To succeed in college, other postsecondary education, and the workplace, students need higher-level thinking, communications, and problem-solving skills as well as knowledge of the world and its people. These are all products of a curriculum that challenges students to work harder as they investigate a wide range of real-world subjects. What's more, our high school graduates who pursue college must be adequately prepared, yet too many are taking remedial courses, which raises deep concerns about the value of their high school diplomas.
Students engage in a broad spectrum of activities in and out of the classroom. Districts and communities committed to educating the whole child work together to prepare young people for success in higher education, employment, and civic life by providing meaningful learning experiences and opportunities to demonstrate achievement.
Ensuring that each student is healthy, safe, engaged, supported, and challenged requires us to continually ask questions and examine evidence related to implementation. ASCD's indicators of a whole child approach provide a guide for continual school and community improvement and serve as a definition of what a whole child approach to education truly requires. Download the set of challenged indicators (PDF).
From the Whole Child Blog
The landscape of American education has changed. Since 2011, more minority children than white, non-Hispanic children are being born in U.S. households. As a result of this growing trend, we must look at the disparities within the education system that have implications for schools across the country. Once thriving communities are seeing population shifts, with students coming from inner-city, urban areas as well as students from impoverished backgrounds.
Whole Child Examples
High School Example
Milwaukie High School's staff works tirelessly to improve their students’ academic, social, and emotional growth; to expand their educational practices; and sharpen the administration’s focus on staff professional development.