In the frenzy to spike test scores that track a standardized curriculum, the central question of what students actually need is ignored. What are the bona fide "essentials" in schools that enable children to learn and thrive? A school life that matters can be found in a school where children and adults are encouraged to pursue their…

Nelson Mandela's adage, "I destroy my enemies when I make them my friends" captures the profoundly inclusive nature of restorative justice (RJ). The hallmark of RJ is intentionally bringing together people with seemingly diametrically opposed viewpoints--particularly people who have harmed with people who have been harmed--in a…

Believing in students is not simply telling them that teachers believe in them. These words matter only if they are true and if teachers demonstrate them by their actions. In this article the author offers the following five ways that teachers can reach out to students: (1) Stop using rewards; (2) Encourage effort more than achievement; (3) Give…

Charles Hall Youth Services (CHYS), a residential foster-care provider in Bismarck, North Dakota, desired to move from an adult-centered, punitive program model to a strength-based model with an emphasis on teaching critical life skills and behaviors to young clients. Through a partnership with the Teel Institute of Kansas City, Missouri, the…

The Positive Learning Framework (PLF) model builds on the theoretical foundations of universal needs as described in the Circle of Courage. PLF offers a positive lens through which one can view students, behaviour, and instruction. This unique model draws on emerging findings in resilience research, restorative practices, and positive youth…

From its origins nearly a half century ago, the Re-ED model has generated a series of research studies evaluating its efficacy. This article provides a historical perspective on the evidence base for this early strength-based model for working with troubled youth.

Formal schooling began centuries before scientists would discover how the brains of children actually learn. Not surprisingly, traditional teaching was often boring and brain antagonistic. But great teachers in every era intuitively recognized what has now been validated by neuroscience: powerful learning is an adventure of the mind. Students,…

This article describes a school where problems of defiance and aggression were met with high levels of seclusion and physical restraints. Centennial School had a comprehensive program of interventions designed to reduce and eventually eliminate aversive management strategies. Data on the effectiveness of these interventions is shared and…

Each child has a story and it is the responsibility of the teacher to nurture the unique expression of the child. This paper describes how the classroom can nurture both the intellectual and spiritual parts of children. A discussion is included on the commitment and courage needed for teachers to teach skills for the soul in a loving atmosphere.…

Provides suggestions for teachers working with the constructivist approach to learning. Teachers must pose problems that have relevance to students. Thought must be given to the level of the conceptual material being covered. Students' perspective on matters of educational relevance must be considered. Assessments must be done to inform students…

An asset-based approach is being championed by the field of child and youth care work, focusing on strengths as opposed to weaknesses, assets as opposed to deficits. This article highlights the Search Institute's theoretically-based and empirically-supported model of developmental assets (Benson, Leffert, Scales, & Blyth, 1998; Scales, Benson,…

Highlights the ways in which schools and other educational settings can embrace a vision of education that values the nurturing of students' hearts and spirits, along with their minds. (BF)

Calls for an end to a "prevention war" mentality that breeds youth programs that are high profile, short term, and in competition with programs already in place. Instead, this article advocates for comprehensive, sustained efforts that promote the personal and social development of young people and address problems at their psychosocial roots. (BF)

Research on bullying has demonstrated the negative effects it has on both protagonist and victim. Schools ignore this dynamic at their own risk because ridicule can also lead to explosive incidents. Schools need to address this challenge by replacing a culture of hostile cliques with a climate of respect. (BF)

In this interview, influential educator Deborah Meier discusses her education philosophy, especially as it relates to current reform efforts focusing on standardized testing. Meier stresses that there is a big difference between standards and standardization, and that standardized testing is incapable of measuring complex and subtle qualities…