Over the past several years, a growing consensus has emerged that learning is a social, emotional, and cognitive process-but how do young people perceive and experience this type of integrated learning in action? All of Who I Am, a new report from The Center for Promise at America’s Promise Alliance, features insights from a qualitative Read more about All of Who I Am[…]
Educators have long known that focusing on academics alone is not enough. Children need support to develop academically, physically, cognitively, socially, and emotionally. Whole child approaches attempt to integrate these needs into a coherent whole. In Core Education’s March issue brief, we explore whole child approaches, look at alternatives for defining student success, and review Read more about March Issue Brief: Whole Child Approaches[…]
Integrating Social, Emotional, and Academic Development (SEAD): An Action Guide for School Leadership Teams provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section. Published by Education First and co-developed with practitioner-leaders from Minneapolis and Nashville public schools and experts from the Read more about Integrating Social, Emotional and Academic Development[…]
Despite the pervasive effect of traumatic experiences on student performance,only 11 states encourage or require school staff training on the effects of trauma. Half of states have policies on suicide prevention. And just one state, Vermont, requires a school nurse to be available daily at every school campus. Those are among the key findings of Read more about Few States Have Policies to Fully Address Student Trauma[…]