It’s increasingly apparent that young people are grappling with growing disconnection, a challenge that extends well beyond traditional schooling and affects the entire landscape of education. In light of this pressing issue, the question arises: How can we initiate a transformative era of education that not only cultivates deep learning but also actively addresses the complex social issues in our communities? 

We’ve been learning from communities across the country about their thoughts on this very question, listening to their experiences and insights about what they think it will take to transform education. We’ve heard firsthand about the need for collaborative efforts in shaping a more inclusive, responsive, and impactful system for education. We’ve heard a call for public education that looks more like an ecosystem, or more holistic learning systems that place a premium on fostering a sense of belonging, nurturing connections, and empowering both communities and educators alike.  We’ve also heard about how communities more naturally operate in this way and have been doing so long before our formal education system came into existence.

Belonging

The vision of learner-centered ecosystems is anchored in the belief in the unique power and potential of each child. By anchoring education in this belief, we cultivate a sense of belonging—a space where individuals are valued for who they are. As Brené Brown aptly puts it, “Fitting in is about assessing a situation and becoming who you need to be in order to be accepted. Belonging, on the other hand, doesn’t require us to change who we are; it requires us to be who we are.”

To truly center learners, we must reimagine the blueprints of education. This begins with small groups or advisories that serve as a “home base”—a place where every child and educator is known, honored, and supported. For example, at Big Picture Ukiah at South Valley in California, as in all Big Picture Learning network schools, learners are divided into advisories that stay together like a family, and advisors work with students to find internships and community projects connected to their interests and aspirations. Together they navigate a series of experiences, making sense of them as they go along all the while building the agency and self-awareness of each learner. As one learner stated, “This school made me feel it’s all in my hands” she continued, “I came here and found the help that I needed.  They want you to grow and be happy. I am happy.” Advisory is designed to foster these deep-rooted relationships much like an environmental ecosystem. A strong root system provides stability and prevents learners from being underserved.

Connection

Connection is the intricate network of waterways that sustain the ecosystem. It’s through connections with ourselves, each other, and our surroundings that we can develop new ways of being. In order to grow and develop a system that is strengthened by connections, we must let down the walls of school buildings and consider weaving together a web of connected partnerships and relationships that offer learners the chance to pursue their interests, and the opportunity to engage as citizens within the community. 

FabNewport, a non-profit dedicated to positive youth development and place-based learning, is an example of an organization defined by its powerful connections. They offer learners experiences with golf, surfing, cooking, visual arts, music, museums, the bird sanctuary, coding, maker spaces, hiking, farming, biking, sailing, and advanced career pathway connections. All of these opportunities are available through partnerships intentionally woven together as an ecosystem of learning. FabNewport threads together the community by connecting partners, learners, businesses, and the civic structure, and they consider these connections to be long-term relationships. This mindset leads to new possibilities for what can be accomplished within a community. One learner noted how a mentor at FabNewport “wants me to be successful” and helped him see how “something I love doing…he’s showing me different career paths that it could turn into.”  A team of learners, educators, and FabNewport Co-Founder and Executive Director Steve Heath shared more of these experiences during a recent webinar.

Place

Place matters. It’s where we live, learn, and grow. By embracing the unique qualities of our surroundings, we can create meaningful learning experiences that resonate with learners. The power of place goes beyond the physical spaces and geographies and includes lived experiences, histories, and cultures. We see incredible examples of communities coming together to leverage place in their ecosystems.

For example, the team from Launch Expeditionary Charter School, a Middle School in Brooklyn. At an Outward Bound experience, this team stood on the site of an abandoned airstrip and thought, what if we could develop this site and open a school here dedicated to experiential learning and career exploration? In 2023, they created  Runway Green—a groundbreaking project located at Floyd Bennett Field in New York City. The vision for Runway Green is for education, community engagement, and workforce development to converge. Through strategic partnerships with the New York Department of Education, the National Park Service, and various green economy stakeholders, this community is engaged in a community design process creating together a new chapter in the use of this land that will impact thousands of children and families for generations. Every ecosystem will have unique attributes and stories that come from the land, place, and people. 

Learner-centered Ecosystems as a Way Forward

We are at a pivotal crossroads, and young people are in the middle of it. Ecosystems, while the concept isn’t new, provide a timely possibility for a new era in education that nurtures what young people need most right now —connection, belonging, and a deep sense of purpose and place.

The post Learner-Centered Ecosystems: Nurturing Connections, Fostering Belonging, and Engaging in Place appeared first on Getting Smart.

In an era defined by profound demographic shifts and burgeoning diversity within our classrooms, the imperative to cultivate a sense of belonging within educational ecosystems has never been more pronounced. Amidst this backdrop, our report, “Building Belonging: Harnessing the Power of Education in an Era of Demographic Change,” offers a deep dive into both the challenges and opportunities presented by the dynamic demographic landscape of the United States, underscoring the critical need for educational practices that champion belonging as a cornerstone of an inclusive society.

The significance of belonging stretches far beyond a mere sense of inclusion; it is the linchpin for students’ well-being, academic success, and social cohesion. Studies reveal that a robust sense of belonging can mitigate loneliness and depression, bolster self-esteem and resilience—qualities especially crucial for students grappling with identity challenges. 

Academically, those who perceive themselves as integral parts of their educational communities exhibit heightened engagement, motivation, and achievement. Socially, the cultivation of belonging fosters cohesion diminishes prejudice, and champions inclusivity among diverse groups, thereby transforming schools into environments where every student feels valued, understood, and part of a larger community narrative.

The urgency of fostering belonging is further magnified by the societal divisions and cultural anxieties that often accompany demographic transitions. These include polarization, mistrust, and xenophobia, which, if unchecked, threaten to deepen societal fissures. Schools, therefore, emerge as pivotal agents in building belonging within communities, serving as bastions of civic engagement, respect for diversity, and cooperation towards shared goals.

Educators, in this regard, assume a pivotal role. Beyond their duties as instructors, they act as mentors and role models, guiding students through their educational journeys and instilling in them a sense of social responsibility that transcends the confines of the classroom. Schools, by providing equitable access to education irrespective of a student’s background or economic status, stand as beacons of inclusivity and fairness.

To surmount institutional hurdles and effectively foster belonging, schools can adopt a variety of strategies. These include implementing whole-school practices that reflect diversity, engaging in bridging activities across different identities, employing culturally responsive teaching, and fully integrating immigrant students and English Language Learners into the fabric of school life.

The transformative potential of schools as community hubs for building belonging is vividly illustrated through initiatives like Sarah Said’s “Pieces of Me” project. Inspired by the children’s book “The Name Jar” by Yangsook Choi, this project encouraged students to explore and celebrate their unique identities and heritage, fostering a profound sense of pride and belonging within the school community. By leveraging students’ names as a starting point, the project catalyzed meaningful discussions on identity, heritage, and culture, thereby making the school’s diversity visible and strengthening feelings of belonging across differences.

Similarly, Donna Neary’s “Emma Lazarus Project” showcases the power of exploring historical migration stories and fostering empathy through literature. By engaging with the poem “The New Colossus” and integrating primary sources, students connected their family narratives with broader themes of freedom and resilience, thereby recognizing their place within the American story.

Sandy Mendoza’s “International Cafe” initiative further exemplifies the impact of creating spaces that celebrate linguistic and cultural diversity. By encouraging English learners to greet peers in the multiple languages spoken by members of the community, this initiative not only celebrated cultural pride but also fostered a spirit of belonging across differences. How did she do that? Her efforts focused on making the diversity that already existed within the school community visible. More than that, the project helped newcomers, who might have otherwise felt excluded or disempowered, to flip the script; no longer simply accepted, newcomers became leaders, changing both how they saw themselves and how they were perceived by their peers.  

These examples underscore the creative ways educators can harness the potential of schools to build belonging, especially when supported by their institutions. Yet, we’ve also heard from educators eager to launch similar projects but apprehensive about administrative support. This represents a missed opportunity. The research is unequivocal: fostering belonging within educational ecosystems is essential for individual well-being, academic success, and societal cohesion.

Instead of mirroring societal divisions in ways that detrimentally impact all students, schools have the opportunity to cultivate inclusive environments where diversity is celebrated, inclusivity is promoted, and every student feels valued and connected. By embracing diverse perspectives, promoting empathy, and fostering a sense of belonging, schools play a vital role in shaping inclusive communities and preparing students for a more cohesive and understanding society.

The endeavors of educators like Sarah Said, Donna Neary, and Sandy Mendoza exemplify the innovative approaches teachers can adopt to tap into schools’ potential as community hubs for building belonging, provided they receive institutional support. By prioritizing belonging, schools can create spaces where every student thrives and develops the lifelong skills necessary to navigate demographic change effectively.

Adam Strom is the Executive Director of Re-imagining Migration
Meisha Lamb-Bell is the Program Director of Re-imagining Migration
Fernande Raine is the Founder of the History Co:Lab

The post What is Belonging, and Why Does it Matter in Schools? appeared first on Getting Smart.

“Creating self-directed learners.”

“Building lifelong learners.”

“Cultivating global citizens.”

But when you walk into many of their classrooms, learning looks pretty much the same. 

A teacher stands tall at the front of the classroom referencing information on a smartboard or rolling TV monitor, talking to kids seated neatly in rows. Sure, the medium for delivery might have changed; with slick, AI generated slide decks, Nearpod or Edpuzzle to help deliver more interactive lessons, and laptops in front of each learner; but the focus hasn’t. 

The teacher is still the focal point, and the lesson is the same.

In my work with aspiring agentic schools around the world, and thought leaders in the field (including High Tech High), I have identified and curated a list of 12 shifts toward designing a student-centered and agentic classroom and compiled them in a forthcoming book, Where is The Teacher: The 12 Shifts for Student-Centered Environments. My hope is that by sharing how agentic schools are applying these 12 shifts within their context, it provides you with the confidence to make your classroom more student-centered as well. 

Shift #1: From Teacher-Designed to Co-Designed

Ancient Civilizations were former upper elementary teacher and instructional coach Linda Amici’s of Westerville Ohio City Schools most dreaded set of standards. As she states, “They didn’t excite learners. They saw no relevance to their lives.” Through a simple reframing of how she designed the unit, suddenly, they did. Through a Google form, she asked students what civilization they wanted to learn about. Which questions and topics excited them? She co-crafted a more relevant question (What impact do contributions from the past have on our lives today?), and criteria for how students would be evaluated- which included rigorous curriculum standards. After six weeks of student-centered learning, her students transformed her classroom into a museum to showcase their creations. Some shared fashion tips and re-created clothing items from the Ancient Greeks, while others re-enacted battle sequences from the Persian Wars. Students were suddenly empowered and agentic, and as Linda put it, “even the 6 foot 10 superintendent” was impressed.

Questions for Reflection: 

1. Before introducing a new topic, how might you discover what your students are interested in learning about? 
2. How might you offer more choices or a menu of options around what students create to demonstrate their learning? 
3. How might you work together to unpack curricular standards and weave them into your student’s individual projects? 

Shift #2: From Led by Content to Led by Inquiry

Imagine fifty students huddled together in an abandoned field outside of their school. This is how the 6 week long inquiry-based experience entitled ‘Phoenix Project: Rebuilding Society’ began at The International School of Beijing. And it wasn’t guided by a textbook. It was guided by inquiry around how these year 7 students would rebuild society after being leveled by a devastating earthquake. In small teams, they would explore possible food growing techniques, government and economic structures, and a code of ethics to present to an overseeing panel of their peers. What was the teacher’s role? To set up the milestones and guide the experience behind the scenes. Facilitators Brendan Riley, Houming Jiang, and I introduced relevant anchor texts, held small mini-lessons/workshops, and supported student teams in formulating inquiries and finding answers. As a result, students transformed from passive learners into real city planners. 

Questions for Reflection: 

1. How might you take a topic you teach and transform it into an open-ended question? 
2. How might you organize lessons and content to support students in answering the big question? What 3-4 milestones might you set up to help guide the experience? 
3. What inquiry/visible thinking routines might you use to make student questions visible? (Check out Havard Ground Zero’s Core Thinking Routine Toolbox)

Shift #3: From Teacher Questions to Student Questions

“To what extent has sustainability reflected on the modern Chinese fashion trend?”

“How do foreign ideas affect Chinese art through social media?”

“What are the socio-environmental impacts of rapid urbanization on vulnerable populations in China, and how can sustainable urban planning and policies mitigate these effects?”

“How would we present traditional cuisine in different regions of China, and how they have changed recently, to a High School Audience?”

These were all questions generated by students as part of a Modern China unit in Andrew Morrissey’s year 10 classroom at Beijing City International School. Students formulated questions; teamed together to explore them; and developed authentic products and presentations to address them. Some teams created video blogs, others interactive websites, some documentaries, and even more informational videos. As he put it, “[previously] they found no relevance to the unit in their lives.” To support students in exploring their own inquiries, Andrew developed an online Group Action Plan and Process Journal to document research; share evidence of newly gained skills/knowledge; and reflect on each relevant lesson. Andrew moved from the sage on stage to a gentle guide on the side. The result of making this shift to student inquiry according to Andrew? “They gained a new appreciation for their own culture, built resilience, and connected their topics to concepts in other subjects like Science and Language. 

Questions for Reflection: 

1. How might you capture student inquiries and questions for a topic you have to teach? 
2. How might a process journal or guide help support them in addressing them? 
3. What visible thinking routines might help students develop their questions? (Harvard Project Zero Thinking Routines) 

Shift #4: From Isolated, Siloed Content to Interdisciplinary Content and Skills

A sharply dressed 12-year-old with thick-rimmed glasses and a wide smile guides a team of international educators from table to table in her flexible classroom; showcasing architectural models, blueprints and polished presentations from her class of citizen scientists. This is not an unusual Friday afternoon at Verso International School. They receive regular visits from educators around Asia eager to learn more about how they integrate learning across multiple subjects. And their students are the ones doing most of the talking. In this particular example, a student ambassador shares the interdisciplinary work they are completing around designing their future boarding school. She articulates the different systems teams of peers are in charge of developing, from a waste management plan to energy consumption. Their challenge is to develop a viable, closed loop system to present to the team of architects tasked to build it. The experience integrates Math, Science, Language and even Art. 

What are her teacher’s roles? To facilitate mini-lessons, workshops and activities to help students understand how to infuse the subject-specific content into their authentic proposals and projects. Educators at Verso have given up their ‘teacher’ title in exchange for a more student-centered one: ‘Learning Designers.’ 

Questions for Reflection: 

1. What connections are possible between your content and another subject/discipline?
2. What big topics might you collaborate around with a teacher outside of your subject area? Consider topics like sustainability, identity, community, globalization, etc.
3. How do experts in the real world use your subject? How might you engage students in similar work? 

Shift #5: From Working for a Grade to Pursuit of Interests and Real-World Problem

Two very real problems faced Budapest, Hungary back in 2022. How do we provide relief for Ukrainian Refugees? And, amidst rapid urbanization, how do we live more sustainability?

And rather than approach the typical year 5 curriculum from an educational lens, Real School Budapest decided to approach it from the lens of these real world problems. Dave Strudwick, former learning leader and head of school took his informative writing standards, parts of his science curriculum, and even visual arts and dance standards and merged them together in a five-week expedition around sustainable fashion. Students developed an online digital magazine exploring the ‘hidden costs’ of fast fashion, from its pollution of oceans and filling of landfills, to cost of human labor and exceeding energy use. Students also put together a fashion show to model upcycled outfits and exhibit their work, collaborating with real fashion designers and journalists along the way. All proceeds from the big show went to fund Saturday School English classes and other workshops for Ukrainian refugees who arrived in Budapest just four days after the invasion. 

Dave says when students are working to solve a real problem, “the classroom literally disappears because students are so absorbed in what they are doing.” His role? The same as it would be if he were guiding work outside of the classroom: “Take students through a proper design process, where they are constantly iterating, and getting feedback from a real client.” 

Questions for Reflection:

1. What real world problems are relevant to your curriculum? 
2. How might you use the context of real issues in your community to inform learning in your classroom? 
3. How might a design process help guide student-centered work? 

Shift #6: From Worksheets and Tests to Real Product/Service

Two 9-year-old students from KPIS International School lean in across the table to listen to a same-aged peer talk about his favorite hobbies. The conversation is in Thai and has a clear purpose. In addition to helping forge new relationships and connections, these international school students are hoping to design English learning games, resources, and activities around their peers’ greatest areas of interest. It’s part of a deep dive to make language learning more purposeful, organized by their classroom teacher Tony Pasaud. Students will still learn grammar rules, vocabulary, sentence structure, dialogue rules and other mandated English curriculum, but learn through developing a real product for real people. In true, student-centered form, Tony will hand over his ‘teacher hat’ to his learners. His new job will be to facilitate the process; organize student teams; deliver mini-lessons around the English content students will transform; provide feedback on their work; and share criteria and rubrics to ensure it is high quality. 

But it’s not just Tony’s class that’s shifting from worksheets to real products/services. Students in the classroom next door are developing stop-motion films to better understand wellness. Across the hall, students are building small businesses to learn math. And downstairs, students are constructing gardens to learn environmental science. They are doing real-world work, and they are only 5-12 years old.  

Questions for Reflection: 

1. How might you offer more choice in the work students create in your classroom?
2. Who is the beneficiary for student work? How might you connect to a beneficiary outside of the classroom? 
3. Who are some real world experts that use your discipline/subject? How might you connect them to your classroom? With students? 

Shift #7: From End of Learning Reflection to Ongoing Reflection on Process and Product 

Student-Centered Facilitator Alfie Chung of the Social Innovation Wing of Polytechnic University addresses his year 12 students: Who are you designing for? Are you designing for yourself or Fitness Trail Users? What kind of problems are you noticing? What did you learn from interviews and observations? What have we accomplished so far, and what’s left to do? 

In student-centered environments, reflection is not an end of learning exercise, but an ongoing process, and the role of the facilitator is to ask the right questions. In the example above, Alfie asks reflective questions around what students are learning from their investigation of user behaviors at the park across the street. This is stage one of a five-stage design process. Students will undergo four more reflective cycles before sharing their final designs for the new play area to the department tasked to build it. Through a reflective journal, students capture their thinking, drafts/iterations, peer and user feedback, and research. Beyond journals, Alfie uses portable whiteboards to track progress: “I never erase the whiteboards. These whiteboards become like artifacts to keep track of our journey. Every week before we start lessons, we look at them to reflect on what we have already done.” 

Questions for Reflection:   

1. How often do you reflect with learners? How might you make reflection more of an ongoing process? 
2. How might you increase ownership over student reflection?
3. What mediums do you provide for reflection? How might you increase ways in which students reflect?  

Shift #8: From Independent Work to Collaborative Tasks

“We were reading a book about a bunch of rich, white people in the 1920s and we work in Southeast San Diego with mostly students of color, lower income.”

Above is an honest reflection from two Year 10 Literature Teachers at Gompers Preparatory Academy, a student-centered charter school in one of the most impoverished regions in San Diego. The Great Gatsby was part of the curriculum but had no relevance to student’s lives. So Dave and Michelle decided to give it a student-centered twist. Students would still read the novel, but instead of writing independent book reports, they would decide collectively how they would apply lessons to their lives. After learning that one bubbly girl already had her own successful podcast and YouTube channel, the class decided on a class podcast. Each episode would share how the “American Dream” had changed from the 1920s, using stories from their own community to illuminate the theme and compare it to the one found in the novel. Students worked in small teams to produce each episode; dividing roles, tasks, and written and audio content. Dave and Michelle’s role? Support all teams with a project timeline, group folder to track progress, a school website where they could publish their work, and checklists and graphic organizers to organize their thoughts. 

Tables were rearranged into small groups, and recording and production equipment lined the exterior. The space transformed from a classroom to a production studio. The Great Gatsby finally had meaning. From Michelle: “It’s the most meaningful thing I have done as a teacher.”  

Questions for Reflection:

1. How might teaming students increase motivation and engagement in your classroom?
2. What assignments might you turn into group tasks? How can you provide choice in team roles? 

Shift #9: From Teacher-Led Discussion to Student-Led Discussion 

How can the most innovative square mile on the planet be plagued by racial injustice only 2 blocks away? 
This is the big question guiding work by young ‘Innovators For Purpose” (IFP) across schools in Cambridge, Massachusetts. Students are building installations, publishing books, creating augmented reality simulations, and developing educational games. And they are using a simple, but profound student-led discussion tool to guide them. Developed and facilitated by pioneering educator Ela Bur, the ‘innovator’s compass’ uses five questions to guide young people in getting to the heart of issues: 

1. Middle Quadrant: Who’s involved? 
2. Observation Quadrant: What’s happening/why? 
3. Principles Quadrant: What matters most? 
4. Ideas Quadrant: What ways are there?
5. Experiment Quadrant: What’s a step to try?

A student facilitator guides the discussion while a student notetaker captures ideas on post-its and places them in each quadrant. Ela’s job? Model the process, clarify student roles, and ask probing questions. By using a repeatable framework and protocol for discussion, Ela is transforming once passive learners into active citizens.

Other discussion protocols include socratic seminars, fishbowls, jigsaws, and democratic circles. 

Questions for Reflection: 

1. What discussion protocols might help you amplify student voices?  
2. How might you provide more leadership opportunities for students in class discussions?

Shift #10: From Progress Assessed by Teacher to Self, Peer,
Expert Feedback and Critique

Student-Centered Practitioner Gary Heidt, English Teacher and founder of Nova Lab, was tired of students “checking achievement boxes, climbing each ladder to get to the next.” As he states, “it was not about learning.” He did something radical in response. He eliminated grades entirely; replacing tick boxes with a system of ongoing feedback, narrative comments, and peer review. Students would only receive a pass/fail mark. The result? Learners articulated their learning and took greater ownership of the process. As Gary retells, during ‘learning pitches’ around writing and publishing stories, learners detailed their process of advancing from initial storyboard to developing plot and characters; referencing how feedback and revision guided each successive draft; in small business proposals, how they established their business idea and how expert mentor feedback informed their work to bring it to market. 

Gary’s role? Build in time and structures for high-quality feedback and critique. He modeled protocols like T.A.G.; demonstrated how to elicit feedback through Google Forms; and held 1:1 conferences with students to establish personalized goals, and action steps to reach them.    

Questions for Reflection: 

1. How can you make learning less ‘tick boxy’ and more narrative in your classroom?
2. What time might you carve into class for peer feedback and presentations of learning? What effect might it have on student ownership and empowerment? 

Shift #11: From Teacher Audience to Authentic, Public Audience

What happens to student engagement and empowerment when they are given an authentic audience to present their work?  

This was the big question behind the founding of VIS Better Lab School in Taipei. Students are sharing plans to make bus stops more inclusive with the transportation department. Proposals to improve water quality at the nearby river with the local water authority. But perhaps the most agentic of all these extended learning experiences is the 100% student-run VIS radio station. On a regular basis, students film, edit, and publish episodes to their Youtube Channel, and each student plays a role. Some are in charge of the camera work; others, lighting; some, the interviewing of guests; others, post-production work; and even more, branding the episodes and increasing subscribers. They have explored topics ranging from the history of R&B to the progressive schooling movement. At public exhibitions in a highly visible public space in Taipei, students share their learning within each of these ongoing projects, and what the local community can do to get involved. 

So where’s the teacher? What’s their role? Their learning ‘facilitators’ as VIS calls them can be found supporting teams; helping mitigate conflicts; holding whole class reflections; building task boards; and delivering mini-lessons on interview techniques, lighting, camerawork and audio. Byron Clarke, one of the lead facilitators shares, “When students are working on something they care about, I don’t have to do as much.” 

The impact? Student empowerment skyrocketed. From a student: “I love doing projects. I love being involved. I love being more active and proactive in my learning.” – Flora Lin, VIS Learner

Questions for Reflection: 

1. What authentic audiences for student work exist outside of your classroom? Who in the school might students present to? 
2. How might students expand the audience for their work and learning? Digitally and in-person?  

Shift #12: From Classroom Based to Community-Centered Impact

Imagine if for two lessons a week, students left the silos of their subject-based classrooms, and instead worked on applying cross-disciplinary knowledge and skills to address Sustainable Development Goals (SDGs). That’s exactly what will happen in the 2024-2025 school year for all Year 7 students at Bangkok Patana School. Two subject teachers will combine around each goal to design experiences that provide students agency in investigating and devising solutions relevant to their community. Some students will investigate minority groups and showcase the unique customs, traditions and culture of marginalized groups in Bangkok to address SDG #10: Reduced Inequalities; while others investigate the local ecosystem and estuaries and build wire sculptures of animals to make life below water more visible on the surface (SDG #14). The hope is that by providing these experiences, students will become more active citizens within their community, and see that they can make a difference. 

Their teacher’s role? Each subject teacher will strategically scaffold the experience through mini-lessons, activities, articles, and field trips to better understand the issue from their subject’s lens, while also supporting students with their authentic solutions. 

Questions for Reflection: 

1. What connections might you build for a current unit of study to larger Sustainable Development Goals? 
2. How can you allow for more field trips, and hands-on experiences in the community within current units, topics, or lessons? 

Call To Action

Let’s return to that teacher-led classroom we illustrated at the beginning. Except now, let’s imagine it is filled with agentic learners who take charge of their learning. In the corner, a peer shares his scientific drawing on a rolling tv screen while his peers provide specific feedback. At the counter in the back, two students in lab coats examine slides of local water samples under a microscope. In another corner, six students huddle in a circle to discuss an article they annotated the night before. At standing desks in the middle, three students add slides to their team’s pitch deck. Their teacher crouches next to them, probing into how they might make the message more clear. 
This is not a hypothetical scenario. It’s a real depiction of what is happening in agentic classrooms around the world. And it’s not too far out of reach. In the age of AI, data, and information at our student’s fingertips, our role in the classroom must shift to allow for it. Which of the 12 shifts will you make to get started?

The post 12 Shifts to Move from Teacher-Led to Student-Centered Environments appeared first on Getting Smart.

In the wake of the pandemic, families, educators, and policymakers are all paying close attention to the impact of trauma on learning, as well as on students’ physical and mental health. Surgeon General Vivek Murthy has described mental health as “the defining public health crisis of our time,” and recently declared that challenges stemming from the issue were leading to “devastating effects” among young people. 

Schools are increasingly serving as first responders to students’ mental health. One study found that, even in 2018, schools were the second-most frequent provider of mental health services for young people, surpassing general medical settings, child welfare settings, and juvenile justice settings as likely providers of care. They’re also getting better at detecting adverse childhood experiences (ACE), recognizing that trauma can be caused not only by tragic “big” events such as the loss of a parent or being a victim of abuse but also by chronic stress such as instability at home or family conflict. Because of that, it is not surprising that the school teams and educators I speak with every day are eager for practical strategies that can help students. In my work with school districts, I find the place to start is helping educators understand how a child’s brain develops — and then, in turn, help students develop a better understanding of how their feelings and behavior are impacted by their own personal development.

Middle School Development and Neuroplasticity

Let’s take the middle school age, for example. During this age, students are undergoing many changes. Some of the most important changes take place in their brains, profoundly but often subtly impacting their emotional regulation, decision-making, and social behavior. All three of these skills are influenced by the development of the prefrontal cortex, which plays an important role in controlling a person’s emotions, thoughts, and actions, and it undergoes significant changes during adolescence. One key process during this phase is called “synaptic pruning,” which strengthens essential neural connections and eliminates unnecessary ones. As this process progresses, adolescents will typically become better at making sound decisions, navigating complex social situations, and regulating their emotions. However, since these changes take place gradually, and each part of the brain does not necessarily develop at the same rate as others, adolescents sometimes act in inconsistent ways– and that behavior is often exacerbated by ACEs. 

During this crucial phase of development, cultivating self-awareness helps students gain a sense of responsibility for their personal behavior and growth. Once they become more aware of their thoughts and emotions, students can be empowered to identify areas where they may want to make changes. This process is also influenced by how their brains are developing. The brain adapts to novel experiences over time by creating new neural pathways, which enable it to adapt to novel challenges and tasks. This quality of the brain is called “neuroplasticity.” When middle school students repeatedly engage in a behavior, their brains recognize patterns and create neural pathways to perform the behavior more efficiently. With this knowledge of how their students’ brains are developing, teachers can adapt their responses to students in a manner that encourages greater self-awareness and positive behavioral change.

Awareness of their students’ stages of psychological development helps teachers better understand the mental and emotional realities lived by their students, and how those might affect their behavior in the classroom.

A Trauma- and Neuroscience-Informed Example

Courtney, a 14-year-old student, tries her best to navigate her school days but often presents with significant behavioral challenges. In addition to the challenges of adolescence, a parent was recently incarcerated. The stress and anxiety she is facing are resulting in verbal outbursts and high emotionality that often disrupts the classroom. It would not be uncommon for a student like Courtney to be met with disciplinary action. However, Courtney’s teacher approaches her with understanding and compassion. Incorporating Courtney’s trauma history, the teacher empathetically grasps the weight of her recent family struggles. She recognizes that managing impulses and emotions is particularly difficult for adolescents. Courtney’s teacher offers support rather than punishment. With this awareness, the teacher fosters a nurturing environment where Courtney feels safe, valued, and understood, which assists her in navigating through these challenging times with care and empathy.

In response, the teacher adopts a proactive approach tailored to Courtney’s needs. Understanding the importance of structure and predictability for adolescents navigating emotional upheaval, the teacher implements a consistent and visually accessible schedule to provide Courtney with a sense of stability. Recognizing the benefits of mindfulness practices in promoting emotional regulation, brief mindfulness exercises are integrated into the classroom routine to help Courtney and her peers manage stress and focus their attention.

The teacher adopts a supportive stance by praising Courtney’s incremental achievements, no matter how small. This positive reinforcement not only acknowledges Courtney’s efforts but also fosters her confidence and motivation to succeed. By addressing Courtney’s behavioral challenges with empathy and targeted support, the teacher creates a nurturing learning environment conducive to Courtney’s emotional well-being and academic success.

This example illustrates the important role that teachers can play in helping students develop social and emotional competence. Courtney’s teacher recognizes that her classroom can be a place where her student finds consistency, stability, and support, regardless of whatever Courtney may be experiencing outside of the classroom. Her teacher’s proactive approach to addressing Courtney’s needs affords her the opportunity and support needed to develop enhanced self-awareness and greater self-regulation of her emotions. Such an approach is not only a proactive and empathetic response to the challenges Courtney may be facing at home, but also one that is supported by neuroscience.

In Conclusion

Awareness of the different phases of adolescent brain development, as well as the impact that ACEs can have on students’ capacity to learn, is key to understanding some of the factors that affect students’ ability to show up in the classroom. Leveraging that knowledge can help teachers proactively address the behavioral challenges that emerge in their classroom. Utilizing an approach for addressing these challenges that is supported by neuroscience empowers teachers to foster a positive learning environment for all students and guide them toward adopting habits that will sustain them in adulthood.

Reagan Rogers, M.S., Psy.S. is the Vice President of Behavior and Mental Health Services of Invo Healthcare’s IMPACT program. IMPACT (Integrated Multidisciplinary Program to Address Childhood Trauma) is a groundbreaking program that integrates experienced mental health and behavioral health teams into the natural school environment. In her role, she oversees this unique, multidisciplinary team-based model for K-12 students in over 200 schools nationwide.

The post How Educators Can Help Students Understand Their Own Neuroscience, and In Turn, Foster Positive Classroom Behaviors appeared first on Getting Smart.

Recently, the Smithsonian’s National Museum of the American Indian in Washington, DC, served as a vibrant venue for the first-ever International Micro School Conference hosted by Microschools.com, Mysa, and Prenda. This event gathered a global community of microschool leaders, educators, researchers, social entrepreneurs, and innovators, all sharing a common goal: to explore and expand the horizons of microschools –  small learning environments designed to provide highly personalized learning experiences. This gathering was not just a conference but a celebration of innovation, community, and the potential of education to adapt and thrive in diverse environments. As a participant, I had the unique opportunity to engage with this diverse group and now share the compelling insights and experiences from this gathering.

A Global Gathering of Visionaries

The conference featured an impressive lineup of speakers from around the globe, each sharing their unique insights into the evolving world of education. Among them was Tim Vieira, founder of Brave Generation Academy and presidential candidate of Portugal, who shared his vision for a school without walls that extends its learning environment into the community. His approach not only breaks the physical barriers of traditional schooling but also integrates 61 global hubs from the US to Mozambique, creating a truly international learning network.

Another standout session was led by Mohammed Rezwan, founder and architect of Shidulai Swanirvar Sangstha, known for their innovative Floating Schools in Bangladesh. These floating schools, libraries, playgrounds, health clinics, and training centers in flood-prone areas are essential as they offer a poignant example of how education can be tailored to meet the specific needs of a community, ensuring that learning never stops, even in the face of natural disasters.

Challenges and Innovations in Education

Thomas Arnett, senior research fellow at the Clayton Christensen Institute, led a session on transforming education and addressed the systemic barriers that often stifle educational innovation. His focus on organizational autonomy, catering to unconventional students, and promoting opt-in adoption provided a framework for thinking about how new educational models can be successfully implemented.

Data-Driven Approaches to Homeschooling

Dr. Angela Watson, founder of the John Hopkins Homeschool Hub and Research Lab, brought attention to the rapidly growing sector of homeschooling and shared insights on trends and regulations. She emphasized the need for policies informed by robust data, saying, “As homeschooling continues to expand and evolve, we need a better understanding of this growing and diversifying education sector. We need policy based on facts, not historical stereotypes. My hope is that the Homeschool Hub will help fill these needs.” Her presentation emphasized the importance of developing stronger data and policies that accurately represent the modern state of homeschooling. This shift away from outdated misconceptions aims to foster a more evidence-based comprehension of its effects and scope by providing accessible data and research to the public.

Historical Perspectives and Future Directions

Professor James Tooley, Vice-Chancellor and President of The University of Buckingham, and described by Philanthropy magazine as “a 21st century Indiana Jones” traveling to “the remotest regions on Earth researching something that many regard as mythical: private, parent-funded schools serving the Third World poor” provided a historical lens on the microschool movement, discussing the evolution of low-cost private schools across various countries. His insights into the characteristics that have helped these schools succeed offered valuable lessons for anyone looking to support or launch similar models. He has helped to create a chain of low-cost private schools in India, Ghana, Honduras, and most recently established one in the north-east of England with the proper infrastructures and resources needed to advance equitable, accessible, and inclusive education.

Creating Spaces of Possibility

The workshop I led, along with notable educators such as Coi Morefield (Lab School of Memphis), Andrew Lee (Vita Schools of Innovation), Oscar Valles (Ellemercito Academy), and Lana Tran (Project Olives) focused on the concept of “Creating Spaces of Possibility: Transforming the Mundane to Magical.” Through a dynamic fishbowl-style discussion, we explored strategies for reconceptualizing educational spaces and cultivating supportive learning communities. We engaged closely with the audience, discussing how any space can be transformed into areas of creativity, safety, and innovation, and offered a holistic approach that views every environment as an opportunity for engaging and transformative learning. The energy in the room was palpable as participants shared their experiences and dreams for creating educational environments and school cultures that transcend the mundane to achieve the magical. The main goal was to provide a time of reflection so that founders could realize they have already created spaces of possibility, as most of our programs represent what parents have desired for their children but did not know existed. The overarching aim was to inspire educators and leaders to view the collective learning cultures of our microschooling communities as what they truly are—unique, needed, and indeed, magical.

Neuroscience and Education

Kaity Broadbent, Prenda’s Chief Empowerment Advocate, delved into the neuroscience behind learning and its implications for education during her workshop “Changing Childhood and Education.” She discussed the critical roles of connection, competence, and autonomy in fostering environments where students can thrive mentally and physically. Understanding brain-based approaches to learning underscores the importance of aligning educational techniques with how students naturally learn and process information, a crucial consideration for anyone involved in educational planning and curriculum design. 

Reflections and Future Outlooks

The two days of the conference were not just about sharing knowledge but also about building a community of individuals committed to rethinking and reshaping education. The collaborative atmosphere was a reminder that while the challenges are significant, the potential for impactful change is enormous.

As I reflect on the myriad discussions, workshops, and panels, I am struck by the resiliency, social entrepreneurship, and creativity of educators worldwide. The shared commitment to improving education through innovative, community-focused solutions was inspiring. The conference not only provided a platform for sharing best practices but also sparked conversations that will resoundingly continue to influence the educational landscape long into the future.

Lizette Valles, M.Ed., is the founder of Ellemercito Academy, a Los Angeles-based microschool, with a focus on project/place-based learning with a strong focus on trauma-informed teaching approaches.

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One program is on a mission to eliminate youth violence! Following in the footsteps of world-renowned activists and civic and global leaders such as Martin Luther King Jr., Nelson Mandela, Mahatma Gandhi, and others, the Power of Peace Project is committed to redirecting underserved youth, reducing the overall incidence of youth crime, rehabilitating young inmates, lowering academic dropout rates, and inspiring young people to discover and develop the untapped power and potential within all of us. 

The Power of Peace project

The Power of Peace movement, inspired by the Project, is spreading to schools and youth detention centers, and the Forty Days to Freedom series is bringing about significant changes in this generation of young people. Together, we are beginning to remove the shame and stigma that come to the families of the addicted and incarcerated, and we are showing that these young men and women can change and prepare to become productive citizens.

The Power of Peace Project (POPP) was founded in 2010 by the organization’s president, Kit Cummings, as he began to carry the message of peace, hope, and change into the most challenging places in America– the U.S. prison industrial complex. As Kit spoke to more and more inmates, momentum began to build in penitentiaries in different parts of the country. Behaviors began to change, and many of the men society had left behind and essentially given up on had rediscovered their power and potential. Some of the most challenging prisoners began to strive to become positive role models for their kids and younger brothers. With prison inmates desperately needing a purpose and young people needing positive role models, the unlikeliest group of individuals heeded the call to action and stepped up to make a change. Administrators, educators, wardens, and officers were all amazed at what happened. Peace began to take hold and spread.

On January 18th, 2011, twelve men at a dangerous maximum-security prison signed the “POPP Peace Pledge” to see if they could live peacefully with the men in Georgia’s toughest prison. Forty Days to Peace, which began on the 25th anniversary of MLK Day, would continue for the following forty days and beyond in that prison, and peace began to spread throughout the facility. This prison won Institution of the Year that year, going from worst to first.

As those men began to practice a lifestyle of non-violence, other men began to watch and become curious. Word spread throughout the compounds, and inmates began to talk about Forty Days to Peace. Instead of being labeled as “weak,” these men gained a new respect among the prison population. A peace movement had begun, one that these men had created in their commitment to non-violence toward each other, and the prison administration and staff began to take note. POPP was invited to more and more facilities.

Since that first peace pledge, POPP has gone to prisons and schools in the U.S., South Africa, Honduras, Mexico, Ukraine, and Guatemala. Since the first project in the first prison, Kit has taken the POPP message to over one hundred prisons, jails, detention centers, and rehab facilities.

The Power of Peace Project has expanded into a community development project, including a student development program, anti-bullying campaigns in alternative high schools, a media company, corporate motivational programs, empowerment activities, and organizational conflict resolution programming in wounded communities. The POPP peace movement took hold in Michigan and Ohio, where over two thousand inmates committed to peace and becoming positive role models, not only to inmates but also to a young generation that is losing its way. Some prisons saw violence decline by as much as 50 percent because of the ongoing project. Whether someone is a tough kid from an inner-city school or a college-prep kid living in the suburbs, it no longer matters—this is not a rich or poor, black, white, or Hispanic issue– because the need for peace is a common bond that we all share. Our kids are hurting and, in turn, hurting themselves and others. It is time for a new approach.

A Conversation with Kit Cummings

I had the opportunity to speak with Kit Cummings, the Founder of The Power of Peace Project. Kit is an award-winning author, teacher, and violence prevention specialist. When talking about the work of the Power of Peace Project, Kit stated:

What is your vision for the Power of Peace Project?

Between our work in schools, juvenile courts, juvenile detention facilities, and law enforcement, I want to impact one million kids in the next ten years.

How does The Power of Peace Project support youth in school?

Through our POPP Protect the Dream program, we teach kids how to design a dream, manifest it, and then protect their dream, at all costs, from the Seven Dream Killers: Hanging with the Haters, Irresponsible Social Media, Drug and Alcohol Abuse; Unhealthy Relationships; Objectifying Classmates, Disrespect of Authorities; and Lowering Scholastic Standards.

How does the Power of Peace Project provide support for incarcerated Youth?

We partner with the Department of Juvenile Justice and teach conflict resolution skills and violence prevention through our POPP Forty Days to Freedom program. They learn the Seven Power of Peace Principles: Seek first to understand your opponent; Find common ground with your rival; Walk a mile with your adversary before you judge them; Practice active listening; Practice compassionate communication; When wrong, admit it and make it right; and treat your enemy with dignity and respect, even if you disagree. And we implement a reward-over-punishment model.

What are the greatest needs of the students whom you serve?

The greatest need is mentoring. Kids need positive, older role models pouring into them more than the streets do. Lack of parenting, especially among adult males, has left a void that the streets and gangs are readily filling. Gangs are giving kids more time and support than the local churches are.

What can our education system do to help the youth you serve?

We need to include more mandatory curricula on mental health, addiction and recovery, and emotional well-being. Teachers should be better compensated so that we can hire and retain quality educators. According to one study I recently read, a student has physically assaulted one out of every eight teachers in our country. We can not keep good teachers, leading to a lower teacher-to-student ratio/coverage, and the problem worsens.

What else can the education system do to prevent violence in its early stages?

We need effective programming in our in-school suspension, out-of-school suspension, and juvenile probation programs. We need to interrupt and redirect them when they first start getting into trouble rather than trying to catch them when it is often too late.

According to the Power Of Peace Project, “Hope is the New Dope,” children are beginning to believe in themselves and their dreams. Join them as they bring peace from behind the wire to the streets!

The post The Power Of Peace Project: Healing Wounded Communities appeared first on Getting Smart.

As school builders, how do we best minimize blindspots, respond to inequities, and create universally designed spaces that account for the diverse array of lived experiences within our schools? 

By building from the margins, or redesigning in deep consideration of the most underserved, we have the opportunity to create empowering schools that use the experiences of the most at-promised youth to enhance the overall school. 

The design process must be centered around the user experience. Youth must be at the table to share insights, illuminate blindspots, and critique current practices to design and revise the overall school model. Cogenerative dialogue is a useful tool for eliciting the voices of youth to drive and direct change. 

Secondly, design processes must be focused and scaffolded. What is the capacity of your school for change? Does this change align with your current priorities and mission? All must be in alignment for meaningful growth to occur.  

Example Design Process

1. Assess the assumed need or challenge (do so without making general assumptions, but rather devise questions to ask your youth to inform your problem statement. Avoid getting attached to claims about the problem and allow the true issue to be surfaced through empathy interviews and discussions with the community) 
2. Survey your youth/community 
3. Revise your need or challenge 
4. Assess your school’s capacity for change 
5. Plan backward from the desired outcome with frequent check-ins with students on the impact these changes have on their experience in schools (focus on slow meaningful change rather than rushed changes) 

While this design process is a great way to lay a foundation for starting, there are numerous pitfalls of school and system transformation. Below are a few of the most common and some guidance on how to anticipate and overcome them. 

Identify the Locus of Control

A common trap of the school redesign process can be overemphasizing all of the factors that we do not control within schools. Ultimately, a huge portion of our students’ personal lives directly impacts their performance in school and overall ability to learn. Though schools and school personnel cannot control it all, it is important for us to adequately assess how we can operate as community hubs to address the most challenging issues our youth face which may lead to inequitable learning experiences. To address these factors, it is important to consider two things; advocacy and fundraising. 

Spot Inequities

When building from the margins, it is common to expose inequities that are not considered by the status quo. Once this is identified it can be important to expose the inequity to local, state, and federal leaders to be considered for future policies. This can also direct funding and resources to ensure these changes have long-term sustainability. 

Fundraise and Staff Accordingly

When designing schools that provide extraordinary resources (i.e. housing support,food beyond school hours, extended counseling services, etc.)  or services, it is imperative to devise long-term sustainability models in tandem with designing the system. Innovative ideas are often attractive for grant funding when paired with concrete action plans, deadlines, and impact assumptions. Having someone on the team document the impact and process to later be used for grant writing can save time and effort. Codify and memorialize as you build! 

Don’t Recreate The Wheel

Transcend Education’s Innovative Model Exchange is an amazing toolkit for accessing innovative and successful school models and resources. I would advise that anyone seeking to make meaningful changes to their model use this toolkit only after they have engaged with their community to unearth the root of the problem and the most meaningful level of change. 

Looking to other school models prior can lead to misidentification of the needed change and ultimately adopting a system or model not tailored to your particular community. Building from the margins is all about recentering the most disenfranchised as a way of building a more encompassing model capable of equitably serving all. 

Erin Whalen, is the Executive Director at Da Vinci RISE High School.

The post Tips and Tools for Equitable and Sustainable School Design appeared first on Getting Smart.

Here’s an alarming statistic: in a 2019 survey of 47,000 high school students, just 40% of students said they felt like “a real part of this school.” That means 60% of students show up to school each day feeling, to some degree, like outsiders. Given the intense isolation many students have felt during and after the COVID-19 pandemic, it’s hard to imagine this lack of belonging has gotten any better. In fact, it’s likely gotten worse.

So, what happens to those kids? Research shows that a lack of belonging at school causes students to disengage. Their performance suffers. And they come to believe that certain futures aren’t available to them. 

We’ve seen cultural movements around diversity, equity, and inclusion that are meant to help people feel included. But, is merely being included enough for a child, or does she need to feel like she belongs and is a valued member of her community? 

Just about every school experience improves when students feel like they belong. According to one 2022 review, students become more confident, motivated, and engaged overall. That means they’ll speak up more confidently in class, ask more questions, work better with their classmates, and perform better academically. Ultimately, if you can model a place of belonging for children as they’re growing up, they’re more likely to become adults who create this kind of world for others—and isn’t that the highest goal education can achieve?

Most school leaders probably think they already do things to make students feel like they belong. But, this isn’t the case. Painting your walls blue and yellow just because those are your school colors won’t make students feel like they belong. Chances are, it will just give them headaches. To create a school of belonging, an institution’s leaders need to consider what really gets people of any age to feel connection: ownership, representation, and community.

Exceed Student Expectations

Not long ago, I designed a tech lab in Oakland, California for students to use after school and on the weekends. It’s called Code Next. On a typical Friday afternoon, Code Next is relatively quiet. There’s the low humming of a laser cutter as a student etches a piece of wood, and a few 3D printers whirring in the makerspace. Pretty soon, a handful more students filter in. Without hesitation, they grab a laptop and a pair of headphones. Then they grab a few other essentials: a bottle of Vitamin Water, a pack of Oreos, and a piece of Swiss chocolate. They get down to work. 

The work that gets done at Code Next is permissionless. Students don’t need to ask anyone if they can work on certain projects or use whatever materials and tools they need. They just do it because they feel comfortable in that space. When the Code Next team at Google asked me to design a learning lab where students would feel a sense of belonging, I knew that meant students had to feel like the space was theirs. 

I designed the entire lab to feel accessible, where all of the supplies and fancy equipment were in reach, not hidden or locked up in cabinets. Students have front-door access and show up whenever they please. Furniture is movable and modular, so kids can create the workspaces that make sense for them. The space is theirs, and it’s in that sense of ownership where we most feel like we belong. 

Within weeks of Code Next’s opening, a student told me, “The design of the lab really makes it feel like a workspace for engineers. You really feel that engineering feeling going through your body. It really helped me understand what I want to pursue in the future.”

A staff member shared, “The space is so cool, and open and fun. It kind of feels like a playground but in an educational way. And that’s kind of the best part — it motivates you to say ‘What can I learn?!’  We have students come on their lunch breaks or after school even when there’s no programming.”

Ask Students for Input So They Can Make it Their Own

It’s also crucial that school leaders consult the students themselves about the kind of school they want to attend. If students have a say, they’re more likely to feel like the space belongs to them and that they belong there. 

An example of this came from the City Neighbors High School in Baltimore, Maryland. When it opened in 2010, the school did something fascinating. They let students design the cafeteria. In fact, they asked students, “If you could have the all-time coolest cafeteria for your high school, what would it look like?” The kids came up with a long wish list: black leather couches, a stage with a piano, pub-sized tables, and booths. And the school gave it to them! 

This act alone, of involving students in the design process, makes students feel like it’s partly their space. This leads to feelings of belonging, in the same way a child would feel more at home if their parents let them design their living room. 

City Neighbors did something else interesting to break down the barrier between students and teachers, which led to greater belonging. In the cafeteria, all around the walls, they put up framed photos of the students and staff from when they were young children. For example, there’s a photo of the school principal when he was a young boy with his big brother at the kitchen table. To the students, this humanized their teachers. It made it easier to connect with them since they could see how the faculty was once just like them—that they too used to love video games or playing pranks with their siblings. 

Once it was easier to form these relationships, students started to feel like they belonged, because they truly knew one another. They became a part of a community. 

Use Representation to Help Students Dream Big

Lastly, a way to create a sense of belonging is through seeing the space as a place “where people like me succeed.” A couple of years ago, I got the chance to design a campus for Tech Exchange. It’s a program where university students from HBCUs and Hispanic Serving Institutions spend a year studying at Google’s headquarters, a place where (like many tech companies) Black and brown faces are noticeably sparse.

To help these college students feel greater belonging, all over the campus I plastered billboards of successful Black and Hispanic engineers who went to the very same universities that these students were coming from. Walking around, students see billboards of successful people of color. They see people who came from where they came from and made things happen—that even though they don’t look like Elon Musk or Mark Zuckerberg, they belong on this campus and in the tech world because people of color can and have achieved great things. 

I also located the billboards so they’d be seen by Google’s hiring managers. If these hiring managers saw success stories of Black and brown people, maybe they’d see more potential in these kids. They would look at them differently, and even treat them differently—like they belonged as much as students from Stanford or MIT. 

This way, students can enjoy more upward mobility with help from adults in power who also believe that the students belong and feel compelled to support their success.

Inclusion Isn’t Enough

While it’s important that no one feels excluded at school, that should be the bare minimum. As education leaders, the real goal should be to make everyone feel like they belong. People should look forward to coming to school. 

The way to do that is to create experiences where teachers interact more meaningfully with students. How much agency you give to students makes a difference. And whether they see themselves in that world and have a say in creating it, too, also makes a big difference. 

Remember, the environment is not neutral. Our spaces influence how we feel from moment to moment, week to week, year to year. If six out of ten students are saying they don’t feel like they belong, that means they’re counting on their teachers, community leaders, and parents to fix that. They are counting on you to roll up your sleeves and create a place where they do feel like they belong.

Danish Kurani is an architect and created the Baaham design philosophy. In 2021, Fast Company named him one of the world’s Most Innovative Architects.

The post How to Design a School for Belonging appeared first on Getting Smart.

Critical Race Theory Takes Center Stage

While Critical Race Theory (CRT) has overtaken the media and become heavily politicized in recent years, this academic concept that examines race as a social construct is more than 40 years old. This year’s opening keynote “Unraveling Myths About Critical Race Theory in Education” explored the debate over CRT and unraveled myths and misconceptions that challenge the opposition and featured Dr. Kimberlé Crenshaw, Co-Founder & Executive Director of The African American Policy Forum and leading scholar of CRT, and Jonathan Cox, Vice President of the Center Policy Analysis & Research (CPAR) at the Congressional Black Caucus Foundation, Inc. (CBCF). 

The conversation started with a light-hearted, five-question quiz to determine if the audience members held beliefs aligned with critical race theory (CRT). This approach brought the controversial topic into focus in a humorous and thoughtful way. The speakers then delved into the basics of CRT, emphasizing it as a recognition of historical and current injustices. They discussed the importance of incorporating CRT into academic and political discussions as a vital move toward justice. This integration is seen as a crucial step in upholding the constitutional rights of Black individuals and other marginalized communities.

CRT provides a framework for examining how systemic racism has shaped institutions and perpetuated inequalities in society. While 23 states—impacting 22 million school children—have passed legislation that limits the way race and racism can be taught, teaching CRT in schools can help students develop a deeper understanding of historical and contemporary issues related to race, privilege, and power dynamics. This knowledge empowers educators and students to critically analyze and challenge systems of oppression, ultimately fostering a more just and equitable society for all. 

Anti-CRT legislation has been introduced in 46 states, but blocking CRT from being taught in schools not only limits students’ exposure to diverse perspectives but also impedes progress toward achieving racial justice and equality. It’s essential to prioritize inclusive education that equips students with the tools to navigate and dismantle systemic inequalities, ultimately fostering empathy, understanding, and social change. Tackling CRT and a few of the misconceptions surrounding it pulled attendees in and allowed them to see how their own actions, thoughts, and assumptions could and possibly should be stretched if we are truly in the business of being learners as so many of us profess. 

Unrestricted Knowledge

In addition to anti-CRT legislation sweeping the nation, literacy and book bans also continue to be a locus of debate. According to data from the American Library Association (ALA), a record 4,240 unique book titles were targeted for censorship in 2023, a 65% increase over the 2,571 unique titles targeted in 2022 and a staggering 128% increase over 2021 numbers. Since many book bans are happening in states where CRT is being rejected, it is no surprise that 47% of the books targeted for censorship were titles representing the voices and lived experiences of LGBTQIA+ and BIPOC individuals.

The African American Policy Forum (AAPF) hosted a powerful installation called “Books Unbanned”. The interactive exhibit was stationed outside of the main auditorium to share the history of banned books, boost critical cultural literacy and to empower attendees to defend the freedom to learn, read, and teach history. AAPF provides free copies of titles such as All American Boys by Jason Reynolds and Brandon Kiely, This is Your Time by Ruby Bridges by Ruby Bridges, and The Handmaid’s Tale by Margret Atwood to attendees. 

This exhibit exuded actionable ways to embed freedom to learn in community. The open shelves lined with both classic and contemporary titles were a powerful call to educators about the sense of urgency of protecting learners’ right to diverse and reflective reading options. 

Unite Against Book Bans held a session titled “How to be a Freedom Fighter,” with author Angie Thomas (whose novel The Hate U Give has found its way on banned book lists), a student advocate, a librarian, and community organizer where they examined how censorship harms communities and threatens democratic principles. Attendees learned proven ways to engage their communities, defend intellectual freedom, and support educators and librarians.

In addition to those featured at SXSW EDU, several other organizations have collaborated to help educators and community members fight book bans locally and nationally:

• PEN America has accumulated important data, resources, and a place to report book bans in your community.  
• The National Council of Teachers of English (NCTE) developed This Story Matters, a book rationale database where you can search for and contribute rationales for banned books.

Spencer Russell led another standout keynote illuminating the dire condition of the nationwide literacy crisis. Out of the gate, Russell delivered a sharp blow by sharing that over two million students in 4th grade are reading below grade level and how it will impact their formal learning experiences, career choices, and America as a whole. Crescendoing, Russell shared the number of adults who read below a 3rd-grade reading level (the number? 52 million!). Russell’s passion for literacy started after he learned some hard lessons as a teacher. It motivated him to empower caregivers and parents in their own literacy journeys and for young people. He created Toddlers Can Read, where he provides resources to support literacy development. 

The keynote offered five short ways to make a difference in the lives of anyone who wants to support developing a more literate world. In the event you don’t have time to watch the powerful address, here are the steps: 

1. Know the research
2. Stop theorizing, start teaching
3. Keep it simple
4. Partner with parents/caregivers
5. Get started now

Protect Literacy and Learning

Fighting censorship in schools requires a collective effort to uphold the principles of academic freedom and intellectual diversity. When facing challenges such as book bans and anti-CRT legislation, there are several proactive steps that educators, parents, and advocates can take.

• Education and Advocacy: Educate the community about the importance of diverse perspectives in education and the harmful impacts of censorship. Advocate for policies that promote intellectual freedom and inclusive curricula.
• Engage in Dialogue: Foster open and constructive dialogue with stakeholders, including school boards, administrators, and policymakers. Highlight the value of exposing students to a variety of viewpoints and critical thinking skills.

• Defend Access to Information: Oppose book bans and challenges to educational materials by defending access to diverse literature and resources. Support librarians and educators in their efforts to provide students with access to a wide range of ideas and perspectives.
• Mobilize Support: Build coalitions and mobilize support from community members, educators, and organizations that value intellectual freedom and equity in education. Work together to oppose censorship efforts and promote inclusive learning environments.

By taking proactive steps to fight censorship in schools, we can uphold the principles of academic freedom, foster intellectual diversity, and ensure that all students have access to a well-rounded education that prepares them for active and engaged citizenship in a diverse society.

The post Banned Books, Critical Race Theory and Literacy at SXSW EDU appeared first on Getting Smart.

Multilingual learners (MLs) face unique challenges as they navigate learning a new language and culture while also pursuing academic learning. An increasing number of multilingual students arrive in the U.S. also having endured trauma resulting from war, instability, or persecution in their home countries. Language barriers and cultural differences can further exacerbate students’ challenges, underscoring the critical need for educators to address their social and emotional needs. 

Though MLs comprise nearly 10% of the school-age population, the most widely-used social-emotional skills frameworks and programs currently lack an intentional focus on how to support multilingual students’ unique strengths and challenges. To foster MLs’ academic success and well-being, educators must consider students’ cultures, languages, assets, expectations, norms, and life experiences when integrating social-emotional practices. All students thrive when they are validated and supported to achieve their goals, empathize with others, build relationships, and make responsible decisions. 

Strong evidence shows that social-emotional skills support students’ well-being, however, a one-size-fits-all approach can undermine cultural heritage, limiting the potential benefit to multilingual learners. Culturally relevant assessments offer a crucial starting point for meeting the needs of multilingual students. These assessments not only help educators gain a deeper understanding of their students but also foster a more inclusive and supportive learning environment that allows students to have the same experience as their peers with support in their native language. 

Creating Culturally Relevant Assessments 

The first step in creating culturally relevant assessments is ensuring accurate translation. Best practices recommend a certified translation company that will create a consensus translation that considers regional dialects. Guidance from the International Testing Commission suggests that translation alone is not enough to guarantee the cultural relevance of an assessment, particularly for constructs influenced by language and culture. A comprehensive cultural review by native speakers can bring to light constructs or items that might pose potential issues. This expert cultural review can be done by native speakers of the relevant language who have expertise in education or child development. 

Next, studies investigating measurement invariance evaluate the comparability of the translated and English versions of the assessment to show whether the assessment functions similarly across groups. Invariance suggests that comparisons can be made across groups and that results can be interpreted in similar ways. 

At Aperture Education, we have used this process to create several translated versions of the DESSA Student Self-Report social and emotional assessments, including Spanish and Chinese, two of the most common languages other than English used in the K-12 school system. After translating the DESSA into these languages, we worked with expert reviewers to determine the cultural relevance of the items and constructs included. Reviewers in both languages agreed that the items and constructs of the DESSA were culturally meaningful for Spanish and Chinese-speaking students. 

However, the reviewers also noted some items that could warrant additional review when interpreting an individual student’s results. For example, a reviewer noted that the item, “believe that you can make a difference”, is less emphasized in Chinese cultures because there tends to be a greater focus on collective efforts to make a difference. 

We used the results of our expert reviews to prepare guidance for educators who work with multilingual students. We included notes like the example above to help educators interpret assessment results more thoughtfully and to better understand their students’ needs. Furthermore, it can pave the way for conversations that help educators delve deeper into their students’ cultures, languages, and unique life experiences. 

Community Engagement

Strong family and community engagement is a key component of effective SEL programs. Families new to the U.S. benefit from inclusive practices, and sharing culturally relevant social and emotional assessments. Some school sites using culturally adapted versions of the student self-report also choose to share copies of the assessment in the relevant language with families. Sharing assessment items in their native language helps families feel included and can support their engagement in schools’ SEL efforts. It can also help families discuss the social and emotional skills included in the assessment and consider how to support students’ development of these skills at home. 

Other sites have not only shared the assessments but also invited families to complete and share the assessment of the student with the school. This promotes active engagement, and can also provide the school with a more holistic assessment of a students’ social and emotional skills. If there are notable differences in how certain items are rated for example, a community liaison or educator can reach out to families to learn more. 

Social-emotional skills play a crucial role in students’ academic success and well-being. Adopting culturally relevant assessments and inclusive community engagement practices can ensure that the unique strengths and challenges of multilingual students are addressed. Engaging multilingual learners and their families through culturally adapted assessments fosters a more supportive learning environment and can better support students’ social and emotional development.

For more information on what a culturally responsive classroom could look like, listen to a conversation with Alex Red Corn and a conversation with Hollie Mackey. 

Evelyn Johnson is the Vice President of Research & Development for Aperture Education and Professor Emeritus of Early and Special Education at Boise State University.

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