Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development.
San Francisco's Gateway Public Schools is a public charter organization with a lottery entrance system prioritizing local residents and students from low-income families. They emphasize positive school climates with a focus on inclusivity, restorative practices, and high expectations that meet students where they are—research-based practices shown to foster success for all students.
A positive school climate can be an effective counter to harassment, bullying, and other forms of social identity threat that many students experience. This blog explores how strong, trust-based relationships and other “whole child” strategies can facilitate a student’s sense of belonging. This improves learning, development, and wellness among students, especially for those who are harassed or marginalized because of their race, ethnicity, national origin, gender, or sexual identity.
Both students' learning and their overall health and well-being are improved when schools adopt "whole child" supports and practices. Multi-disciplinary research identifies four main ingredients of school success that allow us to care for and nurture the potential in all children: a positive school climate, productive instructional strategies, social-emotional development, and individualized supports. In this post, LPI Senior Researcher Lisa Flook identifies the steps schools and school systems can take to foster students’ social and emotional well-being.
The School Development Program (SDP) established by child psychiatrist James P. Comer and the Yale Child Study Center, is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With the Whole Child in Mind describes SDP’s six developmental pathways and explains how the program's nine key components create a comprehensive approach to educating children for successful outcomes.
