Beyond just teaching academics, schools can foster students’ development in their relationships, identity, emotional skills, and overall well-being.
This is the thesis of a recent article written by Lisa Flook that brings a more dynamic approach to education beyond the narrow view that school is purely an academic environment. We all know it is so much more.
Four of the main suggestions and recommendations for schools that Lisa makes are the following:
1. Foster a supportive environment that promotes strong relationships among staff, students, and families.
2. Implement meaningful, engaging instructional practices that develop students’ ability to manage their own learning.
3. Develop habits, skills, and mindsets that build students’ social, emotional, and academic competence.
4. Create an integrated system of school supports that includes extended learning opportunities and community partnerships.
Some of the aspects of trauma-informed care and brain-based learning models are imbedded in these significant points. There is an emphasis of relationships, which is brain healthy. There is a sense of helping students find their own ability to manage their learning (brain) capacity. There is the balance of the development of health in each dimension of their lives. Finally, there are support systems that can facilitate the student’s impact at many levels in their community.
This article has some great balance and perspectives that provides opportunities for schools to consider a much more balanced and whole child approach to creating a positive and effective learning environment for students.
Here is the link to this entire helpful article as published in Greater Good.
Gerry Vassar, President/CEO
