An Article By Denise Pope, Co-Founder of Challenge for Success, Senior Lecturer Stanford Graduate School of Education. "Social-Emotional learning and belonging and mental health are now more than ever at the forefront at people's work and experience." Full article HERE
Pressure to perform academically and otherwise is taking a toll on kids, and it’s coming from all sides, including higher ed. And in the race to create high achievers, Denise notes, we may have lost track of the basics – like Maslow’s hierarchy, which requires safety before learning.
The NJIN is modelled with child's well-being and mental health at the center
What’s the difference between educating students for the future, and simply “doing school?” Are we designing school communities that foster the development of better adults, or are we clinging to old ideas about content and rigor that no longer serve us well? And what role do parental expectations, higher ed, and societal pressure play in the decisions we make about how schools function?
Arguing that schools exist to create “better adults” for our collective future, Denise delves into a wealth of research and experience showing that what we say we believe about the importance of well-being in schools, and what we actually design into our educational frameworks, are fundamentally mismatched. While parents and educators say they want to foster happiness and well-being in students, the students report receiving a very different message.
Read Denise's full article here.