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A new study identifies policy and practice strategies that foster strong academic, social, and emotional learning, based on the science of learning and development.
Community schools are an evidence-based strategy to advance equity and reduce barriers to learning by providing the services needed to support student and family well-being.
LPI’s Center for School and System Redesign supports research, practice initiatives, and policy strategies that can transform educational systems to respond to the needs of young people for an equitable and empowering education in our rapidly changing world.
Research shows that the use of restorative practices improves achievement, reduces disciplinary and achievement gaps, and supports students’ mental health while making schools safer.
A whole child education prioritizes the full scope of a child’s developmental needs to advance equity and ensure that every child reaches their fullest potential.
Curriculum, instruction, and assessment focused on deeper learning develop students’ abilities to think critically and solve complex problems, communicate effectively, work collaboratively, and learn independently.
The Educator Preparation Laboratory (EdPrepLab) is an initiative developed to support and strengthen high-quality educator preparation in the United States.
The Whole Child Policy Table unifies and coordinates the work of a broad set of policy partners working to create school environments in which every student is supported to learn and thrive academically, socially, and emotionally.
Teachers who receive thorough preparation and are supported with high-quality professional learning opportunities throughout their careers are better equipped to meet the needs of all their students.
Students need to develop social, emotional, and academic competencies to succeed in life. School programs that foster social and emotional learning are associated with positive outcomes for attitudes, achievement, and educational attainment.
