Promoting Whole Child Development amid Pandemic Recovery

Due to the disruption, uncertainty, and financial and physical hardship brought on by COVID-19, adults and children alike are experiencing stress. These feelings may be intensified in the wake of the killing of George Floyd and the societal unrest that has resulted. For students to engage in learning, schools—whether remote or in-person—must become positive contexts that promote and strengthen relationships with students, identify and meet varied student needs, and build the skills for learning, all while providing rigorous academic instruction.

Join NASBE on June 17 from 5 to 6 pm ET to hear from three important voices on how education systems can design be designed for now and for the future to address the needs of each and every child. Turnaround for Children’s Pamela Cantor, MD will discuss how policy leaders and practitioners can use developmental and learning science to design educational settings that buffer stress and optimize student development and learning. Philip Fisher, Philip H. Knight Chair and Professor of Psychology at the University of Oregon and director of the Center for Translational Neuroscience, will share new research on the social-emotional impact the pandemic is having on young children and their families. And The Education Trust’s John King will share thoughts on how to apply these research insights to a policy agenda aligned with whole child development.

[Please click here to register.]