Social Emotional Learning

Melissa Rivers on Community-Based Education in Rural Alaska

We speak with Melissa Rivers, Principal of the Scammon Bay School in Alaska’s Lower Yukon, a mile from the Bering Sea. The isolated, tight-knit Yupik Eskimo community is subsistence-based, harvesting moose and salmon. Students are artistic and learn by making things, but also must prepare for standardized tests designed for very different environments. For the past several years, Scammon Bay has participated in a cross-cultural exchange program run by the Alaska Humanities Forum to promote understanding among Alaska’s urban and rural communities.

Ethical College and Career Decisions

John Dewey, arguably America’s greatest 20th century philosopher and educator, stressed the importance of teaching habits of rigorous ethical inquiry in the classroom and in the larger society. He argued that students should learn to consider the impacts of their individual and collective social, economic, and political choices. Fortunately, many schools and youth programs encourage students to consider how their actions impact humans, animals (other than human), and the planet. In fact, it’s difficult to imagine a meaningful SEL (social and emotional learning) program that doesn’t incorporate ethical decision-making.

Why, then, when it comes time to discuss college and career, do high schools typically encourage students to go to the “best” schools they can get into and to “follow [their] passions”? Why does most college counseling omit the ethical implications of choosing a particular school, and why do most career counselors minimize the potential impact on the well-being of humans and animals (other than human) of choosing one career over others?  

In many middle- and upper-income communities, the college application process is fiercely competitive. As Michael Crow, Arizona State University’s president observed, “The race to get into elite colleges is a full-blown hysteria.” The recent college admissions scandal shed light on some parents’ willingness to engage in (and model) grossly unethical behavior to ensure their children were admitted to exclusive colleges, whether or not they qualified. Between 2011 and 2018, wealthy parents, among them CEOs and celebrities, collectively paied more than $25 million to Rick Singer, a college coach and consultant who used some of the funds to bribe test proctors, coaches, and college officials.   

In March, Harvard’s Making Caring Common Project released “Turning the Tide II: How Parents and High Schools Can Cultivate Ethical Character and Reduce Distress in The College Admissions Process.” The report calls on the adults in the process to promote “greater ethical engagement among high school students, level the playing field for economically disadvantaged students, and reduce excessive achievement pressure” and includes a joint statement signed by 140 public and private college admissions officers endorsing the report’s goals.

Although most parents don’t engage in bribery schemes to get their children into college, many compromise their own and their children’s integrity.  Some of the wealthiest families make large donations to colleges. Others co-write their children’s college essays or look away when hired tutors write the essays. “Tide II” encourages parents to use the admissions process as an opportunity to explore values rather than pressure their students to get into highly competitive colleges at any cost. When parents, consciously or not, view their children’s college acceptances as measures of their own status or success, their children may experience overwhelming stress, shame (especially if their interests or grades don’t coincide with their parents’ aspirations), or envy.

The report suggests that in addition to setting clear expectations for parents, high schools can promote healthier and more equitable college application practices. Counselors and teachers should create opportunities for sustained and meaningful community service that doesn’t require expensive travel. Many teenagers are unable to participate in community service outside the home because they have obligations to their families. They may need to contribute income or babysit for younger siblings. Counselors and teachers can reinforce the value of these contributions and encourage students to report them on their college applications.

SEL initiatives such as New York State’s new Culturally Responsive-Sustaining Framework envision “students who have a critical lens through which they challenge inequitable systems of access, power, and privilege.” Teachers can initiate discussions on the vast differences in access to resources in the admissions process and ask student what a more equitable system might look like. Finally, culturally competent counselors can help families navigate the complicated college and scholarship application process.

Career choices as well have ethical dimensions. Although many high school and college students want to “change the world” or “give back,” they rarely have the tools or data to determine how they can be most impactful. Effective altruism is a field of research that uses evidence and analysis to help people determine how to spend their time and money so as to do the most good. Good is loosely defined as the well-being of humans and animals (other than human) over time. 

Naturally, many students work on problems with which they’re already familiar. They know about the problems their friends and their communities face. Some gravitate to “helping professions” – medicine, social work, teaching, or animal rescue, for example – that directly impact lives. Others are drawn to high-profile nonprofit organizations. Few, however, take a more systematic approach to seeing how they can do the most good (and the least harm). Career seekers who aren’t committed to particular professions might be encouraged identify those causes to which their added efforts can make the biggest long-term difference at the margin. 

80,000 Hours is a nonprofit organization that helps students and recent graduates figure out how most impactfully to use their careers to help solve the world’s most pressing problems. 80,000 approximates the number of hours a person spends working over the course of a career. More than any other factor, the causes young people choose are most determinative of their lifetime career impact. Young people might want to look at lesser-known yet critical causes where there seem to be prospects for progress. 

Schools can encourage students to explore several career paths until they find a good fit. Talents and interests may change over time. Those aspiring altruists who aren’t able to work on causes that intrigue them right away – for logistical or financial reasons, for example – might want to acquire skills they can use later on.

Even students who haven’t explicitly committed to improving the world may choose not to embark on careers if their involvement could lead to an increase in human or animal (other than human) suffering. A graphic design major, for example, might avoid working with a company that promotes potentially unhealthy or unsustainable products. 

By the time they’re ready to make college and career choices, students in ethics-centered schools have had plenty of practice in choosing options that, as Zoe Weil of the Institute of Human Education articulates so succinctly, “do the most good and the least harm.” 

John Dewey asserted that individuals and organizations should revisit and, if necessary, revise their decisions from time to time in light of socio-economic developments and scientific advances. Counselors can help students plan when and how they’ll revisit their life choices.

Thoughtful, informed decision-making is critical to building ethical institutions and dismantling systems of oppression. Without it, the planet and its inhabitants are doomed.

Amy Halpern-Laff is an educator, organizer, and collaborator. In addition to her work with Ethics in Education Network, she is Director, Strategic Partnerships with Factory Farming Awareness Coalition. Amy co-hosts the Ethical Schools Podcast!

Kym Vanderbilt on ethical early childhood teacher preparation

We interview Kym Vanderbilt, Lecturer and Professional Development Liaison in the Early Childhood/Childhood Department at CUNY/Lehman College. Kym describes her students’ concerns about meeting the needs of teacher assistants and parents as well as children. She talks about the test-heavy teacher certification process, which is both intimidating and expensive for aspiring teachers of limited means, and how she tries to create a more welcoming and supportive environment for her students, staying in touch with them long after they become teachers themselves. To give us context, Kym gives us a fascinating overview of the complicated history of early childhood education.

Kym Vanderbilt on ethical early childhood teacher preparation

 
 
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During our conversation, Kym mentions the episode with David Kirkland about the Culturally Responsive-Sustaining Education Framework. Click here to listen to it!

Photo by Christina Morillo

Anna Allanbrook on Brooklyn New School: centering children, marginalizing tests

We speak with Anna Allanbrook, longtime principal of Brooklyn New School (BNS). Learning at BNS is inquiry-based and cross-disciplinary. As well, BNS is known as the “opt-out school” because 95% of families opt out of standardized testing. The school offers no test preparation.

Anna Allanbrook on Brooklyn New School: centering children, marginalizing tests

 
 
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Find more about the Brooklyn New School on bns146.org

Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

We speak with Soledad Hiciano, executive director of Community Association of Progressive Dominicans (ACDP), a multi-service community organization in Upper Manhattan and the Bronx. She describes the challenges of supporting children who may have experienced multiple traumas, including homelessness and the deportation of close relatives.

Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

 
 
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Photo by Bruce Warrington

Scarlett Lewis on the Jesse Lewis Choose Love Movement: A Sandy Hook parent’s SEL program

“Nurturing, Healing Love” was the message that Scarlett Lewis found on her kitchen chalkboard shortly before her son, Jesse, was murdered in his first-grade classroom at Sandy Hook Elementary School. In order to become part of the solution to the violence, Scarlett founded The Jesse Lewis Choose Love Movement with a mission to ensure that all children have access to Social and Emotional Learning (SEL) in their classrooms. We talk about post-traumatic growth and how the program educates and encourages students to choose love over anger.

Scarlett Lewis on the Jesse Lewis Choose Love Movement: A Sandy Hook parent’s SEL program

 
 
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Find more about Scarlett and the Jesse Lewis Choose Love Program on jesselewischooselove.org

Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

We talk with Dr. Pedro Noguera about public school models that work for students, parents and teachers, and how to build a social movement for a progressive education agenda. He talks about the social dimensions to learning and the mismatch between students’ needs and teachers’ skills. He argues that an obstacle to making change in schools is that we deal with education as individuals rather than collectively. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a critically acclaimed scholar, a dynamic speaker and a committed activist. His work focuses on a broad range of issues related to education, social justice and public policy. He is the author of several best-selling books and is a highly sought-after public speaker and international consultant.

Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

 
 
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Find more about Pedro Noguera on pedronoguera.com and transformschools.ucla.edu.

Stephanie Carnes on Post-traumatic Growth and Resilience: cultural competence and creating safe environments for Central American immigrant children in today’s U.S.

We talk with Stephanie Carnes, a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the lead clinician in a federally-funded shelter program for unaccompanied children from Central America and as a consultant she challenges the districts and agencies with whom she works to re-envision the meaning of an inclusive community. We talk about the necessity to normalize mental health care, how to create safe environments for immigrant children in American schools, and the power of their resilience.

Stephanie Carnes on Post-traumatic Growth and Resilience: cultural competence and creating safe environments for Central American immigrant children in today’s U.S.

 
 
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Find more about Stephanie on createculturalcompetence.com

Zoe Weil on humane education: the world becomes what we teach

We talk with Zoe Weil, the co-founder and president of the Institute for Humane Education. She talks about providing young people with the knowledge, tools, and motivation to address our pressing challenges in order to transform unsustainable and unjust systems into ones that are humane, healthy, and peaceful.

Zoe Weil on humane education: the world becomes what we teach

 
 
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Find more about Zoe and the Institute for Humane Education on humaneeducation.org

Deborah Meier on Public Education and Democracy: What makes an ethical school

We talk with MacArthur “genius” award winner Deborah Meier, a founder of the small schools movement, about what makes a good school. She talks about how to build and maintain trust and mutual respect among students, teachers, and families.