Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success

Beard, Karen Stansberry; Thomson, Sara I.

doi:10.1177/0042085920987284

Cited by 14 publications

(7 citation statements)

References 63 publications

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“…This model has been adapted to the educational context with the incorporation of a sixth condition, health, generating the PERMA(H) model [25]. Health refers to optimal physical, emotional, and psychological health, which are crucial aspects of well-being, especially in creating good habits at an early stage for long-term health benefits [25,26]. According to this model, well-being consists of fulfilling one or more of these dimensions, measured independently of each other, which are essential not only for well-being but also for fostering positive affect, the development of secure relationships, life satisfaction, and reducing the risk of mental health problems, including in young children.…”

Section: Introductionmentioning

confidence: 99%

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Benoit¹,

Gabola²

2021

IJERPH

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Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.

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Section: Introductionmentioning

confidence: 99%

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Benoit¹,

Gabola²

2021

IJERPH

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“…We see that charter school/district leadership face similar, but also very specific, challenges compared to leadership in traditional schools. Understanding these nuances may foster opportunities for collaborations, learning, and resource sharing across sectors (Beard & Thomson, 2021), especially as charters and traditional schools often pull students from the same (or similar) communities.…”

Section: Discussionmentioning

confidence: 99%

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Childs

Grooms

Mozley

2022

Education and Urban Society

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COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening.

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“…The relationship between teacher and student has been well researched and explored in overall teacher expectancy effects (Good & Brophy, 1974; Rosenthal, 1991; Rosenthal & Jacobson, 1968), and in nearly every domain, including Science (Munck, 2007), Math (Carter & Norwood, 1997), and Literacy (Johnson, 1992; Miller & Satchwell, 2006; Moje, 1996). Additionally, scholars have come to understand the link between cultural context relevance and teacher efficacy in the relationship between teachers and students of color (Beard & Thomson, 2021; Greene, 2020; Lindsay & Hart, 2017; Villegas & Irvine, 2010). The findings of these works suggest that student engagement and academic achievement, while often viewed as individual student attributes, may very well be the outcomes of what teachers believe and how teachers structure their teaching.…”

Section: Teachers As First Responders For Student Well-beingmentioning

confidence: 99%

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

Beard

Vakil

Chao

et al. 2021

Education and Urban Society

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During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

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Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success

Cited by 14 publications

References 63 publications

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

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