The Tuscaloosa County Whole Child Partnership: A Roadmap for Sustainable School and Community Transformation
Summary
The Whole Child model starts with integration of SEL across all environments in the community. SEL is the youth version of emotional intelligence in adults, and it is the basis of comprehensive, cultural transformation in the WCI model. The lives of youth are transformed when they occupy and move through welcoming and equitable home, school, and community environments. Likewise, the lives of educators, caregivers, and families are transformed when they reside and work in positive environments. According to the Collaborative for Academic, Social, and Emotional Learning (2022), SEL competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Safe, Nurturing Environments
Infusion of SEL across community contexts serves as a preventive behavioral health measure (i.e., behavioral vaccine) that leads to healthy changes in the environments in which people live and move. The Centers for Disease Control and Prevention (2013) indicated that safe, stable, and nurturing relationships and environments are essential for preventing child maltreatment (e.g., ACEs; National Center on Safe, Supportive Learning Environments, 2014). Environments that foster successful development and prevent the development of psychological and behavioral problems are usually characterized as nurturing environments. These environments minimize biologically and psychologically toxic events. They also teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and skills needed to become productive members of society. In addition, they monitor and limit opportunities for problem behaviors. Finally, they foster psychological flexibility—the ability to be mindful of one’s thoughts and feelings, and act in the service of one’s values, even when discouraged from doing so (Biglan et al., 2012).
Communitywide SEL intervention works by employing high-yield, evidence-based kernels of behavioral influence across all environments, but it is not easy to carry out. It requires grassroots, authentic discussions with people of all walks of life in the community to answer questions such as:
- If we were successful with our youth, what would that look like?
- What beliefs matter most to you?
Responses to these questions inform the community’s WCI vision in two ways, which are described below.
Shared Definition of Success
Answers to the first question (i.e., “If we were successful with our youth, what would that look like?”) allow for communitywide consensus on youth success or a communitywide shared definition of youth success. Each component of youth success becomes a benchmark, with specific and measurable indicators that are shared in real time so that anyone can judge progress. For example, Tacoma Public Schools, has five community-developed goals: Academic Excellence, Partnerships, Early Learning, Health and Safety, and Operations. Indicators under the Health and Safety goal are: (a) extracurricular activities: middle and high school—the percentage of students enrolled in one or more extracurricular activity; (b) annual SEL plans—each school will complete and publish a summary of its plan; (c) exclusionary discipline: high school—the percentage of students with no suspensions or expulsions; (d) exclusionary discipline: middle school—the percentage of students with no suspensions or expulsions; (e) exclusionary discipline: elementary school—the percentage of students with no suspensions or expulsions; (f) climate survey—the percentage of student, family member, and staff surveys returned; (g) healthy youth survey—the percentage of surveys returned from students in grades six, eight, 10, and 12; and (h) extended learning opportunities—the percentage of students in grades three and five participating in one or more community-based opportunity. Shared community goals, associated indicators, and progress in reaching goals are provided on the Tacoma Public Schools (n.d.) website.
Shared Community Culture and Vision
Understanding the culture of the community, as well as its hopes and dreams for youth, beliefs, and definition of success, is a necessary starting point for a culturally responsive behavioral vaccine that answers the second question (i.e., “What beliefs matter most to you?”). Then, a community can move toward behavioral vaccines that are low or no cost, produce immediate benefit, are easy to explain and implement, solve other competing demands, are easily socially marketed, and impact community risk factors. The next step is to move toward consensus on the top two to three beliefs from the perspective of diverse and randomly selected community members. For example, when the WCI process began in Scottsbluff, Nebraska in 2015, the community identified the three beliefs, or pillars, as Safe, Respectful, and Responsible. All community agencies were invited to pledge themselves to support WCI; to decide what being safe, respectful, and responsible meant to them; and to prominently display a plaque listing the community pillars. Applying this procedure with the people of Tacoma, Washington, consensus was reached on the beliefs of Respect and Responsible. Using the same process with youth, community members, and tribal leadership associated with Chief Leschi Schools, the indigenous community of Tacoma, the beliefs of Leadership, Respect, and Safe reached consensus. The authentic beliefs and culture of indigenous peoples is woven through all their environments and interactions, as rooting preventive behavioral health in these beliefs is central to native education. Positive identity of native belonging is promoted communitywide (CHiXapkaid et al., 2008; Harrington & CHiXapkaid, 2013; Demmert, 1994; Demmert et al., 2003), whether the community is rural, urban, or indigenous.
School Norms
Within the WCI model, the whole staff of each school comes together to articulate what it looks and sounds like to treat youth safely, respectfully, and responsibly in each environment (e.g., classrooms, hallways, lunchroom) and during each major activity of the school day (e.g., extracurricular activities, arrivals, departures). Youth and staff then co-create social and emotional norms for showing safe, respectful, and responsible behaviors in each environment at the school. Thus, the transformation process begins with changing the culture to focus on aspirational pillars that reflect deeply important beliefs to the people of the community. Youth and adults practice safe, respectful, and responsible social and emotional pillars in every interaction and context, considering every thought that a person may think (e.g., “I keep thinking that I’m terrible at math—how can I show more respect for myself and think more positively?”) and every feeling that a person may feel (e.g., “I’m angry at my friend—how can I handle my emotions responsibly?”). Clear, visual, culturally responsive expectations aligned to each pillar are posted and reinforced across all contexts—schools, community settings, and homes. The pillars are taught, practiced, and reinforced from cradle to career across these contexts, setting the stage for safe, nurturing, and caring environments throughout the community.
Super Strategies
In addition to reaching consensus on SEL pillars, community members move toward consensus on super strategies—the simplest, highest-impact strategies that work for youth in the community. For example, the signature whole child practices are implemented across all schools, community programs, and homes in the city of Tacoma. These practices are Warm Greetings, Relationship-building Circles, and Emotion Checks (Tacoma Public Schools, 2022). Kernels to promote behavior change (Embry & Biglan, 2008; Jones & Bouffard, 2012) are considered super strategies due to their low cost, simplicity, and effectiveness.
The Tuscaloosa County Whole Child Partnership: A Roadmap for Sustainable School and Community Transformation
The Whole Child model starts with integration of SEL across all environments in the community. SEL is the youth version of emotional intelligence in adults, and it is the basis of comprehensive, cultural transformation in the WCI model. The lives of youth are transformed when they occupy and move through welcoming and equitable home, school, and community environments. Likewise, the lives of educators, caregivers, and families are transformed when they reside and work in positive environments. According to the Collaborative for Academic, Social, and Emotional Learning (2022), SEL competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Safe, Nurturing Environments
Infusion of SEL across community contexts serves as a preventive behavioral health measure (i.e., behavioral vaccine) that leads to healthy changes in the environments in which people live and move. The Centers for Disease Control and Prevention (2013) indicated that safe, stable, and nurturing relationships and environments are essential for preventing child maltreatment (e.g., ACEs; National Center on Safe, Supportive Learning Environments, 2014). Environments that foster successful development and prevent the development of psychological and behavioral problems are usually characterized as nurturing environments. These environments minimize biologically and psychologically toxic events. They also teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and skills needed to become productive members of society. In addition, they monitor and limit opportunities for problem behaviors. Finally, they foster psychological flexibility—the ability to be mindful of one’s thoughts and feelings, and act in the service of one’s values, even when discouraged from doing so (Biglan et al., 2012).
Communitywide SEL intervention works by employing high-yield, evidence-based kernels of behavioral influence across all environments, but it is not easy to carry out. It requires grassroots, authentic discussions with people of all walks of life in the community to answer questions such as:
- If we were successful with our youth, what would that look like?
- What beliefs matter most to you?
Responses to these questions inform the community’s WCI vision in two ways, which are described below.
Shared Definition of Success
Answers to the first question (i.e., “If we were successful with our youth, what would that look like?”) allow for communitywide consensus on youth success or a communitywide shared definition of youth success. Each component of youth success becomes a benchmark, with specific and measurable indicators that are shared in real time so that anyone can judge progress. For example, Tacoma Public Schools, has five community-developed goals: Academic Excellence, Partnerships, Early Learning, Health and Safety, and Operations. Indicators under the Health and Safety goal are: (a) extracurricular activities: middle and high school—the percentage of students enrolled in one or more extracurricular activity; (b) annual SEL plans—each school will complete and publish a summary of its plan; (c) exclusionary discipline: high school—the percentage of students with no suspensions or expulsions; (d) exclusionary discipline: middle school—the percentage of students with no suspensions or expulsions; (e) exclusionary discipline: elementary school—the percentage of students with no suspensions or expulsions; (f) climate survey—the percentage of student, family member, and staff surveys returned; (g) healthy youth survey—the percentage of surveys returned from students in grades six, eight, 10, and 12; and (h) extended learning opportunities—the percentage of students in grades three and five participating in one or more community-based opportunity. Shared community goals, associated indicators, and progress in reaching goals are provided on the Tacoma Public Schools (n.d.) website.
Shared Community Culture and Vision
Understanding the culture of the community, as well as its hopes and dreams for youth, beliefs, and definition of success, is a necessary starting point for a culturally responsive behavioral vaccine that answers the second question (i.e., “What beliefs matter most to you?”). Then, a community can move toward behavioral vaccines that are low or no cost, produce immediate benefit, are easy to explain and implement, solve other competing demands, are easily socially marketed, and impact community risk factors. The next step is to move toward consensus on the top two to three beliefs from the perspective of diverse and randomly selected community members. For example, when the WCI process began in Scottsbluff, Nebraska in 2015, the community identified the three beliefs, or pillars, as Safe, Respectful, and Responsible. All community agencies were invited to pledge themselves to support WCI; to decide what being safe, respectful, and responsible meant to them; and to prominently display a plaque listing the community pillars. Applying this procedure with the people of Tacoma, Washington, consensus was reached on the beliefs of Respect and Responsible. Using the same process with youth, community members, and tribal leadership associated with Chief Leschi Schools, the indigenous community of Tacoma, the beliefs of Leadership, Respect, and Safe reached consensus. The authentic beliefs and culture of indigenous peoples is woven through all their environments and interactions, as rooting preventive behavioral health in these beliefs is central to native education. Positive identity of native belonging is promoted communitywide (CHiXapkaid et al., 2008; Harrington & CHiXapkaid, 2013; Demmert, 1994; Demmert et al., 2003), whether the community is rural, urban, or indigenous.
School Norms
Within the WCI model, the whole staff of each school comes together to articulate what it looks and sounds like to treat youth safely, respectfully, and responsibly in each environment (e.g., classrooms, hallways, lunchroom) and during each major activity of the school day (e.g., extracurricular activities, arrivals, departures). Youth and staff then co-create social and emotional norms for showing safe, respectful, and responsible behaviors in each environment at the school. Thus, the transformation process begins with changing the culture to focus on aspirational pillars that reflect deeply important beliefs to the people of the community. Youth and adults practice safe, respectful, and responsible social and emotional pillars in every interaction and context, considering every thought that a person may think (e.g., “I keep thinking that I’m terrible at math—how can I show more respect for myself and think more positively?”) and every feeling that a person may feel (e.g., “I’m angry at my friend—how can I handle my emotions responsibly?”). Clear, visual, culturally responsive expectations aligned to each pillar are posted and reinforced across all contexts—schools, community settings, and homes. The pillars are taught, practiced, and reinforced from cradle to career across these contexts, setting the stage for safe, nurturing, and caring environments throughout the community.
Super Strategies
In addition to reaching consensus on SEL pillars, community members move toward consensus on super strategies—the simplest, highest-impact strategies that work for youth in the community. For example, the signature whole child practices are implemented across all schools, community programs, and homes in the city of Tacoma. These practices are Warm Greetings, Relationship-building Circles, and Emotion Checks (Tacoma Public Schools, 2022). Kernels to promote behavior change (Embry & Biglan, 2008; Jones & Bouffard, 2012) are considered super strategies due to their low cost, simplicity, and effectiveness.
