From AWSNA's Essentials in Education Blog, August 2016:
We all want our children to be happy, and while this is traditionally thought of as an at-home concern, we send our kids to school hoping that they will have an emotionally enriching and balanced day.
Carol Gerber Allred, President/Founder of the Positive Action Program, geared toward fostering more positive classrooms, believes that families and students both expect and desire well-being at school, but unfortunately, testing culture has shifted the expectations of educators.
Here in her Educational Leadership article at The Association for Supervision and Curriculum Development website, she says: “Unfortunately, the accountability requirements of No Child Left Behind have created a different definition of positive classrooms for many educators. For them, positive classrooms have come to mean places where students arrive at school ready to learn; work diligently to master academic standards (particularly math and reading); go home and accurately complete homework; and return to school the next day eager to learn more. Often, teachers are so focused on ensuring that students pass achievement tests that they have little or no time to address students’ social and emotional needs.”
Now educators and researchers alike are beginning to realize that overlooking well-being’s connection to learning is a mistake. Perhaps we all instinctively know that happy children will be more willing to learn and less distracted. Now science is backing up that intuition.