Effective school design can support the whole child by providing high-quality academic learning, promoting strong interpersonal relationships, and offering authentic and culturally sustaining instruction.
Findings from the science of learning and development contain powerful lessons for improving education to help every student access opportunities and reach their full 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 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.
Research shows that the use of restorative practices improves achievement, reduces disciplinary and achievement gaps, and supports students’ mental health while making schools safer.
To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.
LPI has conducted research on several individual states, often at the request of state policymakers, to help inform evidence-based policies and support the work of states to reimagine their education systems.
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.
The Teacher Licensure Collaborative supports participating states in revising teacher licensure and certification standards to incorporate whole child practices, include social and emotional learning, and ensure alignment with the science of learning and development.
