Keeping the Whole Child Healthy and Safe

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Marge Scherer. Keeping the Whole Child Healthy and Safe

Table of Contents

Foreword

ASCD's Whole Child Tenets

Introduction. A Wish for the Good Life

What Does It Mean to Educate the Whole Child?

The Aims of Education

Aims of Education

Democracy and Schools

The Whole Child

References

Healthy and Ready to Learn

A Wake-Up Call to Schools

Healthy Change

Arizona Healthy School Environment Model Policy

Aims of Education

What Schools Can Do

Resources for Improving the School Health Environment

References

Finding Our Way Back to Healthy Eating: A Conversation with David A. Kessler

A Supersize Problem

Generation Extra Large

Soul Foods and Whole Children

The Weight of History

References

Sleep: The E-ZZZ Intervention

What Are the Results of Sleep Deprivation?

How Much Sleep Do Students Need?

What Can Schools Do?

Changing the Cycle

References

A Place for Healthy Risk-Taking

At Their Own Pace

Challenge by Choice

Teens Need to Play

Bringing Risk-Taking into P.E

Providing Safe Places to Take Risks

Flying Outside Their Comfort Zone

References

Keeping Teachers Healthy

Responsible Actions

Web Is Key

Bullying—Not Just a Kid Thing

Uncovering Myths and Misconceptions

Developing and Implementing Strategies

Make Playgrounds and Hallways Safe

Implement a School Discipline Policy

Learn More About Bullying

References

Civility Speaks Up

The Power of Words

Empowering Students

Learning About Harassment

Challenging Stereotypes

Developing Leadership Strategies and Skills

The Role of Teachers

Interrupting the Language of Hate

Responding in the Classroom

Talking Openly

"That Assembly"

Words Can Hurt Forever

Forms of Bullying

Adults' Responsibility

Where to Start

Consequences of Inaction

References

Fights Like a Girl

Cruel to Be Kind

Do Your Homework

From Adversaries to Allies

Muses and Hardiness Zones

Self-Defined, Strong, and Beautiful

How We Treat One Another in School

Devastating Effects

A Middle School Survey on Bullying

Extent of Bullying

Location of Bullying

Reasons Students Are Bullied

Students' Reactions to Bullying

Inadequate Adult Response

What Schools Can Do

Conduct an assessment

Create a committee to focus on school relationships

Implement an antibullying policy

Train all school employees

Help the bullied and the bullies

Recognize and name all forms of bullying

Reclaim goodness

Integrate social-emotional education into the curriculum

Educators Set the Tone

Choosing a Social-Emotional Learning Curriculum

Social-Emotional Learning Curriculums Online

Endnotes

References

R U Safe?

Getting Students Talking …

… And Getting Them Teaching

6th Graders Reflect and Respond

Arming Students to Help One Another

The Student Guide to Stamping Out Cyberabuse

8th Graders' Top Ten Internet Safety Tips

Endnote

References

Success with Less Stress

Academic Stress and Its Causes

Effects of Academic Stress on Learning

Effects of Academic Stress on Student Well-Being

Strategies for Schools

The Right Challenge

References

Helping Self-Harming Students

Fitting in with Peers

Overloaded Stress Circuits

Quick-Fix Solutions

Emotional Disconnection and Invalidation

Fears About the Future

Signs and Symptoms

What Schools Can Do

Intervention 1: Create a Support Group

Intervention 2: Educate Responding Adults

More Than Just a Problem

A Look Inside a Stress-Busters' Leadership Group Session

Endnotes

References

Reaching the Fragile Student

Compass: An Inviting Environment

Building Trust and "Ball Talks"

An Inviting Grading System

Bumps in the Road

Signs of Success

References

Peers Helping Peers

Peer Assistance

Cooperative Learning

Classwide Peer Tutoring

Classwide Peer Tutoring in Reading

Differentiated Curriculum Enhancements

Meeting Diverse Needs

References

Silence Is Golden

Overscheduled and Overwhelmed

Guiding Meditation

What's Happening As Students Meditate

Observable Benefits

References

When a Student Dies

Initial Response: The Crisis Team

How the School Reacts

Student Reactions

Staff Reactions

Why and Who's to Blame?

Accidents

Suicide

Chronic Illness

The Timetable of Grief

Initial and Long-Term Memorials

What We Can Learn

References

Democracy at Risk

Schooling for Ruling

Moving Beyond Dependency

Honing a Democratic Citizenry

Living Democracy

"Hobo" Is Not a Respectful Word

Getting Started

Experiential Learning

Conducting In-Depth Research

Publicly Sharing the Learning

Taking Action

Lasting Benefits

No More Haves and Have-Nots

Establishing Our Beliefs

Creating Equity

Financial Support

Additional Practices

From Philosophy to Practice

An Emotionally Safe Learning Environment

References

Waging Peace

Lesson 1: Start Early

Lesson 2: Create Opportunities to Learn from Peaceful Peers

Lesson 3: Give Students Ownership of the Rules

Lesson 4: Practice Is Key

Lessons for Us All

References

Centers of Hope

Growth of a Movement

The Chicago Story

Funding

Evaluation

Lessons Learned

Hope for the Future

References

A Full-Service School Fulfills Its Promise

Divining Community Concerns

Partnerships in Action. Our School-Based Health Center

Therapy and Family Casework

Parent Education and Capacity Building

After-School Enrichment

Partnership with Manhattanville College

Ten Years of Whole Child Education

Endnote

A Coordinated School Health Plan

A Community Comes Together

A Plan of Action

Implementation of the Plan

Aims of Education

Improved Results

Overcoming the Odds

Health Education

Physical Education

Health Services

Nutrition Services

Counseling and Psychological Services

Safe and Healthy School Environment

Health Promotion for Staff

Family and Community Involvement

Academic Opportunity

References

Coordinated School Health: Getting It All Together

What Is Coordinated School Health?

The Essential Eight

Health Education

Physical Education

School Health Services

Counseling, Psychological, and Social Services

Nutrition

Staff Wellness

A Healthy School Environment

Family and Community Involvement

Tennessee Takes Action

A District Success Story

Making It Happen

Teaching Strategies for Naturalist Intelligence

Nature Walks

Windows onto Learning

Plants as Props

Pet-in-the-Classroom

Eco-study

Teaching Strategies for Intrapersonal Intelligence

One-Minute Reflection Periods

Personal Connections

Choice Time

Feeling-Toned Moments

Goal-Setting Sessions

Teaching Strategies for Bodily-Kinesthetic Intelligence

Body Answers

Classroom Theater

Kinesthetic Concepts

Hands-On Thinking

Body Maps

Appendix. Keeping the Whole Child Healthy and Safe. Learning, Teaching, and Leading in ASCD's Healthy School Communities

What Are Healthy School Communities?

HEALTHY SCHOOL COMMUNITIES ARE BUILT ON

Key Findings

Conclusion

KEY RECOMMENDATIONS

A Study Guide for Keeping the Whole Child Healthy and Safe

Part 1. Back to Whole

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Part 2. Promoting a Healthy Life

Part 3. Protecting Students, Rehabilitating Bullies

Part 4. Helping Students Cope with Life Challenges

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Part 5. Teaching Values, Building Character

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Part 6. Creating Healthy and Safe Schools

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Part 7. Rounding Out the Curriculum

ASCD®

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The 21st century demands a highly skilled, educated work force and citizenry unlike any we have seen before. The global marketplace and economy are a reality. Change and innovation have become the new status quo while too many of our schools, communities, and systems use models designed to prepare young people for life in the middle of the last century. We live in a time that requires our students to be prepared to think both critically and creatively, to evaluate massive amounts of information, solve complex problems, and communicate well, yet our education systems remain committed to time structures, coursework, instructional methods, and assessments designed more than a century ago. A strong foundation in reading, writing, math, and other core subjects is as important as ever, yet insufficient for lifelong success.

These 21st century demands require a new and better way of approaching education policy and practice—a whole child approach to learning, teaching, and community engagement. What if decisions about education policy were made by first asking, "What works best for children?" What if the education, health, housing, public safety, recreation, and business systems within our communities aligned human and capital resources to provide coordinated service to kids and families? What if policymakers at all levels worked with educators, families, and community members to ensure that we as a society meet our social compact to prepare children for their future rather than our past?

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We will not find the solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security apparatus, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in "the subjects they teach." Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community. The future of both our children and our democracy depend on our moving in this direction.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

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