This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.This work is situated in a relational developmental systems framework that looks at the "mutually influential relations between individuals and contexts" (Lerner & Callina, 2013, p. 373). This framework makes it clear how children's development and learning are shaped by interactions among the environmental factors, relationships, and learning opportunities they experience, both in and out of school, along with physical, psychological, cognitive, social, and emotional processes that influence one another-both biologically and functionally-as they enable or undermine learning (Fischer & Bidell, 2006;Rose, Rouhani, and Fischer, 2013). Although our society and our schools often compartmentalize these developmental processes and treat them as distinct from one another-and treat the child as distinct from the many contexts she experiences-the sciences of learning and development demonstate how tightly interrelated they are and how they jointly produce the outcomes for which educators are responsible.Key insights from the science of learning and development are that the brain and the development of intelligences and capacities are malleable, and the "development of the brain is an experience-dependent process" (Cantor et al., 2018, p. 5), which activates neural pathways that permit new kinds of thinking and

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Adolescents often pursue learning opportunities both in and outside school once they become interested in a topic. In this paper, a learning ecology framework and an associated empirical research agenda are described. This framework highlights the need to better understand how learning outside school relates to learning within schools or other formal organizations, and how learning in school can lead to learning activities outside school. Three portraits of adolescent learners are shared to illustrate different pathways to interest development. Five types of self-initiated learning processes are identified across these case portraits. These include the seeking out of text-based informational sources, the creation of new interactive activity contexts such as projects, the pursuit of structured learning opportunities such as courses, the exploration of media, and the development of mentoring or knowledge-sharing relationships. Implications for theories of human development and ideas for research are discussed.

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