Tagged “Whole Child Podcast”

Klea Scharberg

Caring for Every Child’s Mental Health

National Children's Mental Health Awareness Day, May 9, 2012

What does it take for children to be mentally healthy? Being mentally healthy is not just about emotional and behavioral difficulties. It's also about being mentally strong and resilient and having the skills and supports to deal with stressful issues when they arise. Today is National Children's Mental Health Awareness Day, established and promoted by the Substance Abuse and Mental Health Services Administration (SAMHSA). The Awareness Day national event complements activities occurring across the country, such as community events, youth rallies, social media campaigns, and activities with children that promote communication between adults and children following traumatic experiences.

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Podcast Whole Child Podcast

What Does It Take for Children to Be Mentally Healthy?

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A child's mental health is influenced by her biology, social and physical environment, and behavior, as well as the availability of services. Good emotional and behavioral health enhances a child's sense of well-being, supports satisfying social relationships at home and with peers, and facilitates achievement of full academic potential. Research shows that one of five children and adolescents aged 9 to 17 experience symptoms of mental health problems that cause some level of impairment in a given year. However, fewer than 20 percent who need mental health service receive them.

But, being mentally healthy is not just about emotional and behavioral difficulties. It's also about being mentally strong and resilient and having the skills and supports to deal with stressful issues when they arise. In a nationally representative survey of 12- to 17-year-old youths and their trauma experiences, 39 percent reported witnessing violence, 17 percent reported physical assault, and 8 percent reported a lifetime prevalence of sexual assault.

Just as one can be physically healthy or unhealthy, one can also be mentally healthy or unhealthy. In this episode of the Whole Child Podcast, we discuss the importance of each child, in each school and in each community, being socially, emotionally, and mentally healthy. You'll hear from

  • Erica Ahmed, director of public education for Mental Health America, formerly the National Mental Health Association.
  • Jo Mason, acting national business manager and national professional product development manager for whole child partner Principals Australia Institute and MindMatters, Australia.
  • Philip C. Rodkin, associate professor of child development in the Departments of Educational Psychology and Psychology at the University of Illinois at Urbana–Champaign.

How does your school and community promote good mental health, build resiliency, and facilitate wellness for your children?

Podcast Whole Child Podcast

Coordinated and Collaborative Responses to Diverse Student Needs

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We know we have to cultivate lifelong learners who are thoughtful, creative, culturally competent, intellectually curious, and civically engaged. Preparing our kids for their future college, career, and citizenship success is our common purpose and responsibility as adults, not just educators.

Essential to student success is access to personalized learning and support from qualified, caring adults—whether those be teachers, principals, counselors, cafeteria staff, custodians, family members, coaches, ministers ... the list goes on and on. Students as learners are also students as people with social-emotional, physical, and mental health needs. Supportive education communities are places where school staff, community-based service providers, families, and all the adult stakeholders work together to identify and address kids' needs and provide a coordinated, whole child approach to their education and development.

On this episode of the Whole Child Podcast, we have the cream of the crop in terms of supportive education communities. Our very special guests will discuss envisioning, building, and sustaining a supportive education community, in which each child is healthy, safe, engaged, supported, and challenged. David Rawnsley is the principal of Byrne Creek Secondary School in Burnaby, British Columbia, and Lynn Archer is the district's director of instruction and a former principal of Byrne Creek. Also featured are Iha Farquhar, the community school coordinator; Lorraine Hodgson, school counselor and department head of student services; and Mirella Gargiulo, English as a second language teacher.

Byrne Creek is a thriving school that offers a wide range of programs designed to meet the needs of all learners. Opened in 2005, Byrne Creek has achieved a great deal in a very short period of time and, most importantly to ASCD and the audience of this podcast, Byrne Creek is the 2012 winner of the Vision in Action: The ASCD Whole Child Award! We couldn't have picked a better model of what it means to implement a whole child approach.

What does a supportive education community mean to you?

ASCD Whole Child Bloggers

Creating Safe Schools for LGBT Students

ASCD Annual Conference

Post submitted by whole child blogger Christine Fisher, a senior majoring in journalism at Temple University.

When parents at one North Carolina school refused to return a library book that featured a gay main character, the issue drew mixed reactions and international attention. Some parents wrote to the school to ask that their child not be given access to the book. Conversely, others wrote to ask that their son or daughter read the text. Before the controversy settled down, 32 copies of the book were donated to the school's library, from as far away as Australia.

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Klea Scharberg

Throughout April: Supportive Education Communities

Preparing our students for their future college, career, and citizenship success is our common purpose and responsibility. Essential to student success is access to personalized learning and support from qualified, caring adults. Students as learners are also students as people with social-emotional, physical, and mental health needs.

Supportive education communities are places where school staff, community-based service providers, families, and other adult stakeholders work together to identify and address students' needs and provide a coordinated, whole child approach to their education. Join us throughout April as we examine building and sustaining communities in which each child is healthy, safe, engaged, supported, and challenged.

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Melissa Mellor

Illinois Celebrates Whole Child Month!

Illinois lawmakers have officially recognized the value of a whole child approach to education that ensures each child is healthy, safe, engaged, supported, and challenged. As a result of Illinois ASCD's persistent efforts, the state legislature passed whole child resolutions (HR 0781 and SR 0545) that designate March as Illinois Whole Child Month and call on parents, educators, and communities to work together to support the whole child. The House resolution also encourages every school in the state to celebrate Illinois Whole Child Month by adopting at least one of the five whole child tenets to promote and encourage throughout the month.

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Klea Scharberg

ASCD Honors Canadian School for its Supportive Education Community

Vision in Action

Byrne Creek Secondary School, located in Burnaby, British Columbia, is the 2012 winner of ASCD's annual Vision in Action: The ASCD Whole Child Award. ASCD honored Byrne Creek because it is an example of the supportive education community that a commitment to the whole child can create. It is the first Canadian school to receive the award.

Vision in Action: The ASCD Whole Child Award recognizes schools that move beyond a narrow focus on academic achievement to take action for the whole child, creating 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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Podcast Whole Child Podcast

Whole Child Around the World: A Good School Is a Good School

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March is a special month at ASCD as we hold our Annual Conference and celebrate excellence in education. In the coming weeks, we will honor our 2012 Outstanding Young Educator Award recipient, our ASCD Affiliate Overall Excellence Award recipient, and our 2012 Vision in Action: The ASCD Whole Child Award winner. We'll also spend this month on the whole child website honoring excellence and reflecting on the qualities that make a good school a good school and a good community a good community—even where the context and culture may differ dramatically.

Whether your school is in Berlin, Sydney, Ramallah, or Omaha, a whole child approach to education and community engagement—in which each child in each school and each community is healthy, safe, engaged, supported, and challenged—ensures student growth, learning, and development.

In this episode, we'll explore schools and communities across the world that emphasize providing safe and supportive learning environments and experiences for students and talk with whole child partner organizations that are promoting and guiding their work. Joining moderator and ASCD Director of Whole Child Programs Sean Slade are guests

  • Daniel Kropf, founder and executive director of the Universal Education Foundation (UEF) and the Learning for Well-Being network. UEF is a Paris-based advocacy foundation that, through its Learning for Well-Being network, works to enhance communities and environments that support children and youth across many countries. With Kropf is professor Marwan Awartani, secretary general of UEF, chair of the Arab Foundation forum, and president of Al-Quds University in Jerusalem.
  • Peter Paulus, lead researcher for the Allianz für nachhaltige Schulgesundheit und Bildung (ANSCHUB—Good Healthy Schools (PDF)), an alliance of schools for sustainable school health and education in Germany. ANSCHUB schools view health as paramount to an effective education and promote the alignment of health, health services, and educational needs of students.
  • Jordan LaPier, senior director of the 100 Best Communities for Young People presented by ING program at America's Promise Alliance. He leads day-to-day operations on the competition, heads up technical assistance and training for applicants, and recruits communities to apply for recognition through the program.

Be sure to visit our updated Whole Child Examples Map where you can find examples of schools and communities worldwide that are actively developing 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. Each example highlights a program, focus, or achievement with links to more information.

Sean Slade

The Global Whole Child

A whole child approach to education is not something that is unique to the United States, or even to North America. It is an approach to education that has been taken up by many communities, regions, and countries. It is an approach that understands that education is more than just academic achievement and that ensuring that each child is healthy, safe, and engaged is a necessity if we want to support student growth and provide meaningful challenges to those same students. The five Whole Child Tenets—healthy, safe, engaged, supported, and challenged—are the prerequisites for an effective education that allows students to grow, learn, and develop their full potential.

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Klea Scharberg

Encourage and Ensure Engagement

To many students, school is just a place they go. How do we create engaging learning experiences that make school more personal for them? Students need to be motivated in their learning before they can apply higher-order, creative-thinking skills and, ultimately, be prepared for their future college, career, and citizenship success.

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