Enacting the Science of Learning and Development: A Policy Framework to Optimize Whole-Child System Design

• In Event: Equitable Systems for Thriving Students: Policy Implications of the Science of Learning and Development

Abstract

Education systems—from policy to practice—must be willing to rethink and rebuild those systems around what we know about how children learn and develop (Cantor et al., 2018; Osher at al., 2018). And what we know is this: students’ academic success—and, ultimately, their potential as human beings—can be significantly influenced by learning environments that use whole child design. These learning environments are safe, inclusive, and relationship-centered, and they provide students with rich learning experiences that help them build the skills, knowledge, and mindsets to thrive in school and life (Darling-Hammond et al., 2019).

A whole child approach to policy prioritizes the full scope of a child’s developmental needs—academic, social, emotional, cognitive, physical, and psychological. Whole child policy builds from the science of learning and development and redefines what student and system success looks like. Whole child policy does not suggest a single pathway to systemic change but rather a comprehensive approach that supports equity for all students and the development of the full set of skills, competencies, and mindsets that young people need to live and thrive in their diverse communities.

This conceptual paper articulates a framework that translates the evidence base into practices and policies for a new way of policymaking to improve outcomes for children and youth. It provides state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy and systems change. It highlights policy actions states can take and state policy exemplars across five domains: setting a whole child vision; transforming learning environments; redesigning curriculum, instruction, assessment, and accountability systems; building adult capacity and expertise; and investing resources equitably and efficiently.

Findings from a scan of state education policies included in the paper show that many states have or are currently pursuing whole child strategies, though few are doing so in a comprehensive manner. For example, nearly all states have adopted social-emotional learning (SEL) in some manner, but far fewer have taken steps to support positive school climates or integrating SEL into core academics. Similarly, several states have or are in the process of expanding access to community schools to better support the full scope of student need, but there are no clear examples of states ensuring that students in community schools also have access to rich learning experiences.

While the paper provides a framework for whole child policy and existing state efforts aligned to it, there is much to be examined on how whole child policy gets advanced and leads to larger systemic change. Future research should be focused on the impact of existing state policies, as well as on the processes of policy adoption and implementation that allow whole child design to thrive. Given the various state political contexts that affect policy consideration, additional research should also focus on how larger attacks on public education and specific whole child practices (e.g., social-emotional learning, culturally responsive teaching) impact states’ whole child efforts.

Author

• Jennifer DePaoli, Learning Policy Institute
  Presenting Author