Enhance Teacher Preparation, Training, and Support “Fully integrating noncognitive skills into the curriculum also requires that teachers’ preparation and professional support are geared toward the development of these skills in their students, as well as an emphasis on the importance of relationships.” Revisit School Disciplinary Policies “Many current disciplinary measures used to combat student misbehavior are at odds with the goal of nurturing noncognitive skills. Disciplinary measures should be rooted in schools’ efforts to support and promote better behavior, and in the prevention of misbehavior, rather than simply or mainly in punishing wrongdoing.” Broaden Assessment and Accountability “Accountability practices and policies must be broadened to make explicit the expectation that schools and teachers contribute to the development of noncognitive skills and to make the development of the whole child central to the mission of education policy.”
References
Allyn, P., and Morrell, E. (2016). Every Child a Super Reader: Seven Strengths to Open a World of Possible . New York: Scholastic. Belfield, C., Bowden, A., Klapp, A., Levin, H., Shand, R., and Zander, S. (2015). “The Economic Value of Social and Emotional Learning.” Journal of Benefit-Cost Analysis. Vol. 6(3). Dweck, C. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. B. (2011). “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions.” Child Development . Vol. 82(1). Garcia, E., and Weiss, E. (2016). “Making Whole- Child Education the Norm. How Research and Policy Initiatives Can Make Social and Emotional Skills a Focal Point of Children’s Education. Washington, DC: Economic Policy Institute. Jones, D., Greenberg, M., and Crowley, M. (2015). “Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.” American Journal of Public Health .
Klem, A., and Connell, J. (2004). “Relationships Matter: Linking Teacher Support to Student Engagement and Achievement” Journal of School Health . Vol. 74(7). Mapp, K., Carver, I., and Lander, J. (2017). Powerful Partnerships: A Teacher’s Guide to Engaging Families for Student Success. New York: Scholastic. Miller, D., and Sharp. C. (2018). Game Changer! Book Access for All Kids . New York: Scholastic. Resnick, B. (2017). “Is Mindfulness Meditation Good For Kids? Show Me the Evidence.” Retrieved from: www.vox.com/science-and- health/2017/5/22/13768406/mindfulness- meditation-good-for-kids-evidence Routman, R. (2018). Literacy Essentials: Engagement, Excellence, and Equity for All Learners. Portland, ME: Stenhouse. Ryan, R., and Deci, E. (2006). “Self-Regulation and the Problem of Human Autonomy: Does Psychology Need Choice, Self-Determination, and Will?” Journal of Personality . Vol. 74(6).
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