Why it matters

The U.S. education system was originally designed to deliver subject matter content with instruction targeted to a mythical “average student” – meant to select and sort rather than develop and nurture.

Based on growing scientific research and insights, we now have a better understanding of how learning happens in the brain. Brain development is driven by relationships and experiences which are interdependent and malleable. The settings and conditions individuals are exposed to and immersed in affect how they grow throughout their lives.

Schools are able to design systems that allow for transformative learning and development by focusing on these five elements:

1. Positive Developmental Relationships 
2. Environments Filled With Safety and Belonging 
3. Rich Learning Experiences and Knowledge Development 
4. Development of Skills, Habits, and Mindsets 
5. Integrated Support Systems

A focus on whole child learning and development leads to …

• Increased student achievement (Matteson, Aber, 2007)
• Increased teacher retention (Cohen et al, 2009)
• Improved attendance in middle and high school students (Haynes et al, 1997)
• Lower rates of suspension (Lee et al, 2011)

Our Good to Great strategy always starts with a graduate profile – a picture of what our schools want for their graduating students. Their aspirations always include both academics and social-emotional learning. The whole child model helps integrate these two together. To support effective whole child learning environments, Great MN Schools is:

• Facilitating Climate & Culture Cohorts to support adult learning & self-reflection related to the brain science/research
• Supporting schools in design sprints to implement a whole-child aligned improvement idea that matched a need at their school
• Working with Bellwether and TNTP to integrate the whole child practices into our school diagnostic reviews and strategic supports

The BARR Center works with schools to strengthen teaching built on strong relationships between students, teachers, and teams. The BARR Model allows staff to better understand and build on students’ strengths, proactively address the non-academic reasons why a student may be falling behind in schools and identify what resources they need and steps they can take to thrive.

Miss Kendra Programs aims to move schools beyond being trauma-informed into real action. The Miss Kendra Program follows a preventative framework based on brief, but frequent connection with all students and early
intervention.

Leader In Me is an evidence-based, social emotional learning process—developed in partnership with educators—that empowers students with the leadership and life skills they need to thrive in the 21st century.

Research & Proof Points

• ‘How Learning Happens’, – Edutopia
• Science of Learning & Development Resource Hub
• ‘Malleability, plasticity, and individuality: How children learn and develop in context’