Youth Engagement and School Culture Opportunities for Community Schools

Evidence about why youth engagement matters Promotes learning and achievement at high levels Promotes learning and achievement at high levels Builds & sustains students’ attachment to school Builds & sustains students’ attachment to school Supports pro-social values & community involvement Supports pro-social values & community involvement Reinforces other positive youth development outcomes Reinforces other positive youth development outcomes Increases likelihood of reaching productive adulthood Increases likelihood of reaching productive adulthood

School culture: What school “feels like” for students and teachers: Attitudes about students and their potential– both teachers’ and students’ expectations Attitudes about students and their potential– both teachers’ and students’ expectations Norms of professional practice– teachers’ responsibilities Norms of professional practice– teachers’ responsibilities Relationships between and among students and teachers—quality, frequency Relationships between and among students and teachers—quality, frequency

Distressing reports about school culture and youth engagement: Many teachers say “I can’t teach these kids,” “They don’t want to learn,” “Kids’ problems outside school make it hard for them to learn” Many teachers say “I can’t teach these kids,” “They don’t want to learn,” “Kids’ problems outside school make it hard for them to learn” Many students say: “school is boring,” “nobody cares,” “I just can’t do it.” Many students say: “school is boring,” “nobody cares,” “I just can’t do it.” Many parents say: “I don’t feel welcome,” “I don’t know how to relate to teachers,” “I am overwhelmed.” Many parents say: “I don’t feel welcome,” “I don’t know how to relate to teachers,” “I am overwhelmed.”

What elements of school culture support student engagement ? Each student is known as a “whole child” Each student is known as a “whole child” Students feel safe—emotionally and physically Students feel safe—emotionally and physically Varied opportunities exist for students to feel competent and valued Varied opportunities exist for students to feel competent and valued Challenging instruction and support to meet high standards Challenging instruction and support to meet high standards High expectations and on-going feedback High expectations and on-going feedback Families are connected and involved Families are connected and involved Teachers’ professional learning communities & norms of reflective practice Teachers’ professional learning communities & norms of reflective practice

How can schools create a culture of engagement? Community-as-text– making learning relevant to experience, culture and goals Community-as-text– making learning relevant to experience, culture and goals Partnerships with community-based organizations and resources– increased resources for learning and youth development Partnerships with community-based organizations and resources– increased resources for learning and youth development On-going opportunities for teachers to learn about their students—their academic progress and personal circumstances On-going opportunities for teachers to learn about their students—their academic progress and personal circumstances