Social Isolation in School Increases Children's Depression Risk: A study shows that children who did not have any friends were the most likely to be depressed during their teenage years and that those who were socially withdrawn had the highest risk of having a depressive affect. The lead researcher said that social relationships are an important factor in a child's emotional health that is often overlooked in the academic setting.
Schools Prepare for Likely Implementation of Child-Nutrition Law: Some Colorado schools are preparing to implement the new Healthy, Hunger-free Kids Act, which is expected to be signed into law by President Barack Obama. If approved, the law will increase the free-lunch subsidy for schools that improve nutrition standards. Some people are concerned the additional funding may not be enough for schools to meet the bill's goals, and restricting unhealthy items typically sold in school vending machines could affect schools' fund-raising.
ADHD, Bullying, and the Destruction of Childhood: Last month, the Whole Child Podcast and blog focused on child development. In this video interview, Canadian physician Gabor Maté provides interesting points of discussion on the issues of childhood behavioral disorders resulting from a social problem and not just a physiological one, contrary to traditional assumptions. Read the video transcript.
Is the increase of ADHD, bullying, and oppositional behavior the result of "the destruction of childhood" and a decline in nurturing conditions for successful child development? Share and discuss your opinions on ASCD EDge.
Giving Thanks for Teachers Who Help Hungry Students: Educator Susan Graham describes a lesson in which students share Thanksgiving meal traditions, from turkey and mashed potatoes to pumpkin pie and even pizza. But recent data show that close to a quarter of U.S. schoolchildren regularly struggle with hunger, and Graham gives thanks to teachers who often use their own money to help them get through the school day. Read more.
Developing successful learners who are prepared for success in college or further study and for employment and citizenship in a global environment requires us to think outside the box—the cognitive box, that is. Although traditional education is thought to exist in the cognitive domain, science tells us that children's academic progress cannot be separated from the emotional, social, and cognitive changes that occur simultaneously. The science of learning and child development is rarely used in classrooms and research has demonstrated that we can maximize learning when educators apply developmental principles effectively.
Join us Thursday, November 4, on the Whole Child Podcast to learn about key principles of developmental science that can affect the way teachers teach and the way students learn. You'll hear from
Eric Schaps, founder and president of Whole Child Partner the Developmental Studies Center and member of the National Council for Accreditation of Teacher Education's national expert panel on increasing the application of knowledge about child and adolescent development and learning in educator preparation programs;
President Obama added his video of support last week to the thousands already submitted to the It Gets Better Project. "President Obama is committed to ending bullying, harassment and discrimination in all its forms in our schools and communities," writes Deputy Director of the Office of Public Engagement Brian Bong on the White House Blog. "That's why he recorded this message."
We've got to dispel this myth that bullying is just a normal rite of passage, that it's some inevitable part of growing up. It's not. We have an obligation to ensure that our schools are safe for all of our kids.
And, to every young person out there, you need to know that if you're in trouble, there are caring adults who can help.
The webcast will once again bring together organizational, federal, and academic leaders in addition to teachers, principals, school resource officers, students, and parents to continue the national conversation about bullying prevention. Although the webcast continues the discussion started at the summit, it also allows us the opportunity to invite new voices to the conversation and to expand the discussion on bullying beyond what was previously presented.
For the past month, we here at the Whole Child Blog have been looking at bullying. A school and community that do not address bullying cannot ensure that each student is healthy, safe, engaged, supported, and challenged.
Student voice is not enough. Adults working to stop bullying in schools have learned that it is important to engage students as self-advocates and peer teachers, behavior monitors, and student-body cheerleaders. As schools become more savvy, more students who bully are being effectively taught to challenge bullying themselves, working with their peers to create safe and supportive learning environments.
October is not only the month that many young people (and adults, too!) celebrate and enjoy Halloween; it is also National Bully Prevention Month. Why not integrate the two? Well, you can, more easily than you might think. Our partner the National School Climate Center's (NSCC) BullyBust campaign has joined forces with the Broadway musical WICKED to bring you a new campaign with loads of great resources using the witches of Oz to engage students. The program's spokesperson is the character at the heart of the musical, misunderstood green witch Elphaba, who will help students learn how to end to bullying for good. Sign up for the Partner School Program and receive classroom-based supports, including WICKED-themed activities, resources, and a national "Defying Gravity" essay contest.