For over half a century, it has been recognized that contexts beyond school – like health, social-emotional well-being, family, and neighborhood – can account for up to two-thirds of the variance in student achievement. Developmental systems theories and neurobiological disciplines have more recently begun to explain the link between these outside factors and educational outcomes. This research provides insight into why experiences like poverty and trauma can inhibit learning, and what can be done to counteract their effects.
Resource Links
Principles of Effective Practice for Integrated Student Support
Source
Boston College Center for Optimized Student Support
