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A rise in the number of school shootings over time has driven increasing attention to school safety, but the policies states might enact to promote safe schools are hotly debated. With two broad approaches—increasing physical security and building supportive school communities—it's imperative to review what the evidence shows as effective.
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During the pandemic, many students suffered steep learning loss, disengagement, and burnout. But some students came out thriving: Experiencing little learning loss, engaged in their education, and continuously supported by wraparound services providing meals and health services. What was different about these schools and what can others learn from them?
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Parents, teachers, and researchers agree: Students need social and emotional skills to reach their full potential. Students may face hardships that impede their ability to learn, such as discrimination, housing insecurity, and school safety. Schools can enact polices that support whole child development to help their students’ through difficult times.
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Findings from hundreds of studies indicate that evidence-based SEL programs improve students’ social, emotional, behavioral, and academic outcomes at all grade levels and for all students. To successfully implement SEL, schools and educators need support by state and district infrastructures that advance whole child development.
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Social and emotional learning (SEL) programs are a low-cost, evidence-based educational intervention that improves outcomes for all students at all grade levels. As SEL programming grows across schools and districts, research points to policies and infrastructures that teachers, principals, and policymakers can adopt to support successful implementation.
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As the pandemic landscape continues to evolve, schools and districts are encountering a range of new challenges. LPI has synthesized 10 of the most important COVID-19-related actions schools and districts can take this fall to support students and staff.
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A student’s performance under conditions of high support and low threat differs substantially from how they perform without such support or when feeling threatened. To create identity-safe classrooms where students can learn and thrive, schools can promote trust and interpersonal connection; create purposeful communities of care and consistency; use restorative practices to promote understanding, voice, and responsibility; and recognize diversity as an asset.
Dion BurnsDaniel EspinozaJulie AdamsNaomi Ondrasek
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In California, the approximately 47,000 students who live in foster care face complex educational challenges. This report sheds light on the needs, characteristics, and outcomes of California students living in foster care and promising practices to better support them, including enhancing effective coordination and collaboration among agencies; building trusting relationships in schools; and providing targeted social, emotional, and academic services.
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Following the school shooting in Uvalde, TX, there have, once again, been calls for armed teachers or security officers in schools. But research shows that more guns don’t make schools safer. Instead, there are three evidence-based strategies for increasing school safety: gun controls, reporting of warning signs, and school-based social-emotional and mental health supports.
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Polarizing and inaccurate framing of social and emotional learning (SEL) has caused concern for some parents. The authors examine a Fordham survey that sheds light on why and discuss how to help parents understand that SEL and academics are inextricably connected and not an either/or choice.