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The landscape of the 21st century and scientific advances have significant implications for how we organize schools and student learning experiences. This article elevates findings from the science of learning and development to articulate emerging knowledge about how young people develop and its concrete implications for schools can be effectively designed to optimize learning, success, and well-being.
Linda Darling-HammondPamela CantorLaura E. HernándezAbby SchachnerSara Plasencia Christina TheokasElizabeth Tijerina
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Education aims to give every student opportunities to learn and thrive, but the outdated design of our schools contributes to widening inequalities. Science provides a clear path forward: students’ knowledge, skills, and well-being can be significantly influenced and improved by learning environments that use whole child design. Key design principles show how schools can utilize the science of learning and development to reshape systems, structures, and practices to improve student outcomes.
Marisa SaundersLorea MartínezLisa FlookLaura E. Hernández
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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.
Megan BangLeah BrickerLinda Darling-HammondAdam K. Edgerton Pam GrossmanKris D. GutiérrezAnn IshimaruSarah KlevanCarol D. LeeDavid MiyashiroNa'ilah Suad NasirPedro A. NogueraCharles PayneBill PenuelSara Plasencia Shirin Vossoughi
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Many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss. However, remediation alone will not meet students’ needs and could potentially deepen inequalities. Pandemic and post-pandemic learning environments should be centered on strong teacher-student relationships that address students’ social and emotional learning, creating intellectually rigorous and equitable educational settings
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While many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss, a new report argues that intensive remediation alone will not meet students’ needs and—if conducted in a way that is segregating, stigmatizing, and separated from children’s real-life concerns—could even deepen inequalities and exacerbate trauma.
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Project-based learning is a dynamic teaching approach that actively engages students in learning through real-world projects relevant to their lives and experiences. In these videos from Edutopia, education experts explore what the science of learning and development tells us about project-based learning.
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As we work to reopen schools safely and effectively, it’s important not to return to “normal” but to reinvent school in ways that center relationships and are grounded in the science of learning and development. We must move past remediation and, instead, turn to the research on how people learn.
Jennifer DePaoli Laura E. HernándezRoberta C. FurgerLinda Darling-Hammond
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Multiple, ongoing crises—from the pandemic to systemic racism—are contributing to a collective and individual trauma that impacts the mental health, wellness, and education of students across the nation. These challenges also present an opportunity to redesign schools into restorative spaces where young people are known and nurtured. Research shows several practices school leaders can adopt to increase equity and help students thrive.
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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.
Linda Darling-HammondAbby SchachnerAdam K. Edgerton Aneesha Badrinarayan Jessica CardichonPeter W. Cookson, Jr.Michael GriffithSarah KlevanAnna MaierMonica Martinez Hanna MelnickNatalie Truong Steve Wojcikiewicz
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The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.
