Design Principles for Schools: Putting the Science of Learning and Development Into Action

• In Event: How School Districts Can Address the Needs of Students Furthest From Opportunity

Abstract

For the past century, the U.S. education system has primarily focused on the delivery of subject matter content, with instruction targeted to a mythical “average student.” It was not designed to unlock the potential in each and every child, develop the whole child across multiple domains of development, or provide equitable access to rich learning opportunities. Instead, it has perpetuated inequities and reinforced beliefs about who has potential and who is worthy of opportunity that we now know are false, harmful, and discriminatory.

However, the science of learning and development tells an optimistic story about what all young people are capable of and provides us with an opportunity to redesign the education system to enable all individuals to take advantage of high-quality opportunities for transformative learning and development.

This paper proposes a set of guiding principles for equitable whole child design, along with recommendations for evidence-based structures and practices that further these aims in k-12 learning settings. (See Figure 1.) These principles include:
• Positive Developmental Relationships;
• Environments Filled with Safety and Belonging;
• Rich Learning Experiences and Knowledge Development;
• Development of Skills, Habits, and Mindsets; and
• Integrated Support Systems.

This paper highlights the importance of integrated support systems, which are essential to removing barriers to learning and development. Research has documented that well-designed supports can enable resilience and success even for youth who have faced serious adversity and trauma. These supports include everyday practices that communicate to students that they are respected, valued, and loved, as well as specific programs and services that prevent or buffer against the effects of excessive stress.

A comprehensive review of integrated student supports found that these approaches can support student achievement, and it highlighted community partnerships as a key lever for implementation. Another research synthesis found significant positive effects of integrated support systems on student progress in school, attendance, mathematics and reading achievement, and grades. These studies also found measurable decreases in grade retention, dropout rates, and absenteeism.

Integrated supports include structures that incorporate universal and tiered supports including:
• assessments that help educators understand student wellness and progress and the supports students need;
• availability of high-quality tutoring and mentoring, counseling, and student support teams;
• additional before, during, and after-school time for expanded learning, along with summer programs or Acceleration Academies during intersessions; and
• health, mental health, and community partnerships with social service providers, including community school models).

Further, integrated supports rely on practices that enable these structures to be effective, such as strategies and practices that ensure collaboration, coordination, and shared developmental approaches across providers of services; and approaches that are culturally competent, carefully integrated, and age-appropriate, considering students holistically and with an assets-based lens.

The challenges of the COVID-19 pandemic, racial injustice, and economic uncertainty are omnipresent and acutely felt. Orchestrating integrated supports that systematically assess students’ comprehensive needs and strengths and coordinate resources in a unified and collaborative way can mitigate barriers, enhance coping, strengthen resilience, re-engage disconnected students and families, and help reduce the opportunity gaps.

Author

• Sara Plasencia, Learning Policy Institute
  Presenting Author