this day Idon’t know where he is nor what he isdoing. I lost one, but maybe I won’t loseany others.

Two years later, as the club wasgoing through the growing pains ofneeding equipment and competitionfees, a few wonderful things happened.It was like I had planted this seed, andhad been watering the soil for weeks onend without seeing anything and just ashope was flickering out, I woke up to a

tiny delicate shoot.One of my students brought in a draft

of a scholarship essay she wrote. It wassimple and sweet, and likened her life toa video game. All of the challenges andhardships were level bosses, and herteachers and counselors were power-upsand items available to her to help her onher way. She was quiet and shy andintroverted and so sure that her scholar-ship essay wasn’t going to be goodenough. I encouraged her to submit itanyway, and while she didn’t get moneyfrom it, there was recognition, and withthat, a self-esteem that made this jour-ney I was on very real.

This wasn’t just about me givingkids a place to play video games andfeel like they could maybe be a part ofsomething bigger than them. It was nowa vehicle that could drive as much goodfor students whom are otherwise mar-ginalized. It was a place where theycould try something they never wouldhave before, without the overwhelming

How esports changed my schoolAn educator reflects on the journey to bring esports to her high school students—and the unexpected benefits her students gained

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GuidesK-12 Esports Trending News

fear of failure. This was their videogame, where dying to the stage bossdidn’t mean you were a bad person, itjust meant you had to try the stage againand perhaps take in a different set up ofequipment and party members.

This year, I watched a freshman walkonto campus with his head down and hisshoulders hunched. I watched him walkinto my room and the budding esportsprogram and I saw him bloom. I sawhim take on organizing Super SmashBrother practice, find a colleague ofmine who not only played but wouldcoach, and I saw him managing otherSmash Players as a captain would. Iwatched him put on his jersey for thefirst time, and how he held his headwith pride, saying “I am a Gamer” andwalking the halls of our campus with apoise and a presence that he wouldn’thave found elsewhere. This year, Iwatched a go-with-the-flow junior, withno plans for college, take an interviewwith Navarro College. I watched himget offered a place on their team whenhe graduates, and I watched him strug-gle with the reality that college is some-thing he can want and he can do andmost importantly, it can be on his termswith a group of individuals like himself.

This year, I pressed for more districtsupport, holding up the success of mystudents, of the change in the self-esteem and the life-focus I saw, but Iwas falling short of the money neededfor better equipment, proper jerseys,and yearly competition fees. HSEL,VEF, and Champions have been thepower-ups I needed to help my group.Champions stepped in with affordableapparel, allowing my students the abili-ty to help design the jersey we now use,and placing them at a cost that my lowsocio-economic status population canmanage. VEF appeared when I foundthe club a few hundred dollars short forcompetition fees one spring semester.My kids had worked so hard, sellingbrownies at football games every Fridayall season long, that I was staring at thepossibility of asking my family to sacri-fice, to donate, to allow my teams to goto competition. I didn’t have to, becauseVEF rescued me, and from that session,students placed well enough that mydistrict begin to take notice. Lastly,HSEL, with its unwavering support, haslistened to my voice and the voice ofother educator, included me in itsAdvisory Council, and allowed me tohelp shape what the organization does

for esports in high school and beyond.They listened when I, and I’m suremany other schools, cried out for helpwith equipment and competition fees,providing a bundle that had so muchbang for its buck that my tiny district,located in extreme south Texas, a merefew miles from the border with Mexico,invested in they and in my vision.

I’m a gamer, and I’ve broughtesports to a small, conservative highschool in the middle of the Rio GrandeValley in Deep South Texas. I’vebrought esports into a place were foot-ball reigns and soccer is king. I’m agamer, and esports has changed me as ithas begun to change the lives of my stu-dents.

Claudia Carranza was born andraised in McAllen, Texas. She’s an avidgamer, having played all manner of tabletop and digital video games since child-hood. Mother of one, she’s proud to passon the gaming tradition to her daughterby being terrible at Assassin’s Creed butbeing decent at cosplaying. She hastaught for nearly ten years and is current-ly teaching mathematics and sponsoringthe esports and video game club at LaFeria High School.

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Lumens Integration, Inc.www.mylumens.com

MAXCases/Max Interactive, Inc.www.maxcases.com

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Vernier Software & Technologywww.vernier.com

Vutec Corporationwww.vutec.com

Wiremaid Products Corpwww.wiremaidusa.com

Spectrum Industries, Inc.925 First AvenueChippewa Falls, WI 54729(715) 723-6750 www.spectrumfurniture.com

Spectrum Industries offers acomplete line of innovative furniture to engage and integrateyour esports arena. Spectrumhas the best play-to-win esportsfurniture for your K12 programwith gaming desks, tables andworkstations to support anyesports team! Contact us foryour free Esports Guidebook.

Spectrum Sales (715) 723-6750info@spectrumfurniture.com

High School Esports League509 Walnut StreetKansas City, MO 64106(816) 683-1002 highschoolesportsleague.com

Offer esports as an after schoolextracurricular to help boostengagement, attendance, andacademic performance by harnessing students' passion forgaming. The High School EsportsLeague and Middle SchoolEsports League provides youwith everything your schoolneeds to get started. Contact us today!

Ben Depaoli Director of Customer Success(816) 683-1002 ben@highschoolesportsleague.com

Jason KirbyPresident & COO(816) 683-1002 jason@highschoolesportsleague.com

PlayVS2236 S. Barrington AvenueLos Angeles, CA 90064www.playvs.com/eschool-news

PlayVS provides leagues, scheduling and infrastructure forthe fastest-growing high schoolsport in America - esports. Withcompetitive gameplay, the mostpopular titles, and a full suite offeatures, PlayVS is where amateur esports lives.

Clint Kennedy Director of Education(860) 912-8628clint@playvs.com

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eSchool News covers the intersection of technology and innovation in education. We focus on how technology can help educators improve learningand deliver instruction more effectively, enhance the student experience, and transform their schools.

About eSchool NewsHistoryeSchool News covers education technology in all its aspects–from legislation and litigation, to best practices, to lessons

learned and new products. First published in March of 1998, eSchool News is a monthly print and digital newspaper providingthe news and information necessary to help K-20 decision-makers successfully use technology and the internet to transformNorth America’s schools and colleges and achieve their educational goals. The newspaper is read by more than 300,000 schoolleaders, and a companion web site—eSchool News Online—is visited by more than 500,000 unique visitors each month,including over 280,000 registered members.eSchool News is a marketing solutions company serving the education technology industry. Throughout our 25-year history,

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2020-2021 MONTHLY GUIDE EDITORIAL CALENDAR

August 2020 Data Management & Storage

September 2020 Communication Technology

October 2020 Robotics

November 2020 Digital & Mobile Learning

December 2020 School Safety

January 2021 Multimedia Presentation Systems

February 2021 STEM, STEAM, & Makerspaces

March 2021 IT Solutions: Hardware & Management

April 2021 Online and Blended Learning

May 2021 Curriculum, SEL & Instructional Tools

June 2021 Library & Media Technology

July 2021 Esports