Webinar Recap — Whole Child Policy: Transforming Learning Environments

On January 18, LPI held the third webinar in its "Transforming State Education Policy Through a Whole Child Approach" series, cohosted by AASA, The School Superintendents Association ; CASEL (Collaborative for Academic, Social, and Emotional Learning) ; and the Science of Learning & Development Alliance. During the webinar, policy experts and practitioners discussed what actions states can take to transform learning environments based on the science of learning and development, including creating safe and inclusive, relationship-centered classrooms and schools.

“How does each of us become who we become?” In her opening presentation, Pamela Cantor MD of Center for Whole-Child Education | Arizona State University Mary Lou Fulton Teachers College shared an inspiring story of her first weeks in medical school to illustrate the power of trust and belonging as an antidote to the impacts of stress and fear on learning. She also elevated the need for education systems that map to the way the brain grows and learns; that nurture belief, confidence, and belonging; and that combine positive relationships, safety and belonging, and meaningful learning experiences. Cantor shared a playbook of school design principles informed by the science of learning & development.

“What does it take to ensure that our children not only thrive in schools, but also thrive in their lives?” Lakeisha Steele of the CASEL (Collaborative for Academic, Social, and Emotional Learning) moderated an engaging and insightful panel featuring Teri Lawler ( Delaware Department of Education ) and Gwen Perea Warniment, PhD (Legislative Education Study Committee, New Mexico Legislature). Steele highlighted opportunities for whole child policymaking within ESEA, ARPA, the Bipartisan Safer Communities Act, the FY23 omnibus, etc, and also shared a brief with priorities for SEL investments using ARPA funds.

“Delaware has transformed our learning environments with the whole child in mind by advocating for the collective humanity of all of our students and centering neuroscience and child development in teaching and learning.” Lawler discussed Delaware’s path to whole child education. She also elevated the need for coordination of agencies and resources to support the whole child: “We can’t have whole children with fragmented supports.”

“We can’t have whole children with fragmented supports.”

“This whole child vision is fundamental to really begin to put together the components around transformation as opposed to piecemealing transformation.” Perea Warniment shared about New Mexico’s journey to support the whole child. She also emphasized the importance of listening to student, teacher, and family voices: “Shared voice is fundamental: recognizing the voice of those most impacted by systems and centering them is maybe the most important thing that you can do.”

The panel discussion concluded with an emphasis on the idea that whole child policy is not about buy in—it’s about commitment.

The recording and slides from this webinar are available on LPI’s website. Thank you to our amazing speakers and to everyone who joined the webinar. Continuing this series, the next webinar on March 1 will focus on building adult capacity to support the whole child. Register now.