Resilience School Connectedness Academic Achievement Bonnie Benard West
Resilience, School Connectedness & Academic Achievement Bonnie Benard West. Ed-Oakland bbenard@wested. org GREG AUSTIN Director, Health & Human Development Program CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction
Resilience Research JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program Longitudinal developmental studies of how young people have transformed risk and adversity into healthy development and school and life success.
JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program Over 40 Years of Resilience Research Tells Us That: …When the focus is on supporting youth, at least 70% of young people in the most challenging of life’s conditions not only survive but grow into thriving adults.
The Kauai Study: Emmy Werner & Ruth Smith JACK O’CONNELL State Superintendent of Public Instruction Vulnerable But Invincible (1982) Overcoming the Odds (1992) Journeys from Childhood to Mid-Life (2001) High Risk Resilient 1955 BIRTH COHORT RISKS Poverty Parental Discord Parental Psychopathology Perinatal Stress GREG AUSTIN Director, Health & Human Development Program Resilient AGE 18 HIGH RISK BEHAVIORS Delinquencies Mental Health Problems Pregnancies AGE 32 & 41 SUCCESS IN Relationships/Marriage Work Parenthood
Findings of Resilience Research JACK O’CONNELL State Superintendent of Public Instruction ØRisk ≠ Outcome ØBehavior ≠ Capacity ØPersonal Strengths = Success GREG AUSTIN Director, Health & Human Development Program ØEnvironmental Supports & Opportunities = Life Success
Youth Development Process: Environmental Resilience in Action Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES in Families Schools Communities Youth Inputs THAT MEET DEVELOPMENTAL NEEDS Youth Outputs PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES Societal Impacts THUS PRODUCING, POSITIVE PREVENTION & EDUCATION OUTCOMES
Environmental Inputs DEVELOPMENTAL Youth/Human Development Process: SUPPORTS & Environmental Resilience in Action OPPORTUNITIES Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES in Families Schools Communities Youth Inputs THAT MEET DEVELOPMENTAL NEEDS Youth Outputs PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES Societal Impacts THUS PRODUCING, POSITIVE PREVENTION & EDUCATION OUTCOMES
JACK O’CONNELL The Power of Schools State Superintendent of Public Instruction “A school can create a coherent environment, a climate, more potent than any single influence— teachers, class, family, neighborhood, so potent that for at least six hours a day it can override almost everything else in the live of children. ” -Ron Edmonds 1986 GREG AUSTIN Director, Health & Human Development Program
JACK O’CONNELL State Superintendent of Public Instruction The BIG Research Question for Closing the Achievement Gap: “What are the key factors that promote academic success among students whose demographic characteristics and school circumstances place them at high risk of failure? ” GREG AUSTIN Director, Health & Human Development Program -Theresa Akey MRDC January 2006
Environmental Inputs DEVELOPMENTAL Youth/Human Development Process: SUPPORTS & Environmental Resilience in Action OPPORTUNITIES Inputs Youth Inputs DEVELOPMENTAL Caring Relationships SUPPORTS & THAT MEET OPPORTUNITIES DEVELOPMENTAL High Expectations Opportunities for Meaningfulin. Participation Families & Contribution Schools Communities in Families Schools Communities NEEDS Youth Outputs PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES Societal Impacts THUS PRODUCING, POSITIVE PREVENTION & EDUCATION OUTCOMES
Protective Factors = Critical Developmental Supports & Opportunities JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program CARING RELATIONSHIPS HIGH EXPECTATIONS “Being there” Loving support Showing interest in Getting to know Compassion Listening Patience Basic trust/safety Belief in youth resilience Respect Challenge & support Firm guidance Structure/rituals Strengths-focused Teaches personal resilience Reframing MEANINGFUL PARTICIPATION Safe places Inclusion Responsibility/voice & choice Child-initiated/youth-driven Experiential skill development Contribution Peer support
Developmental Supports & Opportunities Listening to Students JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program What students say about protective factors in their schools
Developmental Supports & Opportunities Evaluation Research JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program • Adventure Learning • Arts-based Learning • Service Learning • Small Group/Cooperative Learning • Project-based Learning • Mentoring/Peer Helping • School-to-work Promote Healthy Development & Successful Learning
Developmental Supports & Opportunities JACK O’CONNELL State Superintendent of Public Instruction Engaging Schools: Fostering High School Students’ Motivation to Learn ØPersonalization of school experience ØHigh & clear standards ØMeaningful and engaging pedagogy & curriculum GREG AUSTIN Director, Health & Human Development Program ØProfessional learning communities for adults National Research Council Institute of Medicine National Academy of Science, 2004
Developmental Supports & Opportunities Consortium on Chicago School Research JACK O’CONNELL State Superintendent of Public Instruction Relational trust consists of… Caring Respect Competence Integrity among Students Teachers Administrators Parents Promotes academic achievement Schools with high trust levels are 3 x more likely to report gains in reading & math scores. Schools in top quartile on standardized tests had higher levels of trust. GREG AUSTIN Director, Health & Human Development Program “This is about NOT forgetting the people. ” -Anthony Bryk & Barbara Schneider 2002
Developmental Supports & Opportunities Project on High Performing Learning Communities JACK O’CONNELL State Superintendent of Public Instruction ØSmall learning communities ØCore academic program ØHigh expectations for all students ØProfessional development ØFostering health and safety for all student and school community members ØEngaging families in the education of their students ØCreating strong school-community and school-work linkages GREG AUSTIN Director, Health & Human Development Program “Reorganizing high schools into small developmentally supportive communities and providing a teacher-advisory for each student reduced dropout rates 40 to 50 percent or more” Robert Felner, 2002
Developmental Supports & Opportunities Literature on High Performing Learning Communities JACK O’CONNELL State Superintendent of Public Instruction ØA set of high expectations and a rigorous curriculum to support it. ØA variety of instructional strategies that engage students and connect them to real-world applications. ØStrong connections between students and staff. ØLeadership and a school culture that is mission-driven and focused on helping all student learn. ØA professional community of faculty and other staff that focuses on teaching and learning and building capacity to close the achievement gap. GREG AUSTIN Director, Health & Human Development Program ØAdditional supports for students who need them. -Catherine Walcott, et al High School Reform: National & State Trends, West. Ed 2005
Developmental Supports & Opportunities JACK O’CONNELL State Superintendent of Public Instruction Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models* “The overall message of this synthesis is that structural changes to improve personalization and instructional improvement are the twin pillars of high school reform. ” Janet Quint, MRDC May 2006 GREG AUSTIN Director, Health & Human Development Program *Career Academies First Things First Talent Development
Developmental Supports & Opportunities School Context, Student Attitudes and Behavior, and Academic Achievement JACK O’CONNELL State Superintendent of Public Instruction Student Engagement Level of participation & intrinsic interest in school GREG AUSTIN Director, Health & Human Development Program + Perceived Academic Competence = Achievement in Reading & Math Positive feelings about one’s abilities to be successful academically “The findings make clear supportive teachers and clear and high expectations about behavior are key to the development of both student engagement and perceived competence…. The study also makes the case that student engagement is enhanced by learning activities that involve student to student interaction. ” Teresa Akey MRDC, Jan. 2006
Developmental Supports & Opportunities Moving From Risk JACK O’CONNELL To Resilience in all aspects of schooling State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program ØRelationships Between and Among Teachers, Students, Parents ØTeacher Behavior and Attitudes ØPhysical Environment ØCurriculum and Instruction ØGrouping ØEvaluation ØLearning Motivation ØDiscipline Rhona Weinstein, adapted by Bonnie Benard
Developmental Supports & Opportunities JACK O’CONNELL State Superintendent of Public Instruction Getting Results: Developing Safe and Healthy Kids Update 5, 2005 Student Health, Supportive Schools, and Academic Success “I believe that we can address the social, emotional, and health issues facing youths at the same time that we maintain our focus on academic success. ” -Superintendent Jack O’Connell GREG AUSTIN Director, Health & Human Development Program
A Simple Wisdom… JACK O’CONNELL State Superintendent of Public Instruction At a time when the traditional structures of caring have deteriorated, schools must become places where teachers and students live together, talk with each other, take delight in each other’s company. My guess is that when schools focus on what really matters in life, the cognitive ends we now pursue so painfully and artificially will be achieved somewhat more naturally… It is obvious that children will work harder and do things -- even odd things like adding fractions - for people they love and trust. Nel Noddings, 1998 GREG AUSTIN Director, Health & Human Development Program
Youth Inputs Youth Development Process: Environmental THAT MEET in Action Resilience Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES Caring Relationships DEVELOPMENTAL Youth Inputs NEEDS THAT MEET DEVELOPMENTAL Safety NEEDS High Expectations Meaningful Participation in Families Schools Communities Love & Belonging Respect Power Challenge Mastery Meaning Youth Outputs PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES Societal Impacts THUS PRODUCING, POSITIVE PREVENTION & EDUCATION OUTCOMES
Developmental Needs JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program Ø At the core of youth development is the belief that human behavior is motivated by developmental needs.
Developmental Needs Big Question for Youth JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program Development Practice: “How are we meeting our students’ needs? ” • Safety • Love • Belonging • Respect • Mastery • Challenge • Power • Meaning
Developmental Needs JACK O’CONNELL State Superintendent of Public Instruction Ø At the core of youth development is the belief that human behavior is motivated by developmental needs. Ø Developmental psychologists refer to these as “powerful protective adaptational systems” (Ann Masten). Ø Resilience is a developmental wisdom that takes the form of developmental needs. GREG AUSTIN Director, Health & Human Development Program
Developmental Needs Brain Science finds… “Downshifted” Thinking When children feel threatened by their environments they often “downshift” their thinking to fight or flight stress responses & cannot access higher order thinking & learning. “Self-Efficacious” Thinking When children experience environments that engage their sense of “self-efficacy” (i. e. innate resilience) they activate their higher-order thinking & learning & creativity. -Renate & Geoffrey Caine Education on the Edge of Possibility (1997)
Youth Development Process: Youth Environmental Outputs Resilience in Action Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES Youth Inputs Caring Relationships THAT MEET DEVELOPMENTAL NEEDS High Expectations Safety Meaningful Participation Love & Belonging in Families Schools Communities Respect Power Challenge Mastery Meaning PROMOTING POSITIVE Individual DEVELOPMENTAL Outputs OUTCOMES PROMOTING POSITIVE Social DEVELOPMENTAL OUTCOMES Emotional Cognitive Moral-Spiritual Societal Impacts THUS PRODUCING, POSITIVE PREVENTION & EDUCATION OUTCOMES
Developmental Outcomes Healthy Development of the Whole Child JACK O’CONNELL State Superintendent of Public Instruction Physical Cognitive Emotional Social GREG AUSTIN Director, Health & Human Development Program Moral/ Spiritual
Developmental Outcomes Healthy Development of the Whole Child JACK O’CONNELL State Superintendent of Public Instruction GREG AUSTIN Director, Health & Human Development Program If stakeholders believe schools are responsible for developing the whole child, what needs to change? If decisions about programs started with “What works for the child? ” how would resources - time, space, and human - be arrayed to ensure each child’s success? What would happen if community resources were arrayed in support of children reaching their potential as young adults? If students were truly at the center of the system, what could be achieved? Gene Carter ASCD Commission on the Whole Child, 2006
Developmental Outcomes Personal Resilience Strengths: What Resilience Looks Like EMOTIONAL SOCIAL Autonomy Social Competence - Positive Identity - Responsiveness - Self-efficacy - Flexibility - Initiative Sense of Purpose & Future - Cross-cultural competence - Mastery -A special interest/hobby - Empathy/caring - Self-awareness - Resistance - Communication skills MORAL/SPIRITUAL - Goal directedness -Imagination - Achievement motivation - Sense of humor COGNITIVE Problem-solving - Planning - Seeing alternatives - Critical thinking - Resourcefulness - Educational aspiration - Persistence - Optimism - Faith - Sense of Meaning Bonnie Benard Resiliency: What We Have Learned, 2004
Youth Development Process: Environmental Resilience in Action Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES Youth Inputs Youth Outputs Caring Relationships THAT MEET DEVELOPMENTAL NEEDS High Expectations Safety Meaningful Participation Love & Belonging PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES in Families Schools Communities Respect Power Challenge Social Mastery Emotional Meaning Cognitive Moral-Spiritual Societal Impacts THUS Societal Impacts PRODUCING, THUS PRODUCING, POSITIVE PREVENTION & && EDUCATION OUTCOMES
Prevention & Education Outcomes JACK O’CONNELL State Superintendent of Public Instruction Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health Parent/family connectedness and perceived school connectedness were protective against every health risk behavior measure GREG AUSTIN Director, Health & Human Development Program
Prevention & Education Outcomes JACK O’CONNELL State Superintendent of Public Instruction School Connectedness Constructs ØAcademic engagement ØBelonging ØDiscipline/fairness ØExtracurricular activities ØLikes school ØStudent voice ØPeer relations ØSafety ØTeacher Support “Whether examining academic performance or involvement with a range of health behaviors, young people who feel connected to school, that they belong, and that teacher are supportive and treat them fairly, do better. ” GREG AUSTIN Director, Health & Human Development Program Heather Libby, Journal of School Health, Sept. 2004
Implications for Ed. Policy & Practice It’s HOW we do what we do… JACK O’CONNELL State Superintendent of Public Instruction High quality professional development Measurable Goals & Benchmarks Parent & Community Involvement Support for teachers administrators & staff Caring Relationships High Expectations High quality External TA Opportunities for Proven methods Participation & strategies GREG AUSTIN Director, Health & Human Development Program ETC. Protective factors must be at the heart of a comprehensive school reform program if it is to truly promote healthy development and school & life success.
Implications for Ed. Policy & Practice It starts with Educators’ Beliefs JACK O’CONNELL State Superintendent of Public Instruction Youth’s Academic and Life Success Youth Needs Protective Factors GREG AUSTIN Director, Health & Human Development Program Adults’ BELIEF in Youth Resilience
Implications for Ed. Policy & Practice Leadership Belief Key to Systems Change JACK O’CONNELL State Superintendent of Public Instruction “…Hope, optimism, and self-belief among teachers are the vital wellsprings of successful learning and positive educational change… It is individuals who must hope, but it is institutions that create the climate and conditions which make people feel more hopeful or less so. ” Michael Fullan, 1998 GREG AUSTIN Director, Health & Human Development Program
Implications for Ed. Policy & Practice Resilience in action… Staff Needs CRCR CR OP CR Staff OP Learning CR Safety Love/Belonging Respect Power Mastery Meaning …begins with a Professional Learning Community Staff Resilience Empathy Humor Problem Solving Self-Efficacy Purpose/Hope OP Community HE OPHE HE Shared Vision Belief In Human Resilience
Conclusion JACK O’CONNELL State Superintendent of Public Instruction “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that…. Whether or not we will ever effectively teach the children of the poor is probably far more a matter of politics than of social science. ” -Ron Edmonds 1986 GREG AUSTIN Director, Health & Human Development Program
- Slides: 39