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

Session Type: Symposium

Abstract

The science of learning and development (SoLD) articulates cross-disciplinary knowledge of the ways that young people develop and suggests how schools can be effectively designed to optimize learning, success, and holistic well-being. This interactive symposium considers the implications of SoLD for educational policy—or the ways that school, district, or state level policy and infrastructure can be (re)designed to grow and sustain schools that enable all students to thrive. Through its featured research presentations and discussant commentary, attendees will leave with a deeper understanding of SoLD and its implications for school and policy structures as well as the importance of creating reinforcing educational systems to enable SoLD-aligned and equity-oriented school transformation.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instruction

Chair

• Laura E. Hernandez, Learning Policy Institute

Papers

• Supporting Whole-Child Education Through Community School Policy - Sarah L. Klevan, Learning Policy Institute; Julia A Daniel, University of Colorado - Boulder; Emily Germain, Learning Policy Institute

• Creating Relationship-Centered Schools: The Role of Student Voice and Empathy-Building in Supporting Policy Change - Edward Rivero, Teachers College, Columbia University; Laura E. Hernandez, Learning Policy Institute

• Supporting California's Students in Foster Care and Students Experiencing Homelessness: Developing a Whole-Child Approach - Dion Burns, Learning Policy Institute; Daniel Espinoza, Learning Policy Institute

• Enacting the Science of Learning and Development: A Policy Framework to Optimize Whole-Child System Design - Jennifer DePaoli, Learning Policy Institute