![]() ![]() Some schools are actively embracing the Bring Your Own Device model, yet other schools do not even have computers. Many schools, especially those in highly impoverished neighborhoods, lack the resources they need to offer a high-quality education. The discrepancy between the “haves” and “have nots” is widening. In addition, more and more school districts are experiencing budget cuts. It affects their emotional lives and their attention spans, their attendance and their academic performance.Nearly one of every four children in the United States lives in poverty” (Ravitch, 2013, p. Poverty affects children’s health and wellbeing. 5).Īnother issue plaguing schools is the reality of poverty: “Poverty matters. However, according to the National Center for Education Statistics, California schools had one counselor for every 810 students in 2009–10” (Tasci, 2011, para. For example, counselor caseloads are a huge issue in states such as California: “The American School Counselor Association recommends one counselor to 250 students. Issues of equity that continue to confront our schools vary from school to school and from state to state. With respect to race, gender, religion, or sexual orientation, everyone should have a place in our schools. This is unfortunate, because schools are charged to prepare students for the diverse world in which they will work, and it’s important that educators cover topics that focus on diversity. 26)Īlthough groups such as GLSEN offer resources for staff, too many teachers and school leaders avoid discussing topics that their community-or they themselves-find uncomfortable. 72.4% heard homophobic remarks, such as “faggot” or “dyke,” frequently or often at school. According to the Gay, Lesbian, & Straight Education Network (GLSEN) (2009), 84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed, and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation. ![]() Schools still have too many marginalized populations. Inclusivity and equity are not always easy to come by, even in this day and age. Our curriculum and instruction provide opportunities for students to develop critical-thinking and reasoning skills, problem solving competencies, and technology proficiency.Chapter from School Climate Change: how do I build a positive environment for learning? / Peter DeWitt & Sean Slade. Our school staff understands and makes curricular, instructional, and school improvement decision based on child and adolescent development and student performance information. Our school ensures that adult-student relationships support and encourage each student's academic and personal growth.Įach student has access to school counselors and other structured academic, social, and emotional support systems. Our teachers use a range of diagnostic, formative, and summative assessment tasks to monitor student progress, provide timely feedback, and adjust teaching-learning activities to maximize student progress. Our school climate, curriculum, and instruction reflect both high expectations and an understanding of child and adolescent growth and development.Įach student in our school has access to a range of options and choices for a wide array of extracurricular and cocurricular activities that reflect student interests, goals, and learning profiles. Our students feel valued, respected, and cared for and are motivated to learn. Our physical, emotional, academic, and social school climate is safe, friendly, and student-centered. Our school sets realistic goals for student and staff health that are built on accurate data and sound science. Whole Child Spotlight / On Mind-Body Connectedness - table
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