Whole Child Education

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In today’s global economic state, many families and children face reduced circumstances. These "poor kids" don't fit the traditional stereotypes—two-thirds live in families in which at least one adult works, and the percentage of poor students in many rural districts equals that in inner-city districts. In the United States, the economic downturn has dramatically changed the landscape, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.

In this episode, our guests discuss the implications of this new poverty for schools, many of which have seen drastic changes in the populations they serve and their communities. Schools that took their communities' wealth for granted more frequently need to deal with issues of child hunger, fewer resources, and more demands for services. You'll hear from

• Deborah Wortham, superintendent of the School District of the City of York, Pa., and former assistant superintendent for high schools and director of professional development for Baltimore City (Md.) Public Schools;
• Felicia DeHaney, president and CEO of the National Black Child Development Institute;
• William Parrett, director of the Center for School Improvement and Policy Studies and professor of education at Boise State University; and
• Kathleen Budge, coordinator of the Leadership Development Program and associate professor in the Curriculum, Instruction, and Foundational Studies Department at Boise State University. Budge and Parrett are also coauthors of the 2012 ASCD book Turning High-Poverty Schools into High-Performing Schools.

What new—and old—solutions are you using to support learning and ensure that each child, whatever his or her circumstances, is healthy, safe, engaged, supported, and challenged?

In today's global economic state, many families and children face reduced circumstances. These "poor kids" don't fit the traditional stereotypes—two-thirds live in families in which at least one adult works, and the percentage of poor students in many rural districts equals that in inner-city districts. In the United States, the economic downturn has dramatically changed the landscape, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.

Join us throughout May as we share what new—and old—solutions we are using to support learning and ensure that each child, whatever her circumstances, is healthy, safe, engaged, supported, and challenged.

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In times of increasing expectations, decreasing resources, and rigorous accountability, school principals are faced with complex challenges and a huge array of initiatives to implement. These realities have discouraged many principals from staying on the job. How can schools stop the revolving door of the principalship and energize principals to lead?

The April 2013 issue of ASCD's Educational Leadership addresses approaches that promote career-long growth, such as coaching and mentoring, collaborative learning, and principal peer groups.

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Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. Principals who have a clear vision; inspire and engage others in embracing change for improvement; drive, facilitate, and monitor the teaching and learning process; and foster a cohesive culture of learning are the collaborative leaders our schools need to fully commit to ensuring each student—and school staff member—is healthy, safe, engaged, supported, and challenged.

There is also no doubt that the role—or roles—of a principal has changed dramatically in recent years and will likely change even more in upcoming decades. In this episode of the Whole Child Podcast, host Sean Slade and our guests discuss the qualities principals in today's (and tomorrow's) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders. You'll hear from

• Donna Snyder, manager of Whole Child Programs at ASCD;
• Kevin Enerson, principal of Le Sueur-Henderson High School in Minnesota (an ASCD Whole Child Network school); and
• Jessica Bohn, principal of Gibsonville Elementary School in North Carolina, an ASCD Emerging Leader, and author of "First-Year Hurdles," an article in this month's Educational Leadership magazine.

What is a principal (in 2013)?

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Addressing students' needs levels the playing field. Or rather, addressing students' needs is only leveling the playing field. If a child is hungry, then the need can be addressed by providing breakfast, lunch, and assistance as needed. The same applies if the child is unwell. Many schools have made great strides in addressing students' needs, but some schools have gone further. They have taken an issue that was initially a need and used it to enhance and improve what the school offers.

Milwaukie High School, part of North Clackamas Schools in Milwaukie, Oregon, and winner of the 2013 Vision in Action: The ASCD Whole Child Award, is an outstanding school where each student is engaged in literacy, inspired by their cultural diversity, and ready for active citizenship. Milwaukie'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, all to meet the needs of the whole child.

In this episode, hosts Sean Slade and Donna Snyder and our guests discuss how to meet students' and staff's needs, taking challenges and turning them into opportunities for all. You'll hear from

• Mark Pinder, principal;
• Michael Ralls, assistant principal for curriculum;
• Tim Taylor, assistant principal for student management;
• Donnie Siel, dean of students; and
• David Adams, teacher leader (English and language arts).

How has your school or community taken a challenge and turned it into a win?

Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. Principals who have a clear vision; inspire and engage others in embracing change for improvement; drive, facilitate, and monitor the teaching and learning process; and foster a cohesive culture of learning are the collaborative leaders our schools need to fully commit to ensuring each student—and school staff member—is healthy, safe, engaged, supported, and challenged.

Join us throughout April as we look at what qualities principals in today's (and tomorrow's) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders.

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As demonstrated by the tragic events of not only the last few months in Connecticut, Georgia, and California, but also the last 10 years across the nation, school safety is a complicated issue with no single or simple solution. We have read, listened to, and participated in discussions on how to keep our schools safe and secure. From our homes, faculty rooms, school board meetings, and the halls of Congress, we are all moving from shock to recovery, fear to resiliency.

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ASCD is honored to present Milwaukie High School, located in Milwaukie, Ore., with the 2013 Vision in Action: The ASCD Whole Child Award. This special award recognizes schools that move beyond a vision for educating the whole child to actions that result in learners who are knowledgeable, emotionally and physically healthy, civically active, artistically engaged, prepared for economic self-sufficiency, and ready for the world beyond formal schooling.

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Addressing students' needs levels the playing field. Or rather, addressing students' needs is only leveling the playing field. If a child is hungry, then the need can be addressed by providing breakfast, lunch, and assistance as needed. The same applies if the child is unwell. Many schools have made great strides in addressing students' needs, but some schools have gone further. They have taken an issue that was initially a need and used it to enhance and improve what the school offers.

Join us throughout March as we look at schools that have taken a deficit and turned it into an asset. Some schools have used connections formed into and across the community to enhance and build on what they first envisaged. Other schools are forming alliances to improve a specific situation, and have then used those same alliances to improve the entire school. How has your school or community taken a challenge and turned it into a win?

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Safety is and will always be a fundamental concern for schools. Students who aren't or don't feel safe at school cannot learn, and schools must ensure that their environments are both secure and supportive. The current debate on school safety brings with it a renewed interest in addressing safety, school climate, and mental health concerns at schools and promises to improve school policy and practice.

Yet while the current debate has engaged the nation in community-wide discussions, it also has the potential to overlook the voices of educators. In this episode of the Whole Child Podcast, host Sean Slade and guests discuss what we, as educators, believe is crucial to making our schools safe—not just physically safe, but safe places to teach and learn. You'll hear from

• Joseph Bergant II, superintendent of Chardon Schools in Ohio;
• Howard Adelman, professor of psychology at UCLA and codirector of the School Mental Health Project and the Center for Mental Health in Schools (a whole child partner); and
• Jonathan Cohen, adjunct professor in psychology and education at Teachers College, Columbia University, and president and cofounder of whole child partner National School Climate Center.

What is required for students and adults to feel socially, emotionally, and physically safe in school? What two or three things are fundamental to achieving safety in school?