ResearchILD’s 36th Annual Executive Function Conference brought together educators, researchers, and practitioners from across the globe to hear from speakers at the forefront of executive function research and implementation in schools. The focus of this year’s conference was on promoting resilience and equity for ALL students.
Connection and Relationships
To promote equity in schools, we must create learning systems and relationships that ensure all students experience a sense of belonging and feel supported in their own learning. Irvin Scott, Ed.D, senior lecturer on education at the Harvard Graduate School of Education, shared this statement:
“Bias happens all the time for our students. It happens in a way that sometimes we don’t necessarily see the immediate impact.”
These experiences compound over time and can impact students’ identities. Therefore, educators must seek to deeply know their students and create space to understand students’ stories and identities.
Putting students first and honoring their identities is key to building the connections that enable change. At the same time, educators must examine the systems and structures that are preventing students from accessing certain opportunities.
Pedro Noguera, Ph.D., Dean of the University of Southern California’s Rossier School of Education, also emphasized the importance of creating student-centered school cultures that are built upon strong relationships between students and the school.
In this student-centered model, Dr. Noguera emphasized that educators must devise strategies to break stereotypes and acknowledge the barriers that exist in schools and learning environments. Starting at the classroom level, we can support students in building self-awareness and self-management strategies, which can lead to more peaceful interactions between students and their peers.
Dr. Noguera suggests that the pandemic has opened the door to an opportunity to shift our focus as we rebuild schools. Returning to “normal” is not an option:
“The schools we have have been designed to get the results they obtain now…Schools reproduce inequality.”
As we create a new educational system, we must place equity, health, and social-emotional needs at the center of our work. This means recognizing that race and place matter when it comes to many issues, such as environmental impacts on children’s development. We know that environmental toxins and toxic stress impact students’ health and learning. Therefore, we cannot only focus on what is happening in schools. We must also consider the context of the communities in which schools are situated.
Takeaways: Defining Equity
- Acknowledging and addressing that different students have different needs.
- Giving students what they need to be successful both in school and in life.
- Examining implicit biases and how they impact day-to-day interactions.
- Addressing the barriers that exist in schools and classrooms and working to remove them.
Build Your Executive Function Toolkit
Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register here.
- Caitlin Vanderberg, M.Ed., SMARTS Associate
SMARTS Executive Function Curriculum: smarts-ef.org
Research Institute for Learning and Development: researchild.org
The Institute for Learning and Development: ildlex.org