“As a parent of two African American boys, I am concerned as we begin to navigate our way back into the school building. I am worried that this new era in education could make my children and other BIPOC children vulnerable to disproportionate school discipline, especially exclusionary discipline. Schools are under increased pressure to keep children and teachers safe, and removing a face mask or breathing on someone could spread sickness; this undoubtedly makes for a more tense learning environment. With new rules in place, it concerns me to think that BIPOC may bear the brunt of these new consequences and be subject to exclusionary discipline practices at higher rates than other students.”
– Dr. Adrienne Kennedy & Dr. Jermaine Kennedy
Prior to the pandemic, students of color were already more heavily targeted for punishments. What do classroom environments and the resulting disciplinary actions look like as our nation begins to navigate a full return to schools? Read a parent’s concern and an educator’s call to action in today’s blog post.
The CISELSS released a compendium of evidence-based resources to support the integration of social and emotional learning in school systems last year. This webinar will build from that compendium, with panelists Eric Moore, Dr. Rose Prejean-Harris, and our own Dr. Angela Ward, sharing their insights and expertise as district leaders who implement evidence-based practices and data-driven continuous improvement processes for social and emotional learning, school climate, and other whole person initiatives in their districts. The session will specifically delve into effective practices for using data to advance equitable outcomes.
TransformEd partners with districts to help develop a whole child strategy that ensures each student is supported by a robust set of systems and practices that foster whole child development and that drive towards equitable outcomes for all students.