SEL Empowering Youth Voice TRENDS - CASEL - CASEL
SEL Empowering Youth VoiceTRENDSJuly 2018Vol. 2Events since the February school shootings in Parkland, Florida, offer a potentreminder of the power of youth voice. Marches occurred in hundreds of U.S.cities and scores of countries. The Republican-dominated Florida legislaturepassed gun safety legislation, an action that was previously unthinkable.Scores of new efforts are mobilizing more young people to vote in the 2018congressional mid-terms and other elections. A Time Magazine cover storynames Youth as #1 of the Top 100 Most Influential People in the World.Youth voice is alive, well, and receiving unprecedented attention.“ People are so impressed andsurprised by what the studentsfrom Parkland, Florida, can do.But they had to leave the buildingto find space for leadership. It’sbetter to create the space insidethe schools.”— Cristina Salgado,Chicago Public SchoolsCollaborative for Academic,Social, and Emotional LearningCASEL.org
SELTRENDSEmpowering Youth VoiceWhy This Issue? Why Now?The 2017 Gallup Student Survey found that most U.S. highschool students are disengaged. Less than one-third ofeleventh-graders are engaged with school, compared withnearly three-quarters of fifth-graders. Only one in foureleventh-graders says that adults at school really care aboutthem, compared with two of three fifth-graders.A Yale Center for Emotional Intelligence survey of 22,000 highschool-age youth in October 2015 found that most studentsdescribed negative emotions in response to “How do youfeel at school?” Of the top 10 emotions named, eight werenegative. Students also said they feel bored 70% of the timeand stressed 80% of the time.GALLUP STUDENT ENGAGEMENT INDEXIn its brief “Learning from Student Voice: What Do StudentsHave to Say about School Culture?,” YouthTruth reported thatonly 30% of high school students rate their school culturepositively; 57% of students agree that most adults treatstudents with respect, but only 34% agree that studentstreat adults with respect; and only 37% of students feel thatdiscipline at their school is fair.47% Engaged24% ActivelyDisengaged29% NotDisengagedSource: nal-scorecard.aspxA landmark 2006 survey from Civic Enterprises and PeterHart Associates found high levels of disengagement amongstudents who left school before graduating. Although 65% saidthere was a staff member or teacher who cared about theirsuccess, only 56% said they could speak to an adult aboutschool problems, and 41% said they had someone in schoolwith whom they could discuss personal problems.Learning from LeadersHelping students to find and use their voice to make changerequires both the promotion of students’ social and emotionalcompetence and a safe and caring learning environmentwhere adults are listening to and valuing what students haveto say. Educators from our Collaborating Districts Initiative(CDI) have been prioritizing youth voice efforts for manyyears. Their work might not draw the banner headlines ofmarches on Washington, but the impact is evident.engagement is central to these schools’ work. Students arelistened to and respected. Their opinions are heard and actedon. Their well-being, holistically defined, is paramount.Three of our CDI districts are considered leaders in this work.On any given day in a district or school that has prioritizedSEL, students as young as kindergartners will be helping toset the classroom norms and lead morning meetings andother instructional opportunities. Middle and high schoolstudents are mediating disputes, advising on school policy,and experiencing opportunities to give meaningful input intodecisions about how the school is run. In some cases, theyserve on teams that help hire key staff such as the principal.With SEL’s emphasis on building self- and social awareness,working in teams, self-advocacy and agency, and identifyingand nurturing the strengths of each student, studentCASEL Empowering Youth Voice2
SELTRENDSEmpowering Youth VoiceChicago: School-Based EmpowermentFor the past five years, Chicago Public Schools has supportedStudent Voice Committees (SVCs) in every high school. Fromsix schools at the start, the effort has now grown to 70 highschools and 35 middle schools.Unlike traditional student councils, which tend to focus onevents like fundraising and organizing student social events,these committees focus on deeper issues of culture andstudent well-being. These include: (1) Teaching and learning:working with teachers to create feedback protocols and waysto improve staff/student relationships. (2) Health: focusingon providing students with mental health resources andcreating peer mentoring programs for students to supporteach other. (3) Discipline and attendance: helping craft moreopportunity to share strategies, identify common issues, andlearn from each other.These basic themes are supplemented by workshops onspecific issues selected by the student participants during theconferences and quarterly meetings. Workshop examples:taking care of yourself after a trauma, improving relationshipsbetween youth and the police, and using restorative practicesto be heard constructively.In about half the high schools, student leaders also serve asrepresentatives on the Local School Council, a powerful groupinvolved in everything from hiring the principal to settingbudgets. The CPS Student Advisory Council and district“ Students have been in school most oftheir lives. They’re the real experts. Whenadults co-create and cultivate a spacewith students so they can be a part of alldecisions impacting school culture, theentire school community wins.”— Cristina Salgadosupportive policies such as restorative practices. (4) Facilitiesand nutrition: focusing on school infrastructure projects andmaking improvements to school lunches.Members are self-selected or nominated by teachers. “Wedeliberately want to find nontraditional student leaders,”says Cristina Salgado, who manages the program as partof her role in the Department of Social Science and CivicEngagement. (Close cooperation and co-training with theOffice of Social and Emotional Learning ensure SVC facilitatorsunderstand the basics of SEL.) Each school committee hasbetween 15 and 25 members who tend to meet weekly duringthe school year. At the district level, a Student AdvisoryCouncil meets regularly with CEO Janice Jackson.At an annual December student leadership conference andthen during quarterly networking meetings, students whohave been trained during paid summer internships teach theirpeers about the basics of leadership: conducting researchsurveys, leading effective meetings, and understanding issuessuch as race, equity, and oppression. Students have theCASEL Empowering Youth Voiceofficials are trying to increase student representation on thesecouncils in addition to supporting the adults who work withthem to be more receptive to student input and leadership.Salgado sees multiple benefits for students, teachers, andstaff alike. Students learn and have a chance to practice theskills that will serve them well in high school and beyond.They see their ideas acted on, which empowers them toengage even more. Schools benefit from their unique insights.“Students have been in school most of their lives. They’rethe real experts,” says Salgado. “When adults co-createand cultivate a space with students so they can be a partof all decisions impacting school culture, the entire schoolcommunity wins.”RESOURCES One-page overview of CPS’ student voice committees Google folder with multiple student voice resourcesincluding a curriculum and action planning template 7-minute video created by CPS Student Voice Committee3
SELTRENDSEmpowering Youth VoiceCleveland: Driven By DataFor Cleveland Metropolitan School District, studentengagement was mandated by the Cleveland Plan, a strategicinitiative created by Cleveland’s mayor, other civic leaders,and school district leaders in 2012. CEO Eric Gordon hasturned what could have been a compliance exercise into acore part of his work.Gordon meets quarterly with 450 students, 10 from each ofthe district’s high schools. This Student Advisory Committee isdesigned to give students voice in the climate of their schoolsand to make suggestions for improvement. The conversationsfocus on the big issues: doing a better job of preparingstudents for college and careers, improving safety, andstrengthening social and emotional learning. The school-levelrecommendations are shared with the building leadershipteam and fellow students. The information is also shared atstaff meetings to further implement change. The students alsogive feedback about the district’s operations.meetings with school district department heads to discusseverything from academics to school meals and withCleveland Police Department representatives to addresssafety concerns.Goolsby says the student voice efforts have contributedto steady improvements in how high school students rate“ As adults, we think we’re running theschool, but the reality is that whenchildren want to do something, they canmake it happen. We must involve them ascollaborative partners.”— Denine GoolsbyData from the district’s Conditions for Learning surveysdrives the conversation. “CFL is the fulcrum. It is referencedthroughout the year,” says Denine Goolsby, executive directorof Humanware, Cleveland’s SEL initiative.For example, during the first session this year, studentssaw that even though graduation rates were rising, collegeenrollment rates were falling. In response, they and districtleaders brainstormed solutions such as offering moreAdvanced Placement courses and scheduling more collegevisits. Other priority issues they have addressed includeboosting student attendance after holidays, ways to peacefullyprotest, and enhancing relationships between young peopleand community police.“They have something to say. We need to be willing tolisten and include their ideas in our school decision-makingprocesses,” says Goolsby. “As adults, we think we’re runningthe school, but the reality is that when children want to dosomething, they can make it happen. We must involve them ascollaborative partners.”As in Chicago, students benefit from learning leadership skills.They get multiple chances to hear different perspectives; theinformal “mix and mingle” interactions with other studentsare a key part of the quarterly meetings with Gordon. Studentsalso see the power of using data to drive discussions andultimately change. They also have a chance to get an insidelook at the school district and city. Opportunities includeCASEL Empowering Youth Voicetheir school’s climate. Percentages who say “adequate” or“excellent” have more than doubled in the past few years.Serious incidents and suspensions are down. “People needto think about student voice as critical to building successfulleaders. They need opportunities to take responsibility fortheir community. They need a consistent, ordered process.And they need to see their ideas being used,” says Goolsby.RESOURCES District’s Humanware SEL web site, with multipleresources4
SELTRENDSEmpowering Youth VoiceWashoe County: Even Kindergartners Have a VoiceThis year, Washoe County School District (WCSD) has workedto utilize student voice at the elementary, middle, and highschool levels. “We know that the best information we haveabout supports and obstacles in our system often comesstraight from the students.” says Laura Davidson, the district’sdirector of research and evaluation.”Student voice looks different at the elementary level, but it’sequally important,” says Michelle Hammond, student voicecoordinator. While high school students tend to focus onissues like bullying and school climate, elementary studentslook at issues close to their classrooms. They’re helping“When it comes to leadership opportunities,we often default to students perceived tofit certain criteria, but all kids have a voiceand they deserve to express it.”— Michelle Hammondchange school rules to reduce behavior problems in thecafeteria. In one elementary school the Student AdvisoryCouncil addressed equity concerns by changing the giftpolicy for teacher appreciation week so that all studentshad something to give. “A lot of what we see in our studentvoice work is geared toward high school students, so we areexploring what student voice in elementary schools can looklike. We know student voice fosters social and emotionallearning, so let’s start early in life to lay positive groundwork,”says Hammond.A unique feature of Washoe County’s work is the Strengthin Voices Symposium, now in its fourth year. Attendancehas grown to 400 participants attending the Spring 2018event. Elementary, middle, and high school students leadall breakout sessions, which focus on a variety of topics likeequity, assessments, analyzing results from climate surveys,and the challenges that issues like poverty present tostudents. In each session, students provide recommendationsfor change, and adults are present to capture that input.“One of the best things about this event is that we work toensure a representative sample of students so we have allvoices at the table. We provide schools with a randomlyselected list of 15 students from which eight are selected toparticipate,” says Hammond. “When it comes to leadershipopportunities, we often default to students perceived to fitcertain criteria, but all kids have a voice and they deserve toexpress it. If we’re really trying to drive change and improve,we must have students with diverse experiences at the table.”That’s one of the implementation challenges the district isaddressing. Getting educators on board isn’t always easybecause they have so much on their plates. “We are workingwith teachers to embed student voice into their existingpractices, including SEL, so it is not seen as one more thing,”says Trish Shaffer, the district’s MTSS/SEL coordinator. “Weas adults must become more comfortable watching studentssolve problems while we facilitate without taking over.Students often come up with ideas even the greatest teacherwouldn’t think of. We have to listen for that.”It’s working. Washoe leaders are seeing more buy-in aseducators witness the benefits of increased student voice. “Wehave too many issues that are too difficult to solve on our own.Harnessing the power of students, with their out-of-the-boxideas, makes our lives easier,” says Davidson.RESOURCES Student voice web page, including extensive toolkitdeveloped with WestEd Photos and other resources from 2018 Data SummitAllstate Foundation Good Starts Young and CASEL are collaborating to raise awareness of youth voice andfocus the country’s attention on what is possible in American education. A report in the fall of 2018 willshare findings from interviews and a national survey of youth in an effort to improve schools to beCASEL EmpoweringYouthandVoice5enginesof learningopportunity.
names Youth as #1 of the Top 100 Most Influential People in the World. Youth voice is alive, well, and receiving unprecedented attention. SEL TRENDS July 2018 Vol. 2 Empowering Youth Voice “People are so impressed and surprised by what the students from Parkland, Florida, can do. But they had to leave the building to find space for leadership .
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Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence Robert J. Jagers1, Deborah Rivas-Drake2, and Brittney Williams1 1Collaborative for Academic, Social, and Emotional Learning, Chicago, Illinois 2Department of Psychology, University of Michigan This article seeks to develop transformative social and emotional learning (SEL), a form of
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