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The Case for Expanding the Definition of 'Personalization' to Meet the Needs of the Whole Child

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The Case for Expanding the Definition of 'Personalization' to Meet the Needs of the Whole Child

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Chan Zuckerberg Initiative

By K. Brooke Stafford-Brizard, Ph.D.

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Decades of research on child and adolescent development has shed powerful light on how we can best support student development. But here's what we should all find unacceptable: We have yet to widely reflect that learning in how we educate students in our schools. Personalized learning for the whole learner, EdSurge Fusion 2018's theme, is how we can begin to educate through the science of learning and development.

The term personalization is too often defined through a limited lens, watered down to the image of a student working alone on a laptop. Technology plays a critical role in this process; not just in how students experience learning, but also in how educators access and use tools and information to leverage and enrich the time they have with their students. The content associated with a personalized experience is also often limited to a narrow set of academic areas like math or literacy.

However, if we define personalization as deeply understanding each individual's unique experience, passions, strengths and areas for growth and then tailoring learning experiences based on that knowledge, then it requires an approach that meets the needs of the whole child. This definition is a reflection of what great educators have always done.

The Chan Zuckerberg Initiative is committed to a whole child approach that is grounded in the science of human learning and development. Our definition of whole child centers on 6 key domains that matter deeply for every individual's development and success: academic development, social emotional development, identity development, physical health and mental health.

Source: Chan Zuckerberg Initiative

Academic development is represented by the content areas required on the path toward a high school diploma (e.g., math, literacy, science, social studies, foreign language, art).

Social emotional development includes interpersonal skills, mindsets like self-efficacy and resilience (coping through and recovering from challenge or adversity). Just like math or literacy, social emotional skills and mindsets build toward more complex skills - like self-direction, curiosity and purpose - as students develop. Such a developmental trajectory is proposed in the Building Blocks for Learning, which I developed for Turnaround for Children.

Cognitive development includes skills like those involved in memory and processing information.

Identity development involves sense of purpose (what excites and drives us), values and how elements like cultural and the specific communities to which we belong shape us.

The two final domains are connected to health, both physical health (e.g., sleep, nutrition, vision) and mental health - including how we cope with normal stresses of life and connect to ourselves and our surroundings.

Whole child and personalization are inextricably linked in four key ways.
1. Personalization requires deep understanding of the student across the 6 whole child domains.
For example, foundational health needs must be in place for engagement in learning, so attention to health factors like vision or sleep are critical. In a personalized environment this knowledge of the child is prioritized and structures exist for the educators to connect the child to necessary resources. In addition, the context in which a child or adolescent develops directly impacts brain and physiological development. Exposure to abuse, neglect, or instability affect areas of the brain responsible for memory and attention. Learning cannot happen without these functions in place, but interventions are available. To connect students to the right interventions, knowledge of conditions that could be impacting a student's development is critical. This knowledge comes through personalization.
2. The human brain and body do not tease any of these domains apart during the learning process, so why do we?
All six whole child domains are deeply integrated in the process of learning. Take personal values and emotional state for example - these are drivers of motivation acting as either accelerants of or barriers to learning. In addition, learning is a social process that relies on key social emotional skills like active listening and awareness of others' perspectives. As educators, if we do not seek to understand and leverage these areas in connection to academic instruction, we lose the opportunity to maximize engagement and rigor within a learning environment.
3. Each whole child domain requires a personalized approach to development.
Take a skill like self-regulation. This includes the ability to regulate or calm one's self down from a state of anger, frustration or anxiety. Adults can play a powerful role in avoiding such escalation in the first place if they know what might trigger a child to react. For example, a student might react to sudden transitions in activity or noisy settings. A teacher knowledgeable of this can establish routines and structures that can reduce the risk of those triggers. Should student's emotions escalate, a personalized approach will involve identifying the right strategy to support self-regulation. Effective strategies vary from re-evaluating the emotions that drove the reaction, to mindful breathing, or even physical activity and what works for one student might not work for the next. A personalized environment recognizes that there is no one-size-fits-all approach to any area of development.
4. Whole child development is the outcome that a personalized approach serves.
The evidence is clear that non-academic skills, mindsets, and conditions are critical to academic success. But, these are also outcomes, in their own right, instrumental to success in work and life. As much as any individual reading this relies on academic competencies relevant to their personal and professional roles in life, success also relies on competencies like navigating and resolving conflict, resilience in times of challenge, and drivers of healthy functioning like sleep.

Throughout the learning process, whole child development and personalization are deeply connected on the path toward achievement and success. Until we stop isolating these conversations and efforts, and start to focus on the deep integration that reflects how students learn and develop as human beings, we will fall short of the educational and life outcomes that all students need and deserve.

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The Case for Expanding the Definition of 'Personalization' to Meet the Needs of the Whole Child - EdSurge News

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Decades of research on child and adolescent development has shed powerful light on how we can best support student development. But here's what we should all find unacceptable: We have yet to widely reflect that learning in how we educate students in our schools.

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Increasing Awareness and Enhancing Understanding of the Impact of Adversity, Toxic Stress, and Trauma PPT

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Increasing Awareness and Enhancing Understanding of the Impact of Adversity, Toxic Stress, and Trauma PPT

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Dr. Flojaune G. Cofer

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Adversity Toxic Stress Trauma--Dr. Flojaune Cofer

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Positive Behavioral Interventions and Supports Resources

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Positive Behavioral Interventions and Supports Resources

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The goal of this initiative is to empower school-based health care (SBHC) leaders to be agents of change within their schools and communities, creating policy and systems change in three focus areas: healthy eating/active living, social-emotional health, and school employee wellness.

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About the Hallways to Health National Initiative

Launched in 2013 with support from Kaiser Permanente's Thriving Schools, Hallways to Health (H2H) looks at delivering services and building partnerships beyond the physical walls of a school-based health center to include integrating health into classrooms, teachers' lounges, and neighborhoods.

The goal of this initiative is to empower school-based health care (SBHC) leaders to be agents of change within their schools and communities, creating policy and systems change in three focus areas: healthy eating/active living, social-emotional health, and school employee wellness.

Project Description

The School-Based Health Alliance will establish a H2H Learning Collaborative to facilitate trainings and technical assistance on how to expand SBHC services beyond the traditional individual level of clinical care to include population health. Specifically, the Alliance will help H2H sites: identify their population health needs; develop wellness teams to implement action plans to address these needs; facilitate the sharing of challenges, solutions, and ideas among the H2H sites; and create sustainability plans to continue H2H innovations beyond the initiative.
Visit the Hallways to Health Toolkit
Project Updates

Learning from Four Years of Hallways to Health Data and Introducing the New Hallways to Health Digital Toolkit (Summer 2018)
Shortly after the Hallways to Health end-point meeting, Alliance staff evaluated the program data. Here's what we found.
We're pleased to report that our Hallways to Health (H2H) sites experienced statistically significant increases in perceived stakeholder support and engagement across all stakeholder groups: school administrators, teachers, school-based health center (SBHC) staff, parents, and youth.

School administrators are supporting SBHC efforts by providing requested support, promoting school health polices, and meeting regularly with SBHC staff.

As they engaged in school-wide wellness efforts, H2H sites strengthened their relationships with school administrators and enhanced SBHC professionals' ability to get support for their other school health initiatives.

SBHC staff at H2H sites now collaborate with school staff and are involved in decision-making, sought after by the school/district, and participate fully in school-wide committees - all with the aim of advancing school population health outside their clinic walls.

Each site incorporated the H2H model into their SBHC operations. Other SBHC staff had roles in this work as well.

Teachers from H2H school sites now refer students to their SBHC, participate in SBHC-sponsored activities, and provide precious classroom time for SBHC-led health education.

Though student involvement in school population health at these sites was high before the start of the Hallways to Health initiative, it's much higher now.

Ten of the thirteen H2H sites also reported at least one sustainable population level program, policy, or protocol in each of these three domains: healthy eating and active living, social and emotional wellness, and school staff wellness.

Read more our Hallways to Health findings.

Top healthy eating and active living efforts included:

School breakfast (69% of sites reported sustainable programs and policies)

School gardens (54% of sites reported sustainable gardens)

Healthy food policies (54% of sites reported sustainable healthy food policies)

Physical activity (38% of sites reported sustainable programs and policies)

Top social-emotional efforts involved:

Top school employee wellness incorporated:

Professional development on student behavioral health (69% of sites reported sustainable professional development)

Nutritional programs (69% of sites reported sustainable nutrition efforts)

Physical activity programs (54% of sites reported sustainable physical activity efforts)

After the conclusion of our Hallways to Health initiative, Kaiser Permanente awarded the Alliance a one-year grant to craft training materials and dissemination strategies to bring H2H tools and resources to a far greater number of SBHCs. Our resulting online toolkit-Hallways to Health: Creating a School-Wide Culture of Wellness-emboldens the school health field to adopt population-level, school-wide health and wellness initiatives based on four years of experience with the Hallways to Health model.

To enable SBHC practitioners to design their own school-wide wellness strategy, Alliance program staff designed a H2H training curriculum and facilitated a series of four web-based and five in-person trainings to audiences in California, Arkansas, Louisiana, Delaware, Indiana, and Massachusetts.

To learn more about how you can adopt the transformative H2H model in your school community, check out this handy infographic and peruse our brand new virtual Hallways to Health toolkit!

Hallways to Health Hosts End Point Meeting at National Convention (Summer 2017)

The 13 Hallways to Health school-based health centers gathered for a final learning session at the 2017 National School-Based Health Care Convention in Long Beach, CA. The group explored how to communicate the importance of their work effectively and compellingly through elevator speeches and storytelling training. The energy and excitement in the room heightened when sites learned about their significant achievements and improvements in engaging school stakeholders and integrating into their schools and communities.

Read more about the End Point Meeting.

Attendees discussed their successes in establishing school gardens, breakfast programs, food policies, physical activity programs, and meditation/mindfulness programs; expanding risk assessments; and creating restorative justice practices. Sustainability strategies were also shared.

Following the End Point Meeting, the following Hallways to Health presenters led an engaging workshop at the convention on advancing population health at the convention:

Thank you to the entire Hallways to Health cohort for being revolutionary leaders in population health at their schools. The Alliance will continue to encourage and support the field to innovate and adopt population health strategies and approaches through trainings, tools, and resources. We look forward to the future of Hallways to Health!

Alliance Develops Training to Help H2H Sites Continue Post Funding (Spring 2017)

As the end of the Hallways to Health (H2H) initiative draws near, the School-Based Health Alliance is developing a sustainability training series to help sites continue to advance population health needs in and beyond the three focused areas of the originally funded initiative. The training series features tools to: identify crucial stakeholders and partners, share the H2H approach and impact (success stories), and develop vision statements and action plans.

Read more about the training.

Two of the five modules are complete and have been distributed to each H2H site. The remaining three modules will be available by Summer 2017.

H2H Site Visits Reveal Lessons Learned (Winter 2016/2017)

Throughout 2016, the School-Based Health Alliance conducted site visits to each of its Hallways to Health (H2H) cohorts. The visits featured presentations from school, district, and clinic leaders alongside clinicians, health educators, and behavioral health professionals. Each visit helped to identify H2H successes, needs, and potential for growth and innovation.

Read more about the site visits.

The following themes represent a summary of these visits and the best practices to move beyond the clinic walls:

H2H Sites Expand Population Health Approaches, Work to Make them Sustainable (Spring 2016)

After piloting innovative population health interventions in 2014 and 2015, the School-Based Health Alliance challenged Hallways to Health (H2H) sites to make a long-term mark on their schools by ensuring innovations became part of regular school operations and/or aligned with a system wide policy or change.

Read more about the approaches.

For example, in addition to distributing snacks, having smoothie demonstrations, and offering nutrition education sessions, H2H sites instituted clinic policies to screen all patients for food insecurity, expanded the scope and reach of alternative breakfast and food distribution programs, and replaced junk food vending machines with machines offering healthier options.

In addition to fun runs and health fairs, H2H sites drafted and advocated for district-wide policies to increase mandatory recess time and limit the sale of unhealthy foods. They piloted restorative justice and alternatives to suspension policies, established professional development days focused on supporting student emotional needs, mandated health education and mindfulness across schools, and designated school employee wellness spaces as well as reflective areas for students within classrooms. These changes will outlast H2H and will have long-term impacts on improving school health and climate.

H2H Sites to Conduct Assessment Identifying and Prioritizing Population Health Needs (Fall 2015)

In collaboration with the American Public Health Association's (APHA) Center for School Health, the School-Based Health Alliance is providing a semester-long training series encouraging its Hallways to Health (H2H) sites to consider social determinants of health for their populations.

Read more about the assessment.

Each H2H site is using the training to conduct school-wide assessments to identify psychosocial and health issues and priorities for their students and school employees. Assessments include the Youth-Risk Behavior Surveillance System, the Oregon Health Teens Survey, the California Healthy Kids Survey, and the Rapid Assessment for Adolescent Preventive Services. Sites will use the data to create action plans to identify and prioritize population health needs.

H2H Sites Begin Implementing Population-level Health Interventions (Fall 2013)

Hallways to Health (H2H) sites and state affiliate organizations are identifying, prioritizing, and implementing population-level health interventions in their schools, communities, and states. The interventions, expected to last two years or more, address population health needs within three focus areas: healthy eating/active living, social-emotional health, and school employee wellness.

Read more about the interventions.

In Oregon and Washington, for example, students are participating in annual school-wide health fairs and four mini "health days" that offer martial arts, yoga, hands-on dance instruction, meditation, healthy youth relationships, healthy foods cooking class, and nutrition education. Several other H2H sites are equipping students with mindfulness techniques to reduce stress and avoid triggers of conflict.

In California, a youth wellness team is helping to educate students about healthy eating and to start a school breakfast program. Other H2H sites are tackling food insecurity through screening and referrals, Supplemental Nutrition Assistance Program enrollment assistance, and expanding free and reduced meals and snacks.

School employee wellness is also a focus area for H2H sites. In Maryland, school-based health staff are developing and distributing a staff wellness resource manual at its new teacher orientation. In Georgia, school staff are establishing an employee wellness committee that organized a walking club, a 30 Days Ab and Squat Fitness Challenge, and a wellness night for the entire school population.

15 SBHC Sites, Four State Affiliates Selected to Participate in the H2H Cohort! (Spring 2013)

The School-Based Health Alliance is excited to announce that four School-Based Health Alliance state affiliate organizations and 15 school-based health care (SBHC) sites have been selected to participate in the Hallways to Health (H2H) Learning Collaborative.

Read more about the cohort.

The Alliance will work with each state affiliate on guiding the 15 sites in how to plan and implement activities to drive improvements in three focus areas: healthy eating/active living, social-emotional health, and school employee wellness.

The H2H Learning Collaborative participants include:

Maryland Assembly on School-Based Health Care

Northwood High School, Silver Spring, MD

Coppin Clinic at St. Frances Academy, Baltimore, MD

Bladensburg Academy, Bladensburg, MD

Georgia School-Based Health Alliance

Lake Forest Elementary School, Sandy Springs, GA

Turner Elementary School, Albany, GA

Whitefoord Elementary School, Atlanta, GA

California School-Based Health Alliance

Oregon and Washington School-Based Health Alliances

Century High School, Hillsboro, OR

Merlo Station High School, Portland, OR

Milwaukie High School, Milwaukie, OR

Washington Middle School, Seattle, WA

Read about Hallways to Health on our blog!

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Launched in 2013 with support from Kaiser Permanente's Thriving Schools, Hallways to Health (H2H) looks at delivering services and building partnerships beyond the physical walls of a school-based health center to include integrating health into classrooms, teachers' lounges, and neighborhoods.

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Social and Emotional Learning: A Guide to Resources

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Social and Emotional Learning: A Guide to Resources

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THE KEY TO BRINGING SOCIAL-EMOTIONAL LEARNING TO LIFE

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THE KEY TO BRINGING SOCIAL-EMOTIONAL LEARNING TO LIFE

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Highlights from an evaluation of work with California school districts.

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Altschool Personalized Learning Resource Links

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Altschool Personalized Learning Resource Links

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Altschool Personalized Learning Resource Links

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K. Brooke Stafford-Brizard, Ph.D.

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Serving the Whole Learner Symposium Agenda and Map of Rooms final

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10:00 – 10:30 a.m. A Call to Center our Vision Around the Whole Learner--Session PPT

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10:00 – 10:30 a.m. A Call to Center our Vision Around the Whole Learner--Session PPT

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Director at the Chan Zuckerberg Initiative, Dr. Brooke Stafford-Brizard

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10:30 – 12:00 p.m. Panel Discussion: Whole Learner Tenets Overview Note taking Sheet

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10:30 – 12:00 p.m. Panel Discussion: Whole Learner Tenets Overview Note taking Sheet

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CDE Stakeholder Engagement Session Whole Child Worksheet

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Whole Learner Challenges and Solutions Reflection Sheet

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Whole Learner Challenges and Solutions Reflection Sheet

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For In-person World Cafe Session

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Whole Learner Symposium--World Cafe Reflection Sheet

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A Vision for Expanded Learning in California–Strategic Plan 2.0: 2019–2023 (PDF)

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A Vision for Expanded Learning in California–Strategic Plan 2.0: 2019–2023 (PDF)

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Developed by the California Department of Education in collaboration with K–12 educators, program practitioners, and support providers.

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Guide to Understanding California MTSS