Month: July 2018

TX schools partner with Sandy Hook Promise to launch anonymous bullying reporting app

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Students in Houston, Texas schools will soon have new, anonymous ways to report bullying, an effort spawned by a state law focused on fighting bullying online.

Texas lawmakers approved David’s Law last summer to ensure the state’s public schools “have the authority to address cyberbullying that occurs off-campus,” according to David’s Legacy Foundation.

The law requires schools to notify a bullying victim’s parents of an incident within three days, as well as the parents of the aggressor. The law gives schools the authority to expel students who encourage others to commit suicide, incites violence or releases indecent images of another student, and promotes mental health education and use of counselors to resolve student conflicts and bullying.

David’s Law also requires schools to include anonymous ways for students to report problems with bullies.

The Houston Independent School District is complying with a new tip line, website and mobile app that will allow students to report incidents of bullying without the stigma of going to the school office or approaching adults or police.

“The main thing is you’re providing students voice,” HISD’s head of student support services, Anvi Utter, told Houston Public Media.

“You’re providing them a safe place where they can talk about things that are happening at school, that’s outside of school,” Utter said. “And students will know that they’re being heard and that there’s going to be a response to this.”

HISD’s anonymous reporting system is provided by the nonprofit Sandy Hook Promise, created in the wake of a deadly school shooting in Connecticut in 2012. Utter believes that while the new approach will ultimately reduce bullying in schools, she suspects it will initially create more reports by allowing students to voice their concerns from the shadows.

“I actually think there’s going to be an increase in our bullying reporting because this is anonymous,” she said.

The system also reflects a unified approach – from lawmakers to counselors in schools – for dealing with students who prey on their classmates.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture, notes in “The Tragedy of Moral Education in America”:

Moral education can work where the community, and schools and other institutions within it, share a moral culture that is integrated and mutually reinforcing; where the social networks of adult authority are strong, unified, and consistent in articulating moral ideals and their attending virtues; and where adults maintain a ‘caring watchfulness’ over all aspects of a young person’s maturation.

To date, nearly 3 million people have taken the Sandy Hook Promise – “I promise to do all I can to protect children from gun violence by encouraging and supporting solutions that create safer, healthier homes, schools and communities.”

The national nonprofit offers a variety of programs and resources for educators and parents, from suicide prevention, to safety assessments and other guides to help prevent violence in schools and to reduce and eliminate harm to young people.

 

‘Roots of Empathy’ brings babies into classrooms to help students understand emotions

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Educator and author Mary Gordon believes babies are the “Roots of Empathy,” and her nonprofit by that name is reducing bad behaviors in classrooms across the globe, with help from those who can’t help themselves.

Gordon launched Roots of Empathy in Canada more than two decades ago to expose K-8 students to babies as a means of helping them understand their own emotions and empathize with classmates. The program includes 27 lessons centered on monthly visits from a parent volunteer and their infant, supervised by a Roots of Empathy-trained instructor, Nation Swell reports.

“What we do know and what teachers know is that the children really do learn to understand the alphabet of their emotions,” Gordon said. “And even better, they are able to talk about how they feel.”

Over the last 22 years, Roots of Empathy has expanded to 11 countries including the United States, driven by both anecdotal evidence and research showing its powerful impact. One study suggests the program can cut the number of students picking fights in half, while another highlights reductions in “difficult” behavior and increases in positive communication and social behaviors.

University of Missouri researchers in 2005 wrote Roots of Empathy shows “particularly strong evidence for its potential to reduce aggression and violence,” according to the news site.

The Seattle school district first adopted Roots of Empathy in 2007-08, and more than 15,000 Seattle students have participated in the program since its inception.

“Roots of Empathy provides a unique way to bring out compassion and tenderness in students,” Nancy Smith, a third-grade teacher in Seattle’s Olympic Hills Elementary, told Seattle’s Child in 2015. “For kids, Roots of Empathy is a respite from the day-today realities of school, and helps them deal with the difficulties and challenges in their home lives, as well. The visits are a breath of fresh air, giving kids a break from the work of academic learning and interactions with peers.”

Gordon said the program is designed to take a proactive approach to bullying and other student discipline issues.

“It’s not medicine, it’s vitamins, and we all need vitamins,” she told Nation Swell. “If you offer a universal program, you head off a lot of trouble, and it’s a benefit that we head off aggression and bullying.”

“This is our solution to building a caring, peaceful and civil society; through children,” Gordon said.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture at the University of Virginia, discussed the importance of addressing specifics of each school’s moral ecology to created personalized solutions to bullying.

“We can only care for the young in their particularity,” Hunter wrote in “The Content of Their Character,” an analysis of character education programs in a wide variety of schools. “If we are not attentive to and understanding of these contexts, we are not caring for real, live human beings, but rather abstractions that actually don’t exist at all.”

The “universal program” offered by Roots of Empathy involves broad lessons for all students. Other programs like the Olweus Bullying Prevention Program take a similar all-inclusive approach, along with lessons targeted specifically at victims and perpetrators of bullying.

“Because the Olweus Bullying Prevention Program is not a curriculum, its core principles, rules, and supportive materials can be adapted for use by any program that children and youth attend on a regular basis, such as after-school programs, camps, or community youth programs,” according to the Olweus website. “All students participate in most aspects of the program, while students identified as bullying others, or as targets of bullying, receive additional individualized interventions.”

AR teachers recognized for connecting students to history, promoting civic engagement

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Hot Springs Arkansas Intermediate School social studies teacher Pamela Wallace takes her Declaration of Learning seriously.

The sixth-grade teacher, along with Lake Hamilton High School librarian Jil’Lana Heard, was recently recognized for dedication to the Arkansas education initive, which was created in 2013 to connect students with history and promote civic engagement.

The Sentinel-Record reports:

The program uses historic art and objects from state and national museums and libraries to develop innovative lesson plans centered around civic engagement …

Wallace said … that because of the program, students are aware of constitutional rights and ways to be contributing citizens to their communities.

Wallace and Heard, who were presented with awards from Gov. Asa Hutchinson for their efforts, were among 26 educators who took part in the 2017-18 program.

“I’m so proud of Mrs. Wallace’s accomplishment,” Hot Springs School District associate superintendent Becky Rosburg said. “She is an awesome social studies teacher and I know she will take what she learned in the program and implement it into her lessons. Her sixth-graders are going to love going to social studies class next year.”

Wallace said “the program impacted the future leaders’ views of active citizenship in the local community with each knowing that citizenship is more than voting.”

Heard, who mentored other Declaration of Learning teachers, added that helping to connect students with real artifacts from history is a rewarding experience.

“My participants took strategies learned at the summit and engaged their students into making a difference in their community,” she said. “I am thankful for the opportunity to watch these amazing educators grow.”

In his book “The Death of Character,” Institute for Advanced Studies in Culture founder James Davison Hunter points to esteemed sociologist Charles Moskos’ perspective on the importance of developing a shared sense of civic virtue.

“ …(A)s Charles Moskos put it, ‘because of the relative weakness of other forms of community …, our cohesion depends upon a civic ideal rather than on primordial loyalties,’” Hunter wrote. “In this way, service-learning as a vehicle of civic education can be a means by which communities are drawn together again.”

The Declaration of Learning is one of many civics programs gaining momentum in schools across the country in recent years.

The Center for Civic Education is another that offers a framework for civics called CIVITAS, which “sets forth in detail the civic knowledge, skills, dispositions, and commitments necessary for effective citizenship in the 21st century.”

The CIVITAS program was crafted with the help of nearly four dozen scholars that promotes “civic competence and responsibility among young people and encourages their participation in the political and civic life of their communities and the nation,” according to its website.

“Presented in clear, easy-to-use format, CIVITAS is a valuable resource. Major topics are civic virtue, civic participation, and civic knowledge and skills.”

 

Student’s senior project connects personal story of hope with others struggling to overcome

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Journey Smith’s Grade 12 project at British Columbia Canada’s Whistler Waldorf School is making a big impact, both on those involved in “Hope The Documentary,” and the 18-year-old herself.

Smith told Canada’s Pique News Magazine what started as a year-long thesis on the role of hope evolved into something much more, largely because her own story of overcoming adversity connected with others she knows who have struggled in life.

“In my 18 years of life, I have faced a lot of adversity. I was actually diagnosed with a condition called hydrocephalus, which is essentially fluid on the brain. I suffered a stroke at birth,” Smith said, adding that she’s underwent numerous surgeries related to the condition in the years since.

“This project was super important to find other people who have faced different types of adversity and how, through their journey, they’d overcome it,” she said.

Smith teamed with family friend and commercial videographer Andi Wardrop, who credited Smith’s intimate connection with those she interviewed for bringing the film to life.

“Journey’s story, first of all; and probably most of all, is why people get so attached to this film. The few times that (I) had met Journey, it seemed like she didn’t have a disability, which is interesting now that I know her so well,” Wardrop said. “Watching her start to give herself permission to be exactly who she is through talking to these other people, as soon as we started the film I knew it was going to be extremely powerful. It was definitely Journey’s story that I got attached to.”

“Hope The Documentary” features a local photographer who overcame breast cancer, a man who launched a mountain-bike charity following the death of his young son to cancer, a widower grieving through the unexpected death of her husband, and Smith’s personal neurosurgeon, who has treated the student since she was a toddler, according to the news site.

The focus on hope also aligns with the values and mission of Whistler Waldorf School.

“At Whistler Waldorf School, students learn from an early age to engage in their own learning process. The imaginative play and grace of the early years evolves into an experience of meeting the beauty and complexity of the world with sensitivity and hope,” according to the school’s website. “This foundation leads to a rich academic experience that supports young men and women in realizing their full potential as students, as people, as members of the global community.”

Scholars at the Institute for Advanced Studies in Culture at the University of Virginia point out that schools play an important role in the “moral ecology” of a community, which strongly influences students’ character.

“When social institutions – whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture – cluster together, they form a larger ecosystem of powerful cultural influences,” editors James Davison Hunter and Ryan S. Olson wrote in “The Content of Their Character,” a summary of character development practices in a wide variety of U.S. schools.

The Jubilee Center for Character and Virtues offers resources for educators working to influence positively the moral ecology of their communities and build character in students.

The report “Flourishing From the Margins,” for example, analyzes findings from data collected on 3,250 young people in a variety of educational settings, and offers teaching tools focused on character that educators can use to help struggling students to thrive.

 

Nonprofit Little Kids Rock helps schools engage students through music they love

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In early July, more than 500 educators from across the country descended on Colorado State University for the sixth annual Modern Band Summit, an event aimed at helping schools modernize music classes to get more students involved in music education.

The meeting was organized by the New Jersey nonprofit Little Kids Rock, in partnership with the Bohemian Foundation, to highlight the organization’s free services and music supplies to help schools make music accessible for all students, the Coloradoan reports.

“Little Kids Rock offers free professional development seminars to public school teachers across the country, instrument donations, lessons, curricula and other resources,” according to the news site. “At the workshops, educators learn how to teach modern band programs at their schools.”

Fort Collins 18-year-old Mariana Henke started in the program as a seventh grade student at Polaris Expeditionary Learning School, and it sparked a passion that compelled her to learn to play guitar, sing and write.

“That’s when I fell in love with music,” she said.

Henke used the music skills she learned to produce her own original album for her senior project, and to entertain the hundreds of educators at the July Summit, which featured more than 30 hands-on workshops on guitar, bass, keyboards, vocals and music technology, according to the news site.

Polaris music teacher Jasmine Faulkner said Henke is the perfect example of the type of students the program aims to reach – those who may not be interested in orchestra or choir, and have no prior experience with instruments.

Faulkner said the program transformed her music class by focusing on indie, metal, blues, hip hop or other music students like, which is inspiring students like Hinke to write their own material.

“That’s the highest level of learning,” she said, “when students are creating.”

And for the 2018 Polaris graduate, it’s just the beginning.

“Henke … will study music at California State University Monterey Bay this coming school year,” the Coloradoan reports. “She wants to pursue a career in music.”

That path, cleared by Little Kids Rock, points to the strong influence adult role models have on students, particularly when those role models share a similar passion.

Researchers with the Institute for Advanced Studies in Culture at the University of Virginia reflected on that reality in “The Content of Their Character,” a summary of character formation efforts in a wide variety of U.S. schools.

“The moral example of teachers unquestionably complemented the formal instruction students received, but arguably, it was far more poignant to, and influential upon, the students themselves,” researchers wrote.

More information about Little Kids Rock is available on the Bohemian Foundation website, or at LittleKidsRock.org.

To date, the organization has reached more than 650,000 students in over 270 school districts across 45 states.

In Fort Collins alone, the program has served more than 7,000 children and donated more than 1,500 instruments with the support of the Bohemian Foundation.

Students ditch digital devices to focus on conservation, communication, and community

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Seventh-graders in Reedsburg, Wisconsin are learning what it’s like to leave technology behind to shift focus to nature, community, communication and socialization.

Throughout the last school year, students from Webb Middle School, St. Peter’s Lutheran School and Sacred Heart School took part in youth conservation days hosted by the Sauk County Conservation, Planning and Zoning Department. The events were held at Devils Lake State Park, as well as River Valley and Sauk Prairie parks, as part of a broader effort involving other districts in the county, the Reedsburg Times-Press reports.

Students spent roughly 25-minutes at nine different stations, where they listened to seminars and played games pertaining to a wide range of conservation topics, from archery to local food chains.

“I know the kids really look forward to it every year so we are excited to be able to host it and put it together for them,” said Melisa Keenan, Sauk County conservationist.

“I hope they realized getting outside and away from electronic devices is a lot of fun and they can learn a lot just by being out in the natural environment,” she said. “I hope they learn a little bit from each session, something they can pass on.”

Reedsburg Future Farmers of America advisor and Agriculture teacher Todd Cherney said the intent of the youth days is to educate students about the outdoors and compel them to protect the environment for future generations.

“It’s hoping that everybody gathers some information and some awareness of our resources and what we have to do to protect them,” he said. “What they have today they sure want their kids and their grand kids to have the same opportunities.”

The appreciation for the natural world grows naturally out of the community conversation and socialization at the events, without the help of digital devices.

It’s part of what researchers at the Institute for Advanced Studies in Culture describe as the “attitudes, behaviors, and strategies” that strongly influence character education.

In The Content of Their Character an analysis of character education work in a wide variety of schools, Institute founder James Davison Hunter wrote that those factors “underpin success in school and at work – capabilities such as self-motivation, perseverance, and self-control, but also empathy, truthfulness, and character more broadly.”

As most schools focus heavily on science, technology, engineering and mathematics, Davison points out that it’s equally important to help students develop soft skills and higher virtues that often determine successful outcomes for people.

“STEM skills are vital to the world in which we live today,” Davison wrote, “but technology alone, as Steve Jobs famously insisted, is not enough.”

The Jubilee Center for Character and Virtues offers a variety of lessons and other materials for educators looking to help students develop soft skills.

One lesson on The Virtue of Truthfulness for example, prompts students to assess their own truthfulness, and to consider why this virtue is important.

“Truthful people grow in virtue much more quickly than for those who struggle to be truthful about who they really are,” according to the lesson. “It is also worth thinking through what human relationships would look like were they to be based on us representing ourselves in a false light: hypocrisy, deceit, lying and the breaking of promises would dissolve social bonds.”

NZ school recognized for culture of inclusion

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Deputy principal Bruce Farthing of Otumoetai College in Tauranga, New Zealand believes the college’s culture of inclusion is driving its success.

“There is an absolute acceptance here of one and all,” he told New Zealand’s Bay of Plenty Times.

The news site recently featured the school as an example of excellence, which Farthing credits to the principles of socialization, openness and acceptance the school’s founders weaved into the institution three decades ago.

“I think the strength of this place lies in the school’s ability to be able to do exactly that,” Farthing said.

Students seem to agree.

“The most significant factor to why I believe Otumoetai College is the best college is the instalment of what I like to call our Otumoetai culture, which is a culture of acceptance, diversity and overall caring of each other,” 17-year-old Redemption TeWiki said. “That is why I think we are such a great school.”

Principal Russell Gordan told the news site he took the job as head of the school six months ago, and has been impressed with what he’s seen.

Gordan noted the school takes its name from a Maori word that means “still waters.”

“Still waters run deep,” he said. “What I have seen in my sort time here, is a depth of character,” he said. “There is something particular and peculiar to the culture at this school.”

That culture is something that’s passed down through students, head student Thomas Chaney explains. The 18-year-old explains new students are introduced to school’s positive culture on day one, and are expected to carry on Otumoetai’s inclusive traditions.

“It’s one of those things that have been passed down the generations,” Chaney said. “You look up to those role models who are older than you, and you want to recreate what they are doing. It is a bit of a circle.”

James Davison Hunter, founder of the Institute of Advanced Studies in Culture at the University of Virginia, noted the powerful influence of culture in forming character in his book “The Death of Character.”

“Much of our moral sensibility, of course, is acquired in our early socialization through the acquisition of language, and in our participation in everyday life,” he wrote. “Yet primary socialization is also that stage in life when moral instruction is articulated.”

The Association for Supervision and Curriculum Development, a group that represents 114,000 educators in 127 countries, delves deeply into school culture and climate, and explains how those important factors influence its goals of “advancing student achievement and supporting the whole child.”

ASCD offers articles, books, webinars, online learning and other materials, including a video highlighting what the experts have to say about culture and climate titled “When A School Feels Inviting.”

“School climate and culture have a huge impact on student learning,” ASCD author Peter DeWitt said. “It’s something you feel when you walk into a building, and students feel that, as well.”

Students learn about sustainability, helping others through community garden project

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Students at an Australian primary school are learning about sustainability, reaching out to the homeless, and helping to supply fresh food to area restaurants, all through the same project.

The Barossa school, Tanunda Lutheran School, in Tanunda, South Australia sits adjacent to local businessman Scott Rogasch’s family vineyard, and the former TLS student is working with his alma mater to launch the first of several community gardens. Rogasch runs Forage Supply Co., a nonprofit food van, with buddy Justin Westhoff, and the duo are teaming up with schools to educate students about sustainable farming practices through work in the gardens, which they’ll use to feed folks who are struggling to get sufficient food to feed themselves.

In mid-June, Rogasch converted a plot of land into five large garden beds, with seats and trellises for students gather for outdoor lessons.

According to the Barossa Herald:

For school principal Darren Stevenson, the initiative was not only a “stroke of luck” to be located next door, but also a great opportunity for student learning.

He, with Mr Rogasch, said the garden beds would be worked on by students from the Out of School Care Hours program who would in turn learn about sustainable practices and have access to healthier food. 

In addition, Forage Supply Co and other local restaurants will purchase produce from the school and use it to create sustainable meals. 

The garden, the first of more to come if all goes well, would also use the fruits of students’ labor “to donate more meals to the homeless at the Hutt Street Centre,” Rogasch told the news site.

Forest Supply Co. is now raising funds for several community gardens, and it has so far received about $5,500 in donations toward a goal of $20,000. Rogasch said he started the company with Westhoff last year because the world “consumes too much food and materials,” and the two are ultimately hoping to change that dynamic.

“The world’s population is growing by 228,000 people every day and the earth contains a finite amount of resources,” he told the Herald. “It’s vital we play our part to restore balance and protect the natural world from further destruction.”

Researchers at the Institute for Advanced Studies in Culture highlight the importance of adult role models in “The Content of Their Character,” an analysis of character education programs in a wide variety of school settings.

“What these case studies also consistently show is the importance of the informal articulation of a moral culture through the example of teachers and other adults in the school community,” IASC researchers wrote. “The moral example of teachers unquestionably complemented the formal instruction students received, but arguably, it was far more poignant to, and influential upon, the students themselves.”

The Jesuit Schools Network provides a helpful starting place for educators to consider how community service can cultivate strong character virtues in students with its “Profile of the Graduate,” which examines what the school system expects from students before they graduate.

“The Jesuit high school student at graduation has acquired considerable knowledge of the many needs of local, national, and global communities and is preparing for the day when he or she will take a place in these communities as a competent, concerned and responsible member,” the profile reads.

“The graduate has been inspired to develop the awareness and skills necessary to live in a global society as a person for and with others.”

 

District takes ‘trauma-informed’ approach to help students build resilience

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Terry Dangerfield, superintendent for Michigan’s Lincoln Park Public Schools, is building “Resilient Schools” that teach students how to overcome trauma to succeed in academics and life.

“We partnered with Dr. Caelan Soma and the Starr Global Learning Network, national experts in trauma-informed and evidence based practices. The program that we developed together is deeply rooted in brain research,” Dangerfield wrote in a column for The News-Herald.

Dangerfield explained that childhood trauma – everything from losing a family member, to poverty, to family issues with domestic violence, drug abuse, or neglect – can have a profound impact on students’ health and overall performance in life.

“It is important we teach our students they don’t have to be defined by the traumatic events they have experienced and can redefine themselves,” he wrote. “Resilience and positive relationships can counteract the negative effects these experiences have had on their brains.”

The district launched a “Resilient Schools Project” this year to incorporate “trauma-informed strategies and cutting-edge brain research” into Lincoln Park’s mission to meet students’ social, emotional, health and academic needs.

“Another goal of the project is to prevent violence before it happens by proactively addressing potential problems,” Dangerfield wrote. “We are proud to report that in less than a year, we have seen considerable reductions in violent acts in school across all grade levels.”

Dangerfield argues the new approach represents an evolution of education from primarily an academic focus to a “whole student” perspective that takes into account life circumstances to help students become successful both in and out of school.

“We have completely shifted our culture and have seen a change in mindset among our staff,” Dangerfield wrote. “They now consider why a student is behaving a certain way, rather than simply focusing on the behavior they are displaying.”

Researchers with the Institute for Advanced Studies in Culture have documented how a variety of different schools rely on adult examples, encouragement, and mentorship to help students develop strong character virtues like perseverance and resilience.

“The articulation of a moral culture through explicit teaching is important and, needless to say, variable. What these case studies also consistently show is the importance of the informal articulation of a moral culture through the example of teachers and other adults in the school community,” researchers cite  in “The Content of Their Character, a publication of the Institute for Advanced Studies in Culture at the University of Virginia.

“The moral example of teachers unquestionably complemented the formal instruction students received, but arguably, it was far more poignant to, and influential upon, the students themselves.”

The Jubilee Centre for Character & Virtues offers a variety of resources for educators to help “young people on the margins of education.”

“Flourishing From the Margins” is a project in the UK that uses a combined dataset of nearly 3,250 young people in a broad spectrum of academic settings to offer recommendations on best practices for character education, as well as teaching materials for educators to put the practices into action.

 

 

School board to hire Arabic-speaking ‘school-community ambassador’ to reach out to refugees

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The Windsor-Essex Catholic District School Board in Windsor, Ontario, Canada wants new students to feel welcome in school, especially those who come to Canada as refugees.

So when Catholic Central High School Principal Danielle Disjardins-Koloff proposed the idea of creating an Arabic-speaking “school-community ambassador” position to help connect families with schools and services, district officials were quickly on board, CBC reports.

“What we’ve found is that a number of families are not really aware about the school in the school system and how it operates in the province of Ontario, so in creating this position, we are trying to really enlighten families about all of the opportunities in the educational system here in the province,” superintendent John Ulicny said.

Desjardins-Koloff said she’s identified language, transportation, and the lack of knowledge and comfort among caregivers as reasons many new students aren’t as engaged in school activities as their classmates.

“I’m hoping to build community,” she said. “I’m hoping to remove barriers …. So that parents can become more involved in their children’s educational careers and be more knowledgeable about decision they are making for their child’s futures and lives.”

Officials said the new ambassador will be required to speak Arabic, and will be responsible for communicating with parents of refugee students, hosting information nights and other community outreach.

Arabic is the most common language in Windsor behind English and French, according to the news site.

“We know that if the community is actively engaged, the parents are actively engaged, then student achievement results go up enormously,” Ulicny said.

Recent Catholic Central graduate Karla Alnajm told CBC she thinks the ambassador idea is a good one.

“Transitioning schools is hard for any kid, but speaking a whole different language was like – I was freaking out on the first day,” Alnajm said.

“I think that would be so helpful, especially that when I was here, I didn’t have that kind of help,” she said. “My parents had no clue what was going on in school the first two years. They’d ask me about stuff, I’d try to explain it, but they just wouldn’t get it.”

Researchers at the Institute for Advanced Studies in Culture strongly support an emphasis on creating a strong school culture. In the “Tragedy of Moral Education,” Institute founder James Davison Hunter points out that a student’s learning environment extends beyond school to their mental state, home life, and after school community.

“The form of character is one thing,” Hunter wrote, “but the substance of character always takes shape relative to the culture in which it is found.”

Improving school culture has a direct and positive impact on students’ character and other educational outcomes.

Educators working with marginalized students, such as refugees or those who don’t speak English, can find resources on “Flourishing From the Margins” from the Jubilee Centre for Character & Virtues.

The project offers research into thousands of young people in a wide variety of educational settings, as well as recommendations and teaching materials to help teachers develop character among their most vulnerable students.

©2017 Advanced Studies in Culture

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