SEL & Mindset Archives | Getting Smart https://www.gettingsmart.com/category/sel-mindset/ Innovations in learning for equity. Thu, 23 May 2024 03:24:16 +0000 en-US hourly 1 https://wordpress.org/?v=6.5.3 https://www.gettingsmart.com/wp-content/uploads/2021/08/cropped-gs-favicon-32x32.png SEL & Mindset Archives | Getting Smart https://www.gettingsmart.com/category/sel-mindset/ 32 32 What is Belonging, and Why Does it Matter in Schools? https://www.gettingsmart.com/2024/05/23/what-is-belonging-and-why-does-it-matter-in-schools/ https://www.gettingsmart.com/2024/05/23/what-is-belonging-and-why-does-it-matter-in-schools/#respond Thu, 23 May 2024 09:15:00 +0000 https://www.gettingsmart.com/?p=124989 Explore the importance of cultivating belonging in education. Discover the challenges and opportunities of demographic change in the United States.

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By Adam Strom, Meisha Lamb-Bell, and Fernande Raine

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

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How Educators Can Help Students Understand Their Own Neuroscience, and In Turn, Foster Positive Classroom Behaviors https://www.gettingsmart.com/2024/05/16/how-educators-can-help-students-understand-their-own-neuroscience-and-in-turn-foster-positive-classroom-behaviors/ https://www.gettingsmart.com/2024/05/16/how-educators-can-help-students-understand-their-own-neuroscience-and-in-turn-foster-positive-classroom-behaviors/#respond Thu, 16 May 2024 09:15:00 +0000 https://www.gettingsmart.com/?p=124816 Reagan Rogers shares how with insights into how students' brains develop and respond to experiences, educators can cultivate self-awareness and positive behavioral change, fostering nurturing environments conducive to emotional well-being and academic success.

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By: Reagan Rogers, M.S., Psy.S., Vice President of Behavior and Mental Health Services of Invo Healthcare’s IMPACT Program

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.

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At-Risk Youth Discover Support, Healing With Wolves https://www.gettingsmart.com/2024/04/22/at-risk-youth-discover-support-healing-with-wolves/ https://www.gettingsmart.com/2024/04/22/at-risk-youth-discover-support-healing-with-wolves/#respond Mon, 22 Apr 2024 09:15:00 +0000 https://www.gettingsmart.com/?p=124666 Wolf Connection is a unique 165-acre educational sanctuary in southern California that brings people together through direct relationships with rescued wolves for the purpose of empowering the next generation to become authentic leaders and stewards of the earth.

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The unique connection between wolves and humans has been researched and chronicled in film, literature, and art. Additionally, the connection between teenagers and wolves might even be more aligned as both have a strong need to belong socially, are often misunderstood or misrepresented, and sometimes are even abused and neglected.

This special relationship is at the center of the work at Wolf Connection – a unique 165-acre educational sanctuary in southern California that brings people together through direct relationships with rescued wolves for the purpose of empowering the next generation to become authentic leaders and stewards of the earth. 

The team at Wolf Connection supports at-risk youth by reconnecting with nature, learning to be of service by responsibly caring for another being, and by working towards becoming the kind of person they want to be through Wolf Connection’s trademarked Wolf Therapy.

The wolves help the teenagers focus on their impulses, feelings, and emotions in a constructive way, according to Executive Director Amanda Beer. She said that the students learn to forgive and give to others (and themselves) and experience a second chance. 

“Like wolves and wolf-dogs, teenagers are often misunderstood,” said Beer. “Our signature programming centers around a coming-of-age process with wolves as our teachers, inviting us to connect to our inner wisdom as well as the wisdom of our packmates.”

The team at Wolf Connection said the idea originated after Founder & CEO Teo Alfero found himself caring for a pack of 16 rescued wolves and wolf dogs. Alfero chronicled his journey with the wolves with his book entitled The Wolf Connection: What Wolves Can Teach Us About Being Human.

According to the team, the inaugural youth program began with 10 schools participating in an eight-week Empowerment Program where students visit with the wolves weekly. This has now expanded to include a 12-week online program called Wolf Lessons For Human Lives that provides either asynchronous or synchronous options for the classroom based on the CASEL Social Emotional Learning Competencies. The online program concludes with students being able to meet the wolves. According to Beer, many schools are using this online course as an elective, as part of advisory, or even in EL supplementation.

Although the focus has been on at-risk youth, Beer said that programs at Wolf Connection are expanding into adult offerings including a curriculum focused on women, veterans, incarcerated adults, and those recovering from drug and alcohol addiction. However, she said the primary focus will remain on supporting youth.

“Wolves are like families. Young people have been the entry point. The more we do this work, the more we see the level of crisis of those taking care of the teens (parents, teachers, counselors),” said Beer. “We often want to label kids, but we must remember they are being taken care of by adults.”

Ultimately, Beer said all of the interest and sold out events suggest that people are seeking connection, support, and help across the human spectrum. 

Wolf Connection has received overwhelmingly positive feedback from all those connected to any of the programs. 

Counselors and mental health professionals are enthusiastic about the results.

“As a professional who has worked in the Juvenile Justice system for 20 years, this is one of the most meaningful curriculums that I have seen,” said one community partner. “From a clinical perspective, this program allows the youth to connect their own stories to the stories of the wolves they learn about.”

Youth participants have also been very positive about the experience. Indeed, three former participants are now working at Wolf Connection. 

One recent program graduate said that before he went through the program he was closed off and suffered from severe anger. However, he now feels that he can express his emotions and become a better version of himself. 

“I like the wolves’ background stories as they too have trauma. We all go through tough times and feel like our scars are not going to heal,” he said. “After seeing the wolves, I get inspired to push through – like I can do the same thing.” 

Staff members at Wolf Connection are often asked about what makes it all work so well. Wolf Connection Lead of High School Programs James Bigelow said that the secret sauce is when students and adults can see themselves in the experience of the wolves. 

“I think it’s about participants beginning to understand their internal, emotional landscapes. These landscapes mirror the natural landscape,” said Bigelow. “One example is the four different seasons and how emotions often come in seasons.”

With 40 employees and 40 volunteers, Beer said that one of the overarching goals of Wolf Connection is to be the global storyteller for wolves and their connections to humans. 

“The virtual programs are a huge push for us as people don’t have to meet the wolves in person to benefit from them,” said Beer. “The stories of wolves – with lessons about relationships, resilience, and survival – represent tremendous learning opportunities for all of us.”

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Beyond Bans: Schools’ Role in a Hard Reset on the ‘Phone-Based Childhood’ https://www.gettingsmart.com/2024/04/09/beyond-bans-schools-role-in-a-hard-reset-on-the-phone-based-childhood/ https://www.gettingsmart.com/2024/04/09/beyond-bans-schools-role-in-a-hard-reset-on-the-phone-based-childhood/#respond Tue, 09 Apr 2024 09:15:00 +0000 https://www.gettingsmart.com/?p=124582 Responding to Jonathan Haidt’s recent claims about phone-based childhood, Julia Freeland Fisher argues that schools must play a core leadership role in phone use and artificial intelligence.

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Last month, a story by Jonathan Haidt in The Atlantic broke through the firewall that often separates education reform and parenting conversations: people from both my personal and professional network circulated Haidt’s scathing take on the immense costs that smartphones and social media have exacted on children and adolescents. 

In “End the phone-based childhood now,” Haidt carefully traces the decline of play and independence (and its relationship to increased risk aversion and anxiety), the rise of smartphones (and the harms of 24/7 access to an under-regulated digital world on brain development), and the dark side of techno-optimism (that laid the foundation for a whole generation to get swept up in new tools that had few guardrails in place). 

His piece masterfully weaves together a host of data points demonstrating how, in the course of a single decade, childhood and adolescence were “rewired” to be “more sedentary, solitary, virtual, and incompatible with healthy human development.” The shift was seismic. “Once young people began carrying the entire internet in their pockets, available to them day and night, it altered their daily experiences and developmental pathways across the board,” Haidt writes. “Friendship, dating, sexuality, exercise, sleep, academics, politics, family dynamics, identity—all were affected.”

Haidt concludes his manifesto with four simple (although not necessarily easy) steps to correcting course: (1) no smartphones before high school, (2) no social media before 16, (3) no phones in schools, and (4) more independence, free play, and responsibility in the real world. 

His recommendations are directed at society as a whole. But they belie an inconvenient truth that education systems must face head-on: schools are inextricably linked to the good, bad, and ugly of what’s happening in the consumer market. Schools may not be responsible for the dumpster fire that phones and social media have ignited, but they are also one of the few institutions–besides the highly decentralized institution of the “family”–with the power to protect and enrich young people’s social lives and healthy development. 

Because if the past twenty years of social media have taught us one thing, it’s that we have a startling dearth of business models and policies to support tech that promotes prosocial behavior.

Julia Freeland Fisher

Banning phones in schools could help. But based on my own research, here are three things that education policymakers, systems leaders, and edtech providers will need to wrestle with if they want to take Haidt’s recommendations seriously:

Advocate for Business Models and Policies that Promote Prosocial Behavior

One of the ironies of the devastating disconnection that phones and social media have produced is that these tools, at their inception, were breakthroughs in scaling connection itself. 

Used properly, dreaded screen time can morph into precious face time, connecting us across time zones, expanding the reach of our networks, and affording us more frequent and low-cost conversations with loved ones and colleagues around the world. 

Those very affordances could make the four walls of schools radically more permeable: Imagine a classroom where, at the press of a button, middle schoolers could talk to an actual scientist about a project they’re working on, or high schoolers could hear about a wide range of college and career experiences from alumni of their school. These are not just possible, but incredibly affordable, with modern technology. 

But until we reckon with an acute lack of incentives and policies to build positive social connection, banning phones is likely the safest route. Because if the past twenty years of social media have taught us one thing, it’s that we have a startling dearth of business models and policies to support tech that promotes prosocial behavior. Social media platforms make money on engagement, and even more money on addiction. There are few business incentives to encourage young people to build positive connections online, much less to spend more of their time deepening and diversifying connections offline.

Edtech markets aren’t causing the ills that Haidt outlines, but they also aren’t immune to some of the same shortcomings. In fact, edtech tools rarely promote prosocial behavior or foster new connections. At the root of this is the fact that schools today aren’t demanding solutions that deepen connection–if anything, the edtech market has evolved around clear demand for efficiency innovations that require less cost-intensive human interaction, not more.

The answer? Education policies–both local and state and federal–must start to name and put dollars towards positive social connection as an outcome in its own right. That’s the only way that the incentives inside of school systems will start to better align to the broader need to reorient how technology gets used beyond school. More importantly, we could start to see technology get used in service of helping students develop more positive connections, both online and off.

Build Family Engagement to Buoy Collective Action

Schools and families are going to have to work together when it comes to a hard reset on tech use and social media. That won’t be easy.

As Haidt points out, part of what’s driven troubling rates of tech addiction and ensuing isolation has less to do with technology and more to do with a collective action problem: parents, schools, and policymakers struggle to define, agree upon, and deliver on what’s “good” for children.

New models of family engagement will need to emerge to make a dent in–and effectively enforce–more responsible tech policies. My colleague Mahnaz Charania’s research on family engagement spotlighted emerging innovations that could rewrite and deepen the family-school compact. Part of this has to do with building family engagement models anchored in two-way trust, rather than one-way communication from schools to parents. Perhaps even more powerful are models that connect families to one another, moving away from the typical hub-and-spoke paradigm of school-to-family to a networked model whereby schools and families support one another in more dynamic and responsive ways.

This, likewise, probably needs to start with policy change: if we have any hope of erecting tech guardrails that stick, I suspect that education systems will need to see family engagement as more of an essential and less of a nice-to-have. 

Build Real-World Experiences in the Age of AI

There’s another article that should lend urgency to getting this right. It’s a memo from the $35 billion dollar venture capital firm Andreessen Horowitz called “It’s not a computer, it’s a companion!” It came out last summer and hasn’t made the rounds in my education or parenting circles. But it needs to.

It’s a road map to a dystopian future where AI companions “live among us”, where AI boyfriends and girlfriends are touted as ‘better than’ the real thing, and where Silicon Valley cashes out on the very same vulnerabilities that social media has exploited. 

Read alongside Haidt’s piece, the memo should make your blood boil. Nowhere does the word loneliness appear despite being the bedrock and fuel for this emerging market of AI companions. 

AI evangelists will rightfully argue that some of these so-called companions can dramatically improve our lives, offering a welcome alternative to cost-intensive supports like tutoring, coaching, and guidance that young people desperately need and too often don’t get.

While those use cases merit enthusiasm, we need to proceed with immense caution. In the coming years, we will be walking a tightrope between innovations that help make humans more productive and innovations that irreparably harm their social connectedness. Young people are especially vulnerable. As John Bailey has warned, “Kids will want the affirming relationships that they can have with their AI system. That sounds like science fiction until you experience the technology.” 

It would be one thing if we didn’t have two decades of data showing us all of the detrimental effects that “social” consumer technologies can have on development. But, as Haidt’s piece illustrates, we do. And still, we have glib investors about to make a ton of money selling simulated connections that promise to lure us, and our children, online. 

Remember how schools have to absorb the costs of consumer technologies? Without a commitment to safeguarding childhood in all the ways Haidt outlines, the rapid rise of AI companions stands to further erode young people’s access to and ability to be in real human relationships by peddling frictionless alternatives. 

This is where Haidt’s fourth recommendation, that young people must be drawn back into the real world, is something schools can and should take seriously. Regulation alone can’t and won’t stop investors from capitalizing on our loneliness and the particular vulnerabilities of young people’s still-developing brains. We also have to play offense. We have to find ways to outcompete AI companionship. “Real world learning”–a darling of some education reformers, but still a distant notion in many traditional schools–should be resourced and prioritized at new heights, not just as a powerful learning tool, but as one that centers human connection as a vital component of healthy youth development.  

The picture these two articles paint is not a pretty one: but it’s one where schools must play an even larger leadership role. By prioritizing prosocial behavior, investing in deeper family engagement, and leaning into the power of real-world learning, schools can help today’s young people reclaim their childhood–and lessen the likelihood that AI companions steal the next generation’s.

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Family Promise: Ensuring Every Student Has A Home https://www.gettingsmart.com/2024/03/14/family-promise-ensuring-every-student-has-a-home/ https://www.gettingsmart.com/2024/03/14/family-promise-ensuring-every-student-has-a-home/#respond Thu, 14 Mar 2024 09:15:00 +0000 https://www.gettingsmart.com/?p=124359 Antonio Boyd interviews Jeff Armstrong of Family Promise to share solutions and approaches to youth homelessness.

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Many homeless children go to school. HUD released on December 15 the 2023 Annual Homeless Assessment Report (AHAR), Part 1, which provides estimates of homelessness in the U.S. According to the 2023 report, approximately 653,100 people were homeless on a single night in 2023, representing a 12% increase (or roughly 70,650 more people) from 2022. During the 2020–2021 school year, more than a million students were identified by schools as homeless. Families with children made up nearly 30% of the total homeless population in 2022, with about 51,000 family households experiencing homelessness in one single night. More than 30,000 unaccompanied youth under the age of 25 experienced homelessness in a single night that year, 9% of whom were children.

According to the National Center for Homeless Education, Hawaiian/Pacific Islander, American Indian/Alaska Native, Black, and Hispanic students are overrepresented in homelessness compared with Asian and white students. Additional research has found that populations have a higher risk of homelessness compared with non-LGBT youth. Youth who have faced housing insecurity, severe family conflict, or abuse.

Homelessness and housing instability can contribute to poor health, especially for children and adolescents. Housing and school partnerships offer a promising approach to ending student homelessness. 

How Transitional Housing Builds Stable Futures

Transitional housing plays an essential role in providing safety and stability. Equipped with the following benefits, youths experiencing homelessness can break free from this cycle and discover their path.

1. Safe and Stable Housing

Transitional housing provides a vital safety net for homeless youth by ensuring stable and safe accommodations. This type of housing typically offers an independent living space within a supportive environment. This stability is foundational for addressing other areas of their lives, such as education, employment, and overall well-being. 

2. Supportive Services

Transitional housing programs are not just about providing a bed for the night. They offer comprehensive supportive services tailored to each youth’s unique needs. Social workers, counselors and mentors traditionally work closely with youth to set goals, create individualized plans, and connect them with the necessary resources for personal growth.

3. Skill Development

Transitional housing also goes beyond addressing immediate needs like food and shelter. These programs promote self-sufficiency and self-reliance via essential skills such as budgeting, cooking, communication and problem-solving. 

Life skills are vital for a safe and long-term transition to independence. The unique and supportive nature of transitional housing programs provides a structured environment where youth can practice and refine these skills under the guidance of caring professionals.

4. Education and Career Support

Education is often disrupted by youth experiencing homelessness. In America, about 87% of these young people will drop out of school before earning their high school degree – a critical asset for many employers. Transitional housing recognizes the importance of education in breaking the cycle of homelessness. 

These programs provide educational support, including tutoring, access to GED programs and help with college applications and scholarships. Additionally, these programs assist youth in exploring career options, building resumes, and preparing for job interviews, providing a path toward economic stability and self-sufficiency.

5. Emotional and Social Well-Being

The experience of homelessness can take a toll on a youth’s emotional and social well-being. Many youths in transitional housing have experienced trauma, abuse, or neglect. These programs offer a safe space for healing and personal growth. Through therapy, support groups and mentorship, youth can address their emotional needs, build resilience, and develop healthy coping mechanisms while connecting with peers who share similar experiences, fostering a sense of belonging and support.

I had the opportunity to meet and work with Jeff Armstrong, the Executive Director of Family Promise, an organization dedicated to helping homeless students get an education and sustainable housing for their families

What is the mission of Family Promise?

Our mission is to help families experiencing homelessness in their quest to achieve sustainable independence. I led the organization in the Midlands of South Carolina but the national Family Promise organization has 200 affiliates across the country.

How do the services Family Promise provide support youth in school? 

Our Tomorrow’s Promise program supports students who are part of families having housing stability issues with enrichment activities including athletics, music, and art.

Additionally, we hold community engagement events that include financial literacy, professional developments, and entertaining activities for the entire family.

I  had a vision in April 2020 to be able to provide experiences beyond what McKinney-Vento can do for a child in the school system experiencing housing instability. I called this program Tomorrow’s Promise. Whether it is purchasing a dress for prom or covering the costs of gymnastics classes, these positive childhood experiences provide memories that promote resiliency. 

What are the biggest misconceptions about families in transition housing? 

Homelessness comes with its own stigma. What the pandemic has helped us all realize is how close we could be to housing instability. Our transitional housing program goes far beyond providing a place to stay. There are other supportive services provided that allow for a family to build a savings (many of them for the first time). The families we serve also work to meet goals.

Our families are working hard towards goals that are set by them and our Case Manager. Some may come to us and not have experience living on their own. However, we also serve teachers, nurses, and people from other fields that most would not expect. 

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

One word … stability. I always say that providing a safe space for children and parents to move from flight, fight or freeze to stability is the greatest gift. 

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

We lean on our educational system to be everything for our children. It is time for service providers to step up to provide positive experiences to help the child thrive. 

Why did you get involved with Family Promise and what future programs and services do you hope to develop to help the youth you serve be more successful in school?

The opportunity to lead an organization with the experiences I had in my childhood and adolescence proves that the children we serve can do anything. Having experienced homelessness and housing instability, among other challenges, as I was growing up helped me understand what the children in our program need. I will never forget my high school basketball coach and 4th grade teacher who were both instrumental in providing the lessons and care that I needed to build resiliency on my own.

Tomorrow’s Promise Program developed from my childhood. I am looking for us to continue to bolster the types of experiences and events we have with our families. We partner with the faith community, businesses, and other service providers to accomplish this. 

Our youth today struggle to balance an immense amount of pressure from many angles. By alleviating the housing instability piece, we are promoting a foundation for the greatest success in the future. 

Jeff and the team at Family Promise in partnership with Craig Melvin from the Today Show and his family worked with one family to provide a fully furnished home which is an incredible example of the organization’s focus of ensuring every student has a home!

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Culturally Relevant Social and Emotional Assessments for Multilingual Students https://www.gettingsmart.com/2024/03/04/culturally-relevant-social-and-emotional-assessments-for-multilingual-students/ https://www.gettingsmart.com/2024/03/04/culturally-relevant-social-and-emotional-assessments-for-multilingual-students/#respond Mon, 04 Mar 2024 10:15:00 +0000 https://www.gettingsmart.com/?p=124300 Multilingual learners face unique challenges as they navigate learning a new language and culture while also pursuing academic learning — culturally relevant SEL can help.

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By Evelyn Johnson

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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Elevating Student Voice through Voice Leadership Camps and the MViP Books https://www.gettingsmart.com/2024/01/15/elevating-student-voice-through-voice-leadership-camps-and-the-mvip-books/ https://www.gettingsmart.com/2024/01/15/elevating-student-voice-through-voice-leadership-camps-and-the-mvip-books/#respond Mon, 15 Jan 2024 10:15:00 +0000 https://www.gettingsmart.com/?p=123925 Antonio Boyd discusses the power of helping students find their voice with Dr. Katrina Hutchins, author of My Voice is Powerful.

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Every child needs to know the power of their VOICE! Every child needs to know that their VOICE is more than their words. Their VOICE is also how they show up in the world. Written by Dr. Katrina Hutchins (Dr. K.), CEO of and the Founder of the Re-Source Solutions Foundation The My Voice is Powerful Book Series helps young readers to do seven things: know their voice, choose their voice, remember their voice, amplify their voice, celebrate their voice, love their voice, and share their voice. Through the affirming voices of co-authors and book characters Isabella, Jacob, Myla, Jeremiah, Kayden, Josiah, and Jayla, each of the seven books in the series guides readers in boldly affirming and declaring: My VOICE is Powerful!

According to Dr. K, helping students to position their voices should be central to our work as educators and requires us to create the space and conditions for every student to feel seen, heard, and valued. Most importantly, we must help students to position their voices in powerful ways. To do so, we must listen, reflect, and act on what we hear, even when it is hard. Focusing on student voice promotes engagement at every level, builds trust with teachers, addresses equity in the classroom and the wider community, and ultimately contributes to student success.

Photo of Dr. Katrina Hutchins
Dr. Katrina Hutchins

The My Voice is Powerful Book Series emerged from the Voice Leadership Camp for Girls and Boys. Voice Leadership Camp (VLC) is an evidence-based learning experience for children in grades 1st through 8th. The program focuses on creating a safe space for every student to be seen, heard, and valued.

I spoke to Dr. K about the MViP Book Series, the Voice Leadership Camp for Children, and Voice Positioning Training for Educators

Why has voice been such a large part of your work? 

As children, we learn critical lessons about our voice. One of the most prevalent lessons handed down through the generations is, “Children should be seen and not heard.” Recognizing the negative impact of these childhood lessons, I focused my doctoral research at Northeastern University on how they are silent or silenced in schools and communities. Based upon the findings from my research, I have committed my work to helping others position their voices in ways that allow them to harness their power and master their influence. In 2018 I released the book The Voice Positioning System: 7 Ways to Harness Your Power and Master Your Influence. 

Why is it essential to educate our youth about their voice, especially students of color? 

Seventeenth-century educator Johann Heinrich Pestalozzi espoused a “whole-child” approach that emphasized the development of all aspects of a child. I believe that to educate the whole child, we must give voice to their self-worth, self-love, self-esteem, and self-awareness. In addition, every child need self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It is what every child needs!

What made you start the Voice Leadership Camps?

Findings from the 2019 Center for Disease Control (CDC) Youth Risk Behavior Surveillance System (YRBSS) study of middle school students in South Carolina showed the following startling results. 

Across the state, 30% of middle school girls had been electronically bullied through texting, Instagram, Facebook, or other social media outlets. In addition, 45% of girls reported being in a physical fight at some point, while 55% had been bullied on school property. The CDC also reported that 30% of middle school girls had seriously thought about killing themselves, 20% had planned how they would kill themselves, and 13% had attempted death by suicide. 

Findings from the 2019 YRBSS report also showed that 15% of middle school boys had been electronically bullied. Shockingly, 73% of boys had been in a physical fight at some point, and 42% had been bullied on school grounds. The negativity surrounding these youth contributed to their thoughts of self-harm. The report further indicated that 15% of boys in middle school had seriously thought about killing themselves, 9% had planned to kill themselves, and 6% had attempted death by suicide. 

In 2020, Dr. Kimberly Searcy, Senior Facilitator and Curriculum Developer, and I created the Voice Leadership Camp (VLC) for Girls and Boys to intervene in and disrupt these behaviors. VLC is a youth development program that delivers voice positioning education to girls in grades 1st through 8th. In the VLC program, students are immersed in understanding how to harness the power of their voice and master their influence. Through our interactive curriculum, students focus on voice identity, confidence, visibility, ownership, and amplification. Additionally, the curriculum provides voice strategies for building character, setting boundaries, and self-advocacy. 

What is your main goal for the children who participate in VLC? 

Through our research-based curriculum, our overarching goal is to give students the voice tools and strategies they need to gain the courage to stand up, show up, and speak up for themselves. Engaging students in our interactive workbooks and activities helps us to make voice positioning education exciting, engaging, and empowering.

What are some of the results from the VLC program so far?                                                                                                

Our pre-and post-participant surveys show that graduates increase their social and collaboration skills, confidence, self-esteem, and self-efficacy. Graduates also develop peer support networks. In addition, over 91% of graduates report advocating for themselves or someone else because of the program. The most meaningful result is their voice transformation. For example, I want to share a “Dear Voice” letter one of our VLC participants wrote to his voice:

Dear Voice,


Eleven years ago, I lost you for a short time after my open-heart surgery. They were unsure if I would ever get you back, but I did! Last year, I wished I had learned to use you because I was bullied. Every day, I was put down, yelled at, and excluded. If these people could see me today, my voice is now my weapon, and I would use you to protect myself. I can rescue myself by using you. I can be my own hero. I do not have to be silenced. 

Voice, I promise to help others in need and stand up for them because I know what it feels like to feel lost, invisible, and depressed. Now that I have you back, I will never let you be taken for granted. You are MINE! You are POWERFUL! I promise to be responsible and respectful to you so that I am seen for who I am and want to be. You are a gift given to me to share with all around me, and I will not allow you to be silenced again.

Voice, this is the new me, and I am trying to make 5th grade, middle school, high school, college, and my career as a cartoonist positive and to inspire others to use their voice to make a positive difference. I believe in you, voice, and together, we can do this and be world changers. So, Voice, LET’s DO THIS!

Sincerely,
Graham H. Morgan
Proud VLC Student, 5th grade.

What inspired you to write the My Voice Is Powerful Book Series? 

I wanted to create a voice starter resource to help parents and educators facilitate voice positioning for early learners. I wanted to introduce the foundation for building voice power. As a result, parents, early learning centers, and elementary schools have found tremendous value in including the series in their classrooms and libraries. 

Do you provide voice positioning training for educators?

In 2024, we launched The Voice Leadership Academy. One of the signature learning opportunities of the Academy is to provide voice positioning workshops and training for educators. The goal is to equip and support educators in becoming VOICE Champions for their students. We are currently scheduling consultations with School Administrators interested in bringing our workshops and training to their schools. https://re-sourcesolutions.com/contact/

Andrew Miller from the Association for Supervision and Curriculum Development states “Voice and Choice can allow students to explore their passion and be honored for their ideas and opinion.”  The My Voice is Powerful Book Series, Voice Leadership Camp for Girls and Boys, and Voice Positioning Workshops and Training for Educators help elevate students’ voices in transformational ways!

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An Education Journey: A Q&A with Rachelle Dené Poth https://www.gettingsmart.com/2023/10/17/an-education-journey-a-qa-with-rachelle-dene-poth/ https://www.gettingsmart.com/2023/10/17/an-education-journey-a-qa-with-rachelle-dene-poth/#respond Tue, 17 Oct 2023 09:15:00 +0000 https://www.gettingsmart.com/?p=123180 We asked our frequent columnist Rachelle Dené Poth a few questions about belonging, teaching and leading.

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What sort of problems did you want to solve when you were younger?

When I was younger, I didn’t entirely know what I wanted to do. I often spent time playing school because I really enjoyed learning. I also loved animals and thought that maybe I might choose a career that involved working with animals. Helping others is something that I learned from my parents and I always sought opportunities where I could help others in any way that I could. 

What led you to the world of education and how long have you been in it?

I recall as a junior at Penn State having an interesting conversation with my guidance counselor. I was a student in the School of Liberal Arts and had taken the required courses and many focused on the French language and culture because that was one of my strong areas. I recall the conversation when my guidance counselor told me it was time to declare a major. I did not have a clue about what I wanted to do. They suggested going into education, because of my interest in helping others. I also have several members in my family who are involved in education and so I dove in without realizing that I might make it a long-term career for myself. I have been teaching since the last century, which is something I like to tell my students and other educators.

What are you hoping your students to “feel” when they walk into your classroom?

I want my students to feel welcome and safe in our learning space and to know that I am there to support them for whatever it is that they need. I want them to be excited about learning and know that I really do care about them and want to do the best for them during the year and beyond. With the way that I design my classroom, I want all students to know that they can come in anytime and that I am there to listen, guide, support and be a mentor for them as they navigate all of the challenges that can come with learning.

What strategies do you recommend for creating a positive and inclusive classroom environment for your students?

In hindsight, the key lies in building relationships. From day one, invest in getting to know your students, their interests, and needs. Engage in meaningful conversations and allow them to get to know you better. Fostering mutual understanding enables the creation of a positive and inclusive space. It’s essential to strike a balance between learning and enjoyment, shared challenges, and celebrate the big and small accomplishments. To achieve this, it is a priority to provide a comfortable learning environment. It’s okay to have fun, laugh together, experience challenges and learn together. 

As the rise of new technology continues to play a significant role in education, how do you strike a balance between digital tools and traditional teaching methods in your classroom?

I always think about what I’m trying to do. What is my purpose for using a specific method or a digital tool in my classroom? Sometimes with the content covered in my class, I know that students need additional examples beyond the ones that I’m providing for them. They need activities that are interactive or provide different ways for them to engage with the content. To do this, I often rely on some digital tools that are very versatile and that provide me with access to information about where students are in the learning process. I also want to use the time that I save by leveraging some of the tools, to spend with students working with them one-on-one, in small groups or as a whole class.

In today’s rapidly changing world, what skills do you believe are most essential for students to develop in order to thrive beyond the classroom, and how do you incorporate these skills into your teaching approach?

I started to realize a couple of years ago that even though I want students to love learning Spanish and maybe even become Spanish teachers or explore careers where they need these skills, I also need to take advantage of opportunities to help prepare them for whatever it is they decide to do in the future. When looking at social-emotional learning (SEL) skills or reviewing the Job Skills Outlook from the World Economic Forum, I look for ways to help students to build these skills in my classroom. I try to provide a variety of opportunities for students to collaborate, communicate, to work through challenges in learning, to connect with others and to leverage some of the different technologies that are available. I have to help prepare them for the different ways they may be engaging in work in the future.  I am always about embracing new ideas and diving into risks in my classroom. I think it’s important to talk with our students about why we are choosing a certain method or a tool and how we think it will impact them. It’s also important to make time to gather feedback from them to understand the impact. Was it positive, or negative and how can we improve from there?

Parents play a crucial role in a student’s education. What strategies do you suggest for fostering a strong teacher-parent partnership throughout the school year?

It is important from the beginning of the year to set up a way for parents to communicate with you. I always recommend using a survey to ask parents what their preferences are when it comes to communication. Do they prefer email, phone calls or a messaging tool for example? Do we have our class materials available on a class website so families can access it? Also, be consistent with providing information to families so they know about the learning that is happening in your classroom. Are there any events or projects coming up, and how can they become more involved in the learning experience of their children? Keeping communication open is essential because we know that the more the families are involved and engaged in learning, it helps to promote student academic achievement.

What’s one message you have for fellow school leaders?
My advice is to not be afraid to take some risks with new ideas or new tools. There are so many choices out there that can really help to enhance the learning experience of students but also to keep us learning ourselves. We want our students to not be afraid of challenges in learning and what better way than to show that we are also risk-takers. Dive into learning with them, show them that we are not afraid of making mistakes and how we learn from those mistakes. So if there is a topic that you’ve been interested in but I’ve been hesitant to try, I say this is the perfect time to do it. Involve your students in the process and learn with and from them and enjoy the school year. I am all about getting teachers to dive into AI and not worry about being an expert, we just need enough to get started!

What is your one hope for the future of education?

My hope for the future of education is that educators will be receptive to evolving ideas and technologies. We are in the best position to guide our students into whatever the future brings. I hope that we all realize that we are constantly learning and must keep on learning, making mistakes and pushing ourselves so that we can provide the best for our students.

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Style and Substance: Help teachers create the classroom of their dreams https://www.gettingsmart.com/2023/10/03/style-and-substance-help-teachers-create-the-classroom-of-their-dreams/ https://www.gettingsmart.com/2023/10/03/style-and-substance-help-teachers-create-the-classroom-of-their-dreams/#respond Tue, 03 Oct 2023 09:15:00 +0000 https://www.gettingsmart.com/?p=123106 Supporting what educators want—not just what they need—can make all the difference.

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It was the end of the school day, and I was tired. I grabbed a stack of about 130 equation worksheets to grade on the train ride home and picked up the dry-erase markers (that I bought myself) and put them in my purse. I’d bring the pens back in the morning, but I didn’t want to risk someone taking them after I left for the day. 

My principal poked her head into my classroom and said with a wink, “Friendly reminder! You need to make sure your word wall is up by tomorrow morning.” She then moved on to the next classroom to repeat the message. 

I sighed and thought, “Are you kidding me? What a waste of my time.” 

My principal was passionate about making our school beautiful. 

I was passionate about getting my students to pass the New York State Algebra Regents Exam. 

My principal wanted every classroom to have a word wall, where important subject-area concepts would be defined and displayed on colorful paper. She wanted bulletin boards showing student work on creative projects that demonstrated high levels of thinking. She brought in large, beautiful planters that lined the hallways with greenery. She found money to buy new wood-veneer tables for half the school’s classrooms to replace the old-fashioned single desks. 

Meanwhile, I just wanted printer paper, dry-erase markers, and calculator batteries. 

To me, the time and money spent on making our school and classrooms beautiful was just a distraction. Those things don’t help my students learn math. Or do they?

After three years of teaching, I went to graduate school in part to study how resources—from basic supplies to new furniture—affect teachers and students. What my research found surprised me: When teachers had their requests for classroom environment resources (like rugs, seating, or shelving) fulfilled on the crowdfunding platform DonorsChoose, their students did better on standardized tests, and (in new research) the teachers were less likely to leave the teaching profession. 

The small, basic supplies I needed still matter, but they can only help so much. My principal was right. She was creating more than just a beautiful space—she was building a welcoming and positive environment for students to learn and teachers to work. 

Don’t assume that classroom appearances aren’t important when it comes to learning. 

Do help principals and teachers create the schools of their dreams. Volunteer to beautify your school or bring in a plant for an empty windowsill or hallway. Donate to fulfill teachers’ wish lists if you can. Supporting what educators want—not just what they need—can make all the difference. 

With humility and gratitude,

Samantha Keppler is an assistant professor of technology and operations at the University of Michigan’s Ross School of Business. Before graduate school, she was a public school math teacher in New York City. Previously published on Character Lab.

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Jump Start: How to Encourage Proactivity https://www.gettingsmart.com/2023/08/15/jump-start-how-to-encourage-proactivity/ https://www.gettingsmart.com/2023/08/15/jump-start-how-to-encourage-proactivity/#respond Tue, 15 Aug 2023 09:15:00 +0000 https://www.gettingsmart.com/?p=122783 Everybody can be proactive. Everybody has the potential to be a champion for their ideas and get started on things and be inspiring to others. Johanna Peetz, a psychology professor at Carleton University shares more.

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Johanna Peetz, a psychology professor at Carleton University, talked to us about how to foster proactivity. Here are a few highlights: 

We define proactivity as taking initiative. Why is proactivity so important? 

It’s often harder to get started than to keep going on a task. And the closer you get to achieving a goal, the easier it gets. So you could argue that the hardest part of reaching a goal is getting started. Research shows that there are times when it’s easier to get started—for example, when you feel like it’s the beginning of a new era. “Today is the first day of the rest of your life”—that cliché is actually helpful. If you feel like today is the start of a new time period, you are more motivated to start working toward goals. 

How can parents and teachers help kids get started on projects? 

Saying “just do it” isn’t very useful when you feel overwhelmed. It helps to break things down into smaller steps and tell yourself consciously, “All I’m doing today is getting started on the first step, and I’m not going to worry about the rest. Today is a good day for getting started.” Once you’ve done the first small thing, the next small thing is easier to do. The next day, you can say to yourself, “Today is a good day to get started on step two.” Before you know it, you’ve completed the whole task. 

Sometimes parents see a project due in a week and think their kid should be working on it, but the kid thinks there’s no rush. What’s a good way to talk about deadlines?

Everybody has the potential to be a champion for their ideas and get started on things and be inspiring to others.

Johanna Peetz

The two different viewpoints—feeling a sense of urgency when a task is due in a week or feeling like there’s still a lot of time left—are both totally valid. There’s only a problem if people clash in those views, when one person feels like, “Why are they not working on this? They should be doing things because they only have a week,” and the other person thinks, “It’s not due for a whole week. What’s the rush?” I think the best way to bridge the gap is to talk about the difference in perception and set deadlines you both agree on. You have to be very explicit about what the kid plans to do and when they plan to do it to avoid miscommunication.  

How can parents and teachers help kids manage their time for long-term projects?

It’s possible to shift people’s perception of time—how close or far into the future something feels. If you show the deadline in a very large timeframe like the school year and the assignment is due in a month, it feels a lot closer than if the timeline only spans two months, so the deadline is right in the middle. With little visual tricks, you can shift people into feeling motivated to get working. 

You can also break down the project into smaller steps and set intermediate deadlines. You can ask kids, “What will you do per week?” and establish weekly deadlines so they don’t leave everything to the end.

What’s one easy thing we can do to help kids be more proactive?

Help them practice thinking into the future. My own kids don’t often do that spontaneously, so I have to encourage it. I’ll ask them, “What do you want to happen a year from now? What do you want to do between now and then?” So they practice planning out tasks and steps to reach goals. I’ll also talk to them about fun things, like a trip we will take this summer, and what we have to do beforehand. Do we need to buy luggage? What will we pack? I think this kind of explicit planning is a skill that can transfer over to other areas, like academics. 

What do you think people get wrong about proactivity? 

People believe that some kids are proactive and others aren’t. But they might just see the proactive impulses of one kid more than another. Maybe the other kid is being proactive in ways that aren’t as obvious. Or maybe they just haven’t had the circumstances that push them to show those qualities. 

Everybody can be proactive. Everybody has the potential to be a champion for their ideas and get started on things and be inspiring to others. Proactivity is a quality we all have—it’s just about giving space to it and showing it to the world. Originally published by Character Lab, a nonprofit advancing scientific insights that help kids thrive.

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