There is an inextricable relationship between the concept of safety, engagement, and equity in schools and learning environments, says David Osher, vice president and fellow at the American Institutes for Research.

This podcast explores the research and concepts behind what we know are the ideal conditions for teaching, learning, and social-emotional needs in a classroom.

David Osher’s work focuses on school climate and the conditions for learning, social and emotional learning, and supportive and community-building approaches to school discipline and safety. He also focuses on cultural competence and responsiveness, implementation science, and the science of learning and development. Dr. Osher leads both national and global impact, implementation, and descriptive studies and evaluations that align qualitative and quantitative data.

Dr. Osher has authored or co-authored more than 300 books, monographs, chapters, articles, and reports and 200 peer-reviewed papers, symposia, and invitational presentations. These include a number of recent syntheses of the science of learning and development, which indicate the potential for robust equity as well as the institutionalized social processes that undermine equity. He authored “Thriving, Robust Equity, and Transformative Learning & Development” for The Forum for Youth Investment and other articles for Applied Developmental Science. His recent books include Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students (Harvard Education Press); Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness (Praeger Publishers); and the forthcoming The Science of Learning and Development: Realizing the Promise of Every Child (Taylor & Francis).

Dr. Osher received his A.B., A.M., and Ph.D. from Columbia University, and he has served as dean of two professional schools of human services and a liberal arts college. He was the 2018 recipient of The Juanita Cunningham Evans Memorial Award for Contributions in School Mental Health and the Joseph Zins Distinguished Scholar Award for Outstanding Contributions to Action Research in Social and Emotional Learning.

Errata

Dan Goleman was misidentified as the author of the phrase emotional hijacks

The 1992 article by Miles and Fullan was published in Phi Delta Kappen

Jennifer Wolfe, New York Teacher of the Year 2021, discusses the impact of the Covid-19 pandemic and how it will continue to affect teaching and learning throughout the rest of the school year and beyond. She commented, "Everyone wants to act like this is a normal year but it’s not, and pretending that it is is causing more damage than just accepting the fact that we’re all just coming to teaching and learning this year with some damage and broken parts. We’ve got to help each other get back together."

As many as one in five students are behind on routine vaccinations, which will complicate school reopenings this fall.  Principals are trusted figures who play a key role in ensuring their schools are safe. Danny Carlson, the associate executive director for policy and advocacy at the National Association of Elementary School Principals, discusses the role of principals and calls for support from advocates and parents.

As the Covid-19 pandemic eases, many students are behind schedule on vaccines to prevent sometimes deadly diseases such as measles, whooping cough, and hepatitis. National PTA President Leslie Boggs shares her thoughts on how educators can reach parents who are relying on their doctors and their educators to give factual information on vaccines.

During the pandemic, more than one in five students has fallen behind on routine, lifesaving vaccinations, such as MMR, TDap, hepatitis and meningitis. Chelsea Prax, an AFT assistant director and children's health expert, discusses ways that educators can remind families and help them obtain vaccinations before the start of the next school year.

Takeru (TK) Nagayoshi, a high school English teacher in New Bedford, Mass., and Sara Medalen, an elementary reading and math interventionist from Minot, N.D., recently received the NEA Foundation's Horace Mann Award for Teaching Excellence for their diligence and dedication to students, colleagues, community, and their profession. In a joint podcast, these exemplary teachers discuss their efforts to reach students and build partnerships with families during the pandemic and beyond. They also examine equity issues and how to help students when they are unable to come to school, which has traditionally provided structure, resources, and a safe place for students in need.

Professional learning can be a "power tool of transformation," says Leilani Esmond, the director of professional learning in Georgia's Gwinnett County Schools. In this podcast, Esmond discusses how professional learning can help educators have tough conversations on racial equity and social justice, and how she sees ways to bring together dissenting voices to work together for a common goal.

Having worked at nearly every level of a school system, Gustavo Balderas is familiar with what students need. Balderas was honored last year as AASA's 2020 National Superintendent of the Year while he was leading an Oregon school district, but when the top job opened in the Edmonds, Wash., school district, he jumped at the chance to "give back to the community that gave me so much." In this podcast, Balderas describes his vision for schools moving forward and ways that the pandemic has helped expose and can ease inequities in schools, such as allowing students to continue virtual learning outside their home schools.

Nicole Kirby, the incoming president of the National School Public Relations Association, knows that school communications is not just about telling the success stories of public schools. It also entails strategic communications, transparency with the public, advocating for students, and ensuring all employees in the district understand new initiatives and why changes in programs and policies may occur. As the Covid-19 pandemic took hold and a new layer of uncertainty arose, Kirby and her colleagues worked many long hours to engage parents and communicate district plans, including staff vaccination plans and logistics for returning to school.

NASSP Principal of the Year Richard Gordon never wanted to be a principal, he knew the stresses and limitations of the job, but others saw his potential. Eventually he landed at Paul Robeson High School, a troubled school that nobody wanted to lead, and he worked to make systemic changes instilling safety, emotional and academic supports, college and career readiness, and beliefs to help teachers and students to embody an all-inclusive family atmosphere. He now mentors other principals and teachers to transform schools into high-performing learning environments. Hear about his remarkable journey in this podcast.