Learning from Young People about How Safe and Supportive Conditions at Home Can Inform School Climate

Autor/inn/en	Mosley, Joseph; Valdez, Amber
Institution	Center to Improve Social and Emotional Learning and School Safety at WestEd
Titel	Learning from Young People about How Safe and Supportive Conditions at Home Can Inform School Climate
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Family Environment; Educational Environment; Student Experience; COVID-19; Pandemics; Educational Improvement; Student Attitudes; Distance Education; Family School Relationship; Recess Breaks; Peer Relationship; Homework; Pacing; Access to Education; Electronic Learning; Safety; Inclusion; California (Oakland) + Suchen Sie Ihr Suchwort? Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Aktive Pause; Peer-Beziehungen; Hausaufgabe; Lerntempo; Education; Access; Bildung; Zugang; Bildungszugang; Sicherheit; Inklusion
Abstract	With most K-12 students having transitioned back into the classroom after a period of distance learning prompted by the COVID-19 pandemic, many educators are considering how to redefine traditional models of teaching and learning, including how they might strengthen school climate conditions so that all learners feel safe and supported. One important component of this shift is to listen to students, considering them as both experts of their own experiences and essential partners in their own education--a concept known as "student voice." Contrary to the reigning deficit-based narrative about student experiences during the pandemic--that students suffered while learning from home--many students actually thrived in their safe, responsive home environments. To derive strengths-based insights about how educators can learn from supportive home conditions to strengthen school climates, the national Center to Improve Social and Emotional Learning and School Safety (CISELSS) at WestEd convened five students from Education for Change Public Schools in Oakland, California, for a virtual focus group in fall 2021, and Education for Change conducted informal follow-up interviews with nine students to learn more about their experiences. This report provides a description of how CISELSS conducted its focus group, some of the school climate ideas that emerged, and other ways that educators might center student voice in improving school climate. (ERIC).
Anmerkungen	WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01