Growing up, I was the epitome of a cookie-cutter kid. I excelled in school, getting straight A´s throughout the entirety of my elementary and junior high career. I played soccer and basketball, participated in track and field, and did triathlons. I became obsessed with trying to be perfect. For all of my time in junior high, I became preoccupied with a trophy that was given out to students with a cumulative GPA of 4.0. I stopped at nothing to get that award and at the time it seemed like it mattered more to me than anything else. Now, that trophy is sitting under my bed collecting dust. Don’t get me wrong -- I am proud of how hard I worked to accomplish what I did. However, after taking a huge leap of faith, my entire view of what success looks and feels like drastically changed.
Mindfulness in the classroom: Learning from a school-based mindfulness intervention through the Boston Charter Research Collaborative
This paper reviews findings from a randomized controlled trial (RCT) at a partner school, focused on understanding the effects of a direct-to-student intervention on students’ mindfulness development. The paper describes the study in detail and provides additional information about the role of mindfulness in education. We also include recommendations and resources for educators seeking to integrate mindfulness practices into the classroom.
Supporting our Trans, Non-binary, and Gender Non-Conforming Students through Mindfulness and an Anti-Oppression Framework
Jersey Cosantino, teacher and student of mindfulness studies, explores the ways that educators can offer mindfulness through an anti-oppression lens to our transgender, non-binary, and gender non-conforming students. By integrating mindfulness practice and anti-oppression work, educators can offer students an additional tool to build resilience and foster positive-emotional well being.
A large and growing body of research demonstrates that success in life requires both academic and social-emotional skills. When young people develop these interconnected sets of competencies, they are more likely to be healthy, engaged in their communities, financially secure, and empowered to pursue goals of their own choosing. Inspired by this body of research, Transforming Education (TransformEd) and NewSchools Venture Fund (NewSchools) have embarked on a multi-year partnership to support schools in expanding their definition of student success to include academics, social-emotional competencies, and the positive learning environments that support students’ development in both of these domains.
Working Paper: Measurement Properties of Student Social-Emotional Competency and School Culture-Climate Surveys in the NewSchools Invent Cohort
This is the first study to examine the measurement properties of a set of curated scales measuring students’ perceptions of their social-emotional competencies and of their school’s culture and climate. In this study, we examine how well the surveys were designed. Specifically, we explore the extent to which the items provide consistent and new information about the underlying constructs being assessed, the extent to which the items are interpreted comparably across student subgroups, and the extent to which the scales measure unique underlying constructs.