Knee injuries are common in athletes, accounting for 41% of all athletic injuries. But knee injuries aren’t limited to competitive athletes. In our everyday lives, an accident or a quick movement in the wrong direction can injure the knee and require medical treatment. A quarter of the adult population worldwide experiences knee pain each year
Your knees have a huge impact on your mobility and overall quality of life, so it’s important to prevent knee problems whenever possible and address pain in these joints with appropriate treatments.
Healthy knees
The knee joint bones consist of the femur, tibia and patella. As in all healthy joints, smooth cartilage covers the surfaces of the bones, forming the joints and allowing for controlled movement.
A healthy knee. Inna Kharlamova/iStock/Getty Images Plus via Getty Images
Muscles, ligaments and tendons further support the knee joint. The anterior cruciate ligament, commonly known as the ACL, and posterior cruciate ligament, or PCL, provide internal stability to the knee. In addition, two tough pieces of fibrocartilage, called menisci, lie inside the joint, providing further stability and shock absorption.
All these structures work together to enable the knee to move smoothly and painlessly throughout everyday movement, whether bending to pick up the family cat or going for a run.
Causes of knee pain
Two major causes of knee pain are acute injury and osteoarthritis.
Ligaments such as the ACL and PCL can be stressed and torn when a shear force occurs between the femur and tibia. ACL injuries often occur when athletes land awkwardly on the knee or quickly pivot on a planted foot. Depending on the severity of the injury, these patients may undergo physical therapy, or they may require surgery for repair or replacement.
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PCL injuries are less common. They occur when the tibia experiences a posterior or backward force. This type of injury is common in car accidents when the knee hits the dashboard, or when patients fall forward when walking up stairs.
The menisci can also experience degeneration and tearing from shear and rotary forces, especially during weight-bearing activities. These types of injuries often require rehabilitation through physical therapy or surgery.
Knee pain can also result from injury or overuse of the muscles and tendons surrounding the knee, including the quadriceps, hamstrings and patella tendon.
Both injuries to and overuse of the knee can lead to degenerative changes in the joint surfaces, known as osteoarthritis. Osteoarthritis is a progressive disease that can lead to pain, swelling and stiffness. This disease affects the knees of over 300 million people worldwide, most often those 50 years of age and up. American adults have a 40% chance of developing osteoarthritis that affects their daily lives, with the knee being the most commonly affected joint.
Age is also a factor in knee pain. The structure and function of your joints change as you age. Cartilage starts to break down, your body produces less synovial fluid to lubricate your joints, and muscle strength and flexibility decrease. This can lead to painful, restricted movement in the joint.
Fortunately, there are several risk factors you can control that can predispose you to knee pain and osteoarthritis specifically. The first is excessive weight. Based on studies between 2017 and 2020, nearly 42% of all adult Americans are obese. This obesity is a significant risk factor for diabetes and osteoarthritis and can also play a role in other knee injuries.
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A lack of physical activity is another risk, with 1 in 5 U.S. adults reporting that they’re inactive outside of work duties. This can result in less muscular support for the knee and more pressure on the joint itself.
Increasing physical activity is one of the key elements to preventing knee pain. Often physical therapy intervention for patients with knee osteoarthritis focuses on strengthening the knee to decrease pain and support the joint during movement.
The U.S. Department of Health and Human Services recommends that adults spend at least 150 to 300 minutes per week on moderate-intensity, or 75 to 150 minutes per week on vigorous-intensity aerobic physical activity. These guidelines do not change for adults who already have osteoarthritis, although their exercise may require less weight-bearing activities, such as swimming, biking or walking.
The agency also recommends that all adults do some form of resistance training at least two or more days a week. Adults with knee osteoarthritis particularly benefit from quadriceps-strengthening exercises, such as straight leg raises.
Treatments for knee pain
Conservative treatment of knee pain includes anti-inflammatory and pain medications and physical therapy.
Medical treatment for knee osteoarthritis may include cortisone injections to decrease inflammation or hyaluronic acid injections, which help lubricate the joint. The relief from these interventions is often temporary, as they do not stop the progression of the disease. But they can delay the need for surgery by one to three years on average, depending on the number of injections.
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Physical therapy is generally a longer-lasting treatment option for knee pain. Physical therapy treatment leads to more sustained pain reduction and functional improvements when compared with cortisone injections treatment and some meniscal repairs.
Patients with osteoarthritis often benefit from total knee replacement, a surgery with a high success rate and lasting results.
Surgical interventions for knee pain include the repair, replacement or removal of the ACL, PCL, menisci or cartilage. When more conservative approaches fail, patients with osteoarthritis may benefit from a partial or total knee replacement to allow more pain-free movement. In these procedures, one or both sides of the knee joint are replaced by either plastic or metal components. Afterward, patients attend physical therapy to aid in the return of range of motion.
Although there are risks with any surgery, most patients who undergo knee replacement benefit from decreased pain and increased function, with 90% of all replacements lasting more than 15 years. But not all patients are candidates for such surgeries, as a successful outcome depends on the patient’s overall health and well-being.
New treatments on the horizon
New developments for knee osteoarthritis are focused on less invasive therapies. Recently, the U.S. Food and Drug Administration approved a new implant that acts as a shock absorber. This requires a much simpler procedure than a total knee replacement.
Other promising interventions include knee embolization, a procedure in which tiny particles are injected into the arteries near the knee to decrease blood flow to the area and reduce inflammation near the joint. Researchers are also looking into injectable solutions derived from human bodies, such as plasma-rich protein and fat cells, to decrease inflammation and pain from osteoarthritis. Human stem cells and their growth factors also show potential in treating knee osteoarthritis by potentially improving muscle atrophy and repairing cartilage.
Further research is needed on these novel interventions. However, any intervention that holds promise to stop or delay osteoarthritis is certainly encouraging for the millions of people afflicted with this disease.
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Mississippi’s reforms have led to significant gains in reading and math, despite the state being one of the lowest spenders per pupil in the U.S. Klaus Vedfelt/Getty Images
As of 2023, the state ranks among the top 20 for fourth grade reading, a significant leap from its 49th-place ranking in 2013. This transformation was driven by evidence-based policy reforms focused on early literacy and teacher development.
The rest of the country might want to take note.
That’s because Mississippi’s success offers a proven solution to the reading literacy crisis facing many states – a clear road map for closing early literacy gaps and improving reading outcomes nationwide.
When students struggle, their academic performance declines. And that leads to lower test scores. Research shows that these declining scores are closely linked to reduced economic growth, as a less educated workforce hampers productivity and innovation.
The Mississippi approach
In 2013, Mississippi implemented a multifaceted strategy for enhancing kindergarten to third grade literacy. The Literacy-Based Promotion Act focuses on early literacy and teacher development. It includes teacher training in proven reading instruction methods and teacher coaching.
It includes provisions for reading coaches, parent communication, individual reading plans and other supportive measures. It also includes targeted support for struggling readers. Students repeat the third grade if they fail to meet reading standards.
The state also aligned its test to the NAEP, or National Assessment of Educational Progress, something which not all states do. Often referred to as “The Nation’s Report Card,” the NAEP is a nationwide assessment that measures student performance in various subjects.
Mississippi’s reforms have led to significant gains in reading and math, with fourth graders improving on national assessments.
I believe this is extremely important. That’s because early reading is a foundational skill that helps develop the ability to read at grade level by the end of third grade. It also leads to general academic success, graduating from high school prepared for college, and becoming productive adults less likely to fall into poverty.
Research by Noah Spencer, an economics doctoral student at the University of Toronto, shows that the Mississippi law boosted scores.
Students exposed to it from kindergarten to the third grade gained a 0.25 standard deviation improvement in reading scores. That is roughly equivalent to one year of academic progress in reading, according to educational benchmarks. This gain reflects significant strides in students’ literacy development over the course of a school year.
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Another study has found an even greater impact attributed to grade retention in the third grade – it led to a huge increase in learning in English Language Arts by the sixth grade.
But the Mississippi law is not just about retention. Spencer found that grade retention explains only about 22% of the treatment effect. The rest is presumably due to the other components of the measure – namely, teacher training and coaching.
These changes were achieved despite Mississippi being one of the lowest spenders per pupil in the U.S., proving that strategic investments in teacher development and early literacy can yield impressive results even with limited resources.
Mississippi’s early literacy interventions show lasting impact and offer a potential solution for other regions facing similar challenges.
In 2024, only 31% of U.S. fourth grade students were proficient or above in reading, according to the NAEP, while 40% were below basic. Reading scores for fourth and eighth graders also dropped by five points compared with 2019, with averages lower than any year since 2005.
In 2013, Mississippi ranked 49th in fourth grade reading scores. Klaus Vedfelt/Getty Images
Mississippi’s literacy program provides a learning gain equal to a year of schooling. The program costs US$15 million annually – 0.2% of the state budget in 2023 – and $32 per student.
Based on typical high school graduate earnings, the average student can expect to earn an extra $1,000 per year for the rest of their life.
That is, for every dollar Mississippi spends, the state gains about $32 in additional lifetime earnings, offering substantial long-term economic benefits compared with the initial cost.
The Mississippi literacy project focuses on teaching at the right level, which focuses on assessing children’s actual learning levels and then tailoring instruction to meet them, rather than strictly following age- or grade-level curriculum.
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Students ask questions during a social studies class on American politics.
AP Photo/John MinchilloLightning Jay, Binghamton University, State University of New York
Can you tell fact from fiction online? In a digital world, few questions are more important or more challenging.
For years, some commentators have called for K-12 teachers to take on fake news, media literacy, or online misinformation by doubling downon critical thinking. This push for schools to do a better job preparing young people to differentiate between low- and high-quality information often focuses on social studies classes.
As an education researcher and former high school history teacher, I know that there’s both good and bad news about combating misinformation in the classroom. History class can cultivate critical thinking – but only if teachers and schools understand what critical thinking really means.
Not just a ‘skill’
First, the bad news.
When people demand that schools teach critical thinking, it’s not always clear what they mean. Some might consider critical thinking a trait or capacity that teachers can encourage, like creativity or grit. They could believe that critical thinking is a mindset: a habit of being curious, skeptical and reflective. Or they might be referring to specific skills – for instance, that students should learn a set of steps to take to assess information online.
Unfortunately, cognitive science research has shown that critical thinking is not an abstract quality or practice that can be developed on its own. Cognitive scientists see critical thinking as a specific kind of reasoning that involves problem-solving and making sound judgments. It can be learned, but it relies on specific content knowledge and does not necessarily transfer between fields.
Early studies on chess playersand physicists in the 1970s and ’80s helped show how the kind of flexible and reflective cognition often called critical thinking is really a product of expertise. Chess masters, for instance, do not start out with innate talent. In most cases, they gain expertise by hours of thoughtfully playing the game. This deliberate practice helps them recognize patterns and think in novel ways about chess. Chess masters’ critical thinking is a product of learning, not a precursor.
Nurman Alua of Kazakhstan, left, and Lee Alice of the U.S. during the 45th Chess Olympiad in Budapest, Hungary, on Sept. 22, 2024.AP Photo/Denes Erdos
Because critical thinking develops in specific contexts, it does not necessarily transfer to other types of problem-solving. For example, chess advocates might hope the game improves players’ intelligence, and studies do suggest learning chess may help elementary students with the kind of pattern recognition they need for early math lessons. However, research has found that being a great chess player does not make people better at other kinds of complex critical thinking.
Historical thinking
Since context is key to critical thinking, learning to analyze information about current events likely requires knowledge about politics and history, as well as practice at scrutinizing sources. Fortunately, that is what social studies classes are for.
Social studies researchers often describe this kind of critical thinking as “historical thinking”: a way to evaluate evidence about the past and assess its reliability. My own research has shown that high school students can make relatively quick progress on some of the surface features of historical thinking, such as learning to check a text’s date and author. But the deep questioning involved in true historical thinking is much harder to learn.
Social studies classrooms can also build what researchers call “civic online reasoning.” Fact-checking is complex work. It is not enough to tell young people that they should be wary online, or to trust sites that end in “.org” instead of “.com.” Rather than learning general principles about online media, civic online reasoning teaches students specific skills for evaluating information about politics and social issues.
Still, learning to think like a historian does not necessarily prepare someone to be a skeptical news consumer. Indeed, a recent study found that professional historians performed worse than professional fact-checkers at identifying online misinformation. The misinformation tasks the historians struggled with focused on issues such as bullying or the minimum wage – areas where they possessed little expertise.
Powerful knowledge
That’s where background knowledge comes in – and the good news is that social studies can build it. All literacy relies on what readers already know. For people wading through political information and news, knowledge about history and civics is like a key in the ignition for their analytical skills.
Readers without much historical knowledge may miss clues that something isn’t right – signs that they need to scrutinize the source more closely. Political misinformation often weaponizes historical falsehoods, such as the debunked and recalled Christian nationalist book claiming that Thomas Jefferson did not believe in a separation of church and state, or claims that the nadir of African American life came during Reconstruction, not slavery. Those claims are extreme, but politicians and policymakers repeat them.
For someone who knows basic facts about American history, those claims won’t sit right. Background knowledge will trigger their skepticism and kick critical thinking into gear.
A teacher in North Carolina conducts a lesson about the D-Day invasion of Normandy in an Advanced Placement class.AP Photo/Gerry Broome
Past, present, future
For this reason, the best approach to media literacy will come through teaching that fosters concrete skills alongside historical knowledge. In short, the new knowledge crisis points to the importance of the traditional social studies classroom.
But it’s a tenuous moment for history education. The Bush- and Obama-era emphasis on math and English testing resulted in decreased instructional time in history classes, particularly in elementary and middle schools. In one 2005 study, 27% of schools reported reducing social studies time in favor of subjects on state exams.
Now, history teachers are feeling heat from politically motivated culture wars over education that target teaching about racism and LGBTQ+ issues and that ban books from libraries and classrooms. Two-thirds of instructors say that they’ve limited classroom discussions about social and political topics.
Attempts to limit students’ knowledge about the past imperil their chances of being able to think critically about new information. These attacks are not just assaults on the history of the country; they are attempts to control its future.
Lightning Jay, Assistant Professor of Teaching, Learning and Educational Leadership, Binghamton University, State University of New York
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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