: This article summarizes the results of two new meta-analyses of existing research in brain science which supports the notion that academics and social-emotional development go hand in hand. "The researchers—Turnaround for Children’s Pamela Cantor and Lily Steyer; American Institutes for Research’s David Osher and Juliette Berg; and Harvard Graduate School of Education’s Todd Rose—offer reason for enormous optimism about what’s possible for all children, and especially those who have faced adversity and trauma."Source:
Jim Shelton, Education Week, April 24, 2018Description:
"Teachers, like parents, have always understood that children’s learning and growth do not occur in a vacuum, but instead at the messy intersection of academic, social, and emotional development. And they know that students’ learning is helped (or hindered) by the quality of students’ relationships and the contexts in which they live and learn. Working to weave those threads, skilled teachers often have yearned for schools—and policy approaches—that understand this complex reality."Read the full article here!