This e-book, a collection of articles from Educational Leadership and other ASCD publications explores what it means to foster health and safety for students. Knowing that what we teach kids today will shape their future well-being, the authors look at the issues from many angles, addressing both physical and mental health and safety. This fourth in a four-book series of e-books on educating the whole child recognizes that although health and safety are not just curriculum topics, they definitely should be formal parts of learning. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Should you give your child nutritional supplements? Are vaccinations safe? Why are more and more children becoming couch potatoes? In Healthy Child, Whole Child, doctors Stuart H. Ditchek and Russell H. Greenfield answer these questions and more, offering authoritative, cutting-edge information on all aspects of children's health and wellness. Taking the position that conventional and alternative approaches to pediatric care are not mutually exclusive, they provide the newest science and most up-to-date information on: The 6 myths (and one true statement) about vaccinations The 10 powerhouse foods for your kids The 7 questions you need to ask to find out if your child is overweight The 16 herbs that are safe and effective for children How to receive more integrative care from your current pediatrician And more!

There is increasing evidence that health and academic success go hand in hand. Now educators and health professionals have a new model—the Whole School, Whole Community, Whole Child (WSCC) approach—to use in promoting health and learning in the schools. This new approach, developed by leaders in education and health, is a transition from the coordinated school health (CSH) model that was introduced in 1987. Promoting Health and Academic Success is a new resource for the transition from CSH to WSCC. Written by national leaders in education and school health, some of whom were involved in the development of WSCC, this book provides direction for education and school health professionals interested in promoting student health. It is valuable for individuals and groups interested in advocating for WSCC and for those engaged in the planning, implementation, and evaluation of this new approach. The book also is a resource for both undergraduate and graduate students in courses that address a coordinated approach to school health. Each chapter includes application activities that engage students in translating their learning in the context of WSCC simulations. In addition, the School Health in Action feature provides case studies that demonstrate the impact school health programs are having in schools across the United States. Applicable to both students and professionals, Promoting Health and Academic Success includes an appendix that presents a thorough guide to using school health assessment tools created by organizations such as the Centers for Disease Control and Prevention, Association for Supervision and Curriculum Development, and the National Association of State Boards of Education. Following is a partial listing of the tools: • The School Health Index helps schools improve health and safety policies. • The State Schools Health Policy Database facilitates sharing of policies across states. • The Health Education Curriculum Analysis Tool encourages children to adopt and maintain health-enhancing behaviors. • The Physical Education Curriculum Analysis Tool assists schools in analyzing their curricula and comparing it to national physical education standards. • A Parent Engagement tool shares strategies for involving parents in school health. The book is presented in five parts. Part I unveils the new WSCC model, explains its components, and provides a historical overview of coordinated school health. Part II offers insights into the Whole Child initiative and examines the evidence linking health and academic success. Part III explores the crucial role of school administration in ensuring success, ways to meet the diverse needs of students and their families, and methods for getting the community involved. Part IV delves into planning, implementation, and evaluation aspects of WSCC. Part V looks to the future for WSCC and provides perspectives from the field. The appendix supplies the assessment instruments and tools.

Educate the whole child by building a culture of collaboration in your school! This book for K–12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students with complex learning needs. The author: Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers Offers case examples as real-world illustrations of collaboration Emphasizes important developmental transitions from the elementary years through high school and after

This collection of articles from Educational Leadership and other ASCD publications explores what it means to foster health and safety for students. Knowing that what we teach kids today will shape their future well-being, the authors look at the issues from many angles, addressing both physical and mental health and safety. Authors include Nel Noddings, Amy Azzam, Deborah Meier, Thomas Armstrong, and David Satcher.

Packed with practical strategies you can use to create a culture of self-motivation in your school! Teachers use traditional incentive and reward systems with the best of intentions. We're trying to support students' positive behavior and learning. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work. But in the long term, they do not foster intrinsic motivation or a love or learning. In fact, they often have the opposite effect. In Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems, award-winning educator and best-selling author Mike Anderson explains * The damage done by extrinsic motivation systems and why they are so hard for us to give up. * What intrinsic motivation looks like and the six high-impact motivators—autonomy, belonging, competence, purpose, fun, and curiosity—that foster it. * How to teach the self-management and self-motivation skills that can make a difference for kids. * How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away—no matter what grade level or subject area you teach.

This e-book, a collection of articles from Educational Leadership and other ASCD publications explores what it means to foster health and safety for students. Knowing that what we teach kids today will shape their future well-being, the authors look at the issues from many angles, addressing both physical and mental health and safety. This fourth in a four-book series of e-books on educating the whole child recognizes that although health and safety are not just curriculum topics, they definitely should be formal parts of learning. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity. By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child. Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.

Understanding child health and wellness through a holistic lens. Complementing his book for professionals, here Scott Shannon equips parents and caregivers with a better way to understand the mental health challenges their children face, including how cutting-edge scientific concepts like epigenetics and neuroplasticity mean new hope for overcoming them. Readers learn how the most common stressors in kids—inadequate nutrition, unaddressed trauma, learning problems, family relationships, and more—are often at the root of behavioral and emotional issues, and what steps can be taken to restore health and wholeness, without immediately turning to medication.

Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With that in mind, the SDP encompasses both academics and social-emotional development, and it is founded on positive and productive relationships among students, teachers, school leaders, and parents. With the Whole Child in Mind describes the SDP's six developmental pathways (cognitive, social, psychological, physical, linguistic, and ethical) and explains how the program's nine key components (in the form of mechanisms, operations, and guiding principles) create a comprehensive approach to educating children for successful outcomes. Firsthand recollections by Comer, school leaders and teachers, and SDP staff members provide an inside look at the challenges and successes that eventually transformed severely underperforming schools into models of excellence. Linda Darling-Hammond, one of the country's foremost experts on K-12 education, and her colleagues argue persuasively for the continuing relevance of the SDP. Far too many schools still operate in a high-pressure environment that emphasizes testing and standardized curricula while ignoring the fundamental importance of personal connections that make a profound difference for students. Fifty years on, the SDP is still just as powerful as ever.