|
Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity—experiences that can affect attention, learning, and behavior. This report looks at neuroscience, science of learning, and child development research on whole child approaches to education that improve learning for all students, especially those living with trauma.
|
Students living with the toxic stress and trauma of poverty and crime can struggle to learn. Research on science of learning and development shows that these struggles can be addressed through whole child and positive school climate approaches that support academic, physical, cognitive, social, and emotional development—systems that put students’ healthy growth and development at the center of the classroom.
|
A new study identifies policy and practice strategies that foster strong academic, social, and emotional learning, based on the science of learning and development.
|
This resource, from the Partnership for the Future of Learning, provides a comprehensive policy guide for implementing and sustaining community schools. It includes detailed information on the four key pillars of comprehensive community schools and features communications and policy development resources, including model legislative language and policy examples from across the United States.
|
The Every Student Succeeds Act (ESSA) provides an opportunity for states to include measures of students social, emotional, and academic development when assessing outcomes. This brief offers recommendations for ways state agencies can encourage social and emotional learning in schools to support the whole child, through their systems of accountability and continuous improvement under ESSA.
|
Family and community engagement is one of the four pillars of high-quality community schools, yet school staff often struggle to build a culture that includes ongoing engagement and creates partnerships that cultivate trust and respect. In this blog, LPI Research and Policy Associate Anna Maier highlights two community school initiatives successfully bridging the gap between home and school and shares the compelling evidence of the impact of effective engagement on student and school success.
|
Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This brief and related report synthesizes findings from 143 rigorous research studies and finds that community schools can improve outcomes for all students, especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
|
Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This report, which synthesizes findings from 143 rigorous research studies, finds community schools can improve outcomes for all students, and especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
|
Growing economic and racial inequality are impacting many children’s health and welfare, as well as educational and life success. To address these inequalities, policymakers increasingly look to community schools as an effective approach for supporting students and their families in neighborhoods facing concentrated poverty. A new study from the Learning Policy Institute finds that, when implemented well, these schools help students overcome such challenges, improving their educational outcomes by removing out-of-school barriers to learning.
|
Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support.
