Counselor Connection: Character

Great resources!!!!!!

February 2016 School Climate News Recap

The Great Character Debate: Does Character Education Belong in Our Schools?

The National Liberty Museum conducted a study that promotes character education in schools. In response to the ongoing discussion around the importance of fostering "grit," a strong presence of resilience among students, the NLM argues that a wide range of character traits should be taught, as well as developed in the school buildings.

A small scale study undertaken by a Boston University professor explored which character strengths educators should focus on and how to go about doing so. The strengths or traits are broken down under three broader categories of character: moral, civic, and performance. A key takeaway from the study was that perseverance and school-connectedness were among the most powerful indicators of a student's grade point average.

Making Social Inclusion the Norm in Schools

According to an annual report issued in late 2015 by the U.S. Department of Education, the percentage ofstudents with disabilities spending time in a general education classroom alongside their peers is on the rise.

Students at Bismarck Century High School in North Dakota are participating in a peer-to-peer mentorshipprogram that aims to make the high school culture and climate inclusive of everyone. The peer-to-peer program includes a leadership course in which students with and without disabilities learn, bond, and grow their skill sets alongside each other.

A classroom full of 5 and 6 year olds included one of their peers in an incredibly thoughtful way. Upon learning that their 6 year old fellow classmate, Zejd, was deaf and didn't know sign language, his teacher and peers decided to do this to not only include him, but promote the importance of social inclusion in their school.

NSCC has long prioritized inclusion efforts as an essential part of effective school climate improvement, including the development of a Social Inclusion scale that maps onto our leading school climate survey, the CSCI. Through our work with Special Olympics Unified Strategy for the past three years, NSCC has been exploring the relationship between school climate and social inclusion in schools across the country, as well as unpacking what it takes to create truly inclusive school climates.

The Role of Humility in School Transformation

In a recent article from Greater Good, a principal shared the key behind her school's transformation: humility. Amy, the school's principal, made the controversial decision to focus on staff's relationship building with students as opposed to hitting academic goals. The rationale behind this decision was to remind students that they were more than just a test score; their social-emotional well-being mattered to the adults that they interacted with on a daily basis. Find out which hallmark trait of humble leadership Amy attributed to her success here.

Happy Child, School Day Worthwhile:

An Incredible Turnaround School Story

McGlone Elementary School was ranked red (the lowest category in Denver, Colorado Public Schools' rating system) and among the worst-performing schools in the city. Additionally, 95% of the district's students live in poverty which creates a unique set of challenges for students and school staff alike.

After a complete turnaround beginning in 2010, the school is now ranked green and boasts a 90% teacher retention rate. The principal attributes the successful turnaround to an increased emphasis on fostering a positive school culture and most importantly, ensuring that all students are happy students that feel safe and supported. McGlone's "joyful philosophy" has resulted in not only great academic growth, but social-emotional growth among students as well. Students report feeling safe, loved, supported, and engaged while at school.

Why Don't Students Report Bullying? : Exploring Their Perception of Staff'sResponses to Hurtful Incidents

A recent survey of U.S. secondary students revealed that a high level of ineffectiveness exists in terms of how staff react, as well as respond to bullying. Only32% of all students who experienced bullying or another hurtful exchange told a school staff member. Furthermore, of the 64% of students who were identified as "most vulnerable," 50% did not report the incident to a school staff member because they felt that the adult wouldn't do anything to help.

According to Nancy Willard, the results of the survey underscores the need to remedy not only the lack of empowerment of bullied students, but also the counterproductive emphasis on bullying as a violation of school rules rather than a lack of positively developed social skills.

Exposing an Imagined Dichotomy between Play and Learning with Playful Learning

The Importance of Being Little by Erika Christakis tackles what educators and policymakers perceive as a mutually exclusive relationship between learning and play in the preschool classroom. In her new book Christakis argues that children aren't getting enough play and imaginative learning from adults and that they would greatly benefit from it. Read Christakis' interview with NPR here.