By understanding the warning signs of burnout, promoting collaboration and collective efficacy, and upholding a work culture that destigmatizes teacher health challenges, districts can promote a positive school climate and increase staff retention. This article describes how to identify teacher burnout and promote collective school staff well-being to increase professional retention and student achievement.
Elena Aguliar interviews Zaretta Hammond about her book, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Read about how cultural responsiveness is more of a process than a strategy. It begins when a teacher recognizes the cultural capital and tools students of color bring to the classroom.
Making Connections: Culturally Responsive Teaching & the Brain Read More »
This research report addresses the ways in which practitioners can build inclusive and affirming school environments with keen attention to identity safety that can support all students in feeling safe, protected, and valued in school environments. A growing body of research points to effective school-based practices and structures, described below, that educators can use to foster the identity safety that nurtures student achievement, positive attachments to school, and a genuine sense of belonging and membership for each student.
Learn how talking circles can serve other purposes beyond restorative justice, such as creating safe spaces, building connections and offering teachers a unique means of formative assessment. The article addresses four main areas of concern by providing background context and filling readers in on where the SEL movement has been, the strategic thinking that has guided CASEL field leaders and collaborators, and the possibilities for the future.
Talking Circles: for Restorative Justice and Beyond Read More »
This report explores how the promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. A solid body of scientific evidence confirms that learning has social, emotional, and cognitive dimensions that are inextricably linked. It is not a distraction from the “real work” of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. Based on conversations with hundreds of people across the nation over the past two years, including students and their families, the report’s recommendations describe strategies that can help local communities address young people’s comprehensive development, including illustrative examples from the field.
Research shows that students who feel known and valued are more prepared to meaningfully engage in learning. Students who experience a sense of belonging have better self-esteem, higher rates of classroom participation, and higher academic achievement (Korpershoek, 2018). As a result of creating a positive school climate for both students and educators, the elementary school featured in this report had the conditions in place to make rapid academic gains. When educators implemented the instructional improvements described in this case study, student proficiency improved dramatically because children were in the right mindset for learning.
This framework is designed to articulate what it will require to be a school district that centers healing and wellness in its work. The information aims to clarify what being “healing-centered” looks and feels like for the different members of the CPS community in different roles. It also outlines five different components of a healing-centered district that apply, in unique ways, to each stakeholder.
This school district is transforming schools into centers of wellness by placing mental health teams in every school in the county. No longer do students need to be in crisis to receive the mental health supports they need. This approach acknowledges that everyone can benefit from mental health support and emphasizes the importance of accessing these services before a crisis occurs.
This guidebook comes out of 10 interviews with school leaders from Arizona, Southern California, and Northern California. Interviewees, from mental health counselors to HR directors to state leads of suicide prevention. The guide is divided into two parts: Part One “Leaning In: The Gifts and Challenges that Lived-Polycrisis School Leadership Evokes; and Part Two “Leading Out: Practices for Navigating Toward Recovery & Renewal, which offers guidance for school crisis leadership beyond immediate crisis response, through recovery, and toward renewal.
Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership Read More »
The science of learning and development demonstrates the value of positive relationships for student success and well-being. This brief describes structures that secondary schools can integrate to cultivate conditions that enable healthy attachments to grow. Specifically, it highlights structures that can foster personal teacher–student relationships, including those that create small learning communities, promote safety and belonging, support culturally sustaining and relevant education, and foster student voice and agency. In addition, it describes structures that enable relationship-building between and among staff and families so that relationships can become more fully embedded into a school’s culture and fabric. School structures can create opportunities for relationships to develop, but those structures are only as powerful as the interactions within them.
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