Building the Resilient School:  Overcoming the Effects of Poverty With a Culture of Hope (A guide to building resilient schools and overcoming the effects of poverty)

by Robert D. Barr, Emily L. Gibson

Overview

Overcome the effects of poverty in the 21st century by embracing an innovative new vision of public schooling. With the guidance of this practical, research-driven resource, you will discover a model for building resilient schools that helps students work through their emotional and mental health needs, connect with caring adults, and find purpose for their lives.

Use this resource to embrace the whole child and address students’ social-emotional needs:

• Study the widespread poverty that currently exists in the United States.
• Understand the ways poverty traumatizes students, impedes their mental development, and damages and interferes with their ability to learn.
• Become familiar with secondary trauma and the ways educators can be traumatized by the compassion fatigue of working in communities that experience high rates of poverty.
• Learn how the effects of poverty can be mitigated through the development of resiliency in students, which can lead to decreased absenteeism and increased learning.
• Explore the four cornerstones of resilient schools.
• Discover the importance of resilient schools in overcoming the effects of poverty and supporting students and students’ families who are experiencing poverty.

Contents:
Acknowledgments
Table of Contents
About the Authors
Introduction—Poverty: Our Greatest Challenge
Part I—Understanding Poverty
Chapter 1—Poverty: On the Outskirts of Hope
Chapter 2—An Invisible Barrier: The Impacts of Poverty on Teaching and Learning
Chapter 3—An Unanticipated Challenge: The Detrimental Impacts of Poverty on School Staff
Part II—Introducing the Resilient School
Chapter 4—The Research: Resilient Students and Resilient Schools
Chapter 5—Pillar 1: Addressing Students’ Academic and Cognitive Needs
Chapter 6—Pillar 2: Addressing Students’ Social-Emotional Needs
Chapter 7—Pillar 3: Meeting the Human Needs of Students and Families
Chapter 8—Pillar 4: Considering the Relational and Professional Needs of Staff
Chapter 9—Conclusion: A Personal Note and a Vision for Resilient Schools
Appendix
References and Resources
Index

Product Details

ISBN-13:	9781947604148
Publisher:	Solution Tree Press
Publication date:	05/08/2020
Sold by:	Barnes & Noble
Format:	eBook
Pages:	296
File size:	3 MB

Table of Contents

About the Authors xvii

Introduction

Poverty: Our Greatest Challenge 1

Poverty: An Ever-Growing Epidemic 3

Resilience: The Antidote to Despair 4

Our Aim: A Look at the Chapters Ahead 6

Part 1 Understanding Poverty 9

Chapter 1 Poverty: On the Outskirts of Hope 11

The Need for Educators to Understand the Effects of Poverty 12

The State of Poverty in the United States 14

Who Are the Poor? 16

What Are the Challenges of Poverty? 17

What Are the Reasons for the Continuing Poverty Epidemic? 20

The Role of Hope in Ending Poverty 26

Conclusion 29

Next Steps 30

Chapter 2 An Invisible Barrier: The Impacts of Poverty on Teaching and Learning 31

Lack of Academic Preparation 32

Absenteeism, Illness, and Interrupted Education 34

Learning Loss Over School Breaks 36

Adverse Childhood Experiences and Behavior Challenges 37

Learned Helplessness 40

The Role of Executive Function Skills in Ending Poverty 43

Conclusion 46

Next Steps 48

Chapter 3 An Unanticipated Challenge: The Detrimental Impacts of Poverty on School Staff 49

Staff Turnover and Attrition 50

Factors Related to the Teacher Shortage 53

Teacher Job Satisfaction and Morale 54

High Morale as a Form of Optimism 56

Staff Exposure to Trauma 57

Secondary Traumatic Stress 58

Disrupted Learning Environments-A Primary Trauma 63

Conclusion 66

Next Steps 67

Part 2 Introducing the Resilient School 69

Chapter 4 The Research: Studying Resilient Students and Resilient Schools 71

Research on Resilience in Youth 73

Key Protective Factors for Resilience in Youth 73

Internal Protective Factors of Resilience 75

External or Environmental Protective Factors of Resilience 78

The Self-Righting Capacity of Learners to Build Resilience 81

Research on Poverty and Resilience in Education 82

Developmental Risk Factors and Assets 83

Trauma and Stress Neuroscience 84

High-Poverty, High-Performing Schools 84

Childhood Trauma and Adversity 84

Social-Emotional Needs of the Whole Child 85

Needs of Families 85

School Staff Attrition, Job Satisfaction, and Morale 85

A Whole-School Model: The Search for an Effective Framework 86

The Framework Must Educate the Whole Child 87

The Framework Must Address Social-Emotional Needs 87

The Framework Must Be School- or Districtwide 87

The Framework Must Produce a Trauma-Sensitive School 88

The Framework Must Lead to Relational and Professional Support for Staff Working in High-Poverty, High-Trauma Communities 89

The Framework Must Lead to a School Filled With Hope and Optimism 89

The Framework of the Resilient School 89

Conclusion 91

Next Steps 93

Chapter 5 The First Cornerstone of the Resilient School: Addressing Students' Academic Needs 95

Academic Essential 1 Visionary Leadership 98

Academic Essential 2 Effective Teachers and the Power of We 99

Academic Essential 3 Data, Assessment, and Accountability 100

Academic Essential 4 Rigorous, Aligned Curriculum for All 102

Academic Essential 5 Progress Monitoring and Remediation 103

Academic Essential 6 Extra Time for Instruction and Support 105

Preschool and All-Day Kindergarten 106

Before- and After-School Programs 106

Enriched Summer Programs 106

Early Family Intervention and Support 107

Academic Essential 7 Targeted Reading and Mathematics 108

All Students Literate by the End of Third Grade 108

A Focus on Mathematics 108

Restructured Learning Time 109

Academic Essential 8 Positive Interpersonal Relationships 109

Caring Relationships and Mutual Respect 109

High Expectations and Positive Reinforcement 110

Trauma-Sensitive Relationships 111

Academic Essential 9 Parent and Guardian Involvement 112

A Welcoming Atmosphere 113

Encouragement of Involvement 113

Two-Way Communication 113

Parent and Guardian Education 114

Home Visits 114

Academic Essential 10 Trauma-Informed Practices 115

Relevance of Instruction to Students 115

Predictability 116

Academic Expectations 116

Independent Learning 116

Behavior Supports 117

Language-Based Teaching 117

Conclusion 118

Next Steps 119

Chapter 6 The Second Cornerstone of the Resilient School: Addressing Students' Social-Emotional Needs 121

An Emphasis on Hope 123

An Institutional Culture Versus a Culture of Hope 124

The Teaching of Hope 126

The Culture of Hope and the Seeds of Hope 127

The First Seed of Hope: A Sense of Optimism and Hope 130

The Second Seed of Hope: A Sense of Place and Belonging 134

The Third Seed of Hope: A Sense of Self-Reguiation 139

The Fourth Seed of Hope: A Sense of Pride, Self-Esteem, and Self-Confidence 144

The Fifth Seed of Hope: A Sense of Purpose 147

Conclusion 151

Next Steps 152

Chapter 7 The Third Cornerstone of the Resilient School: Addressing Students' and Their Families' Human Needs 155

The Emergence of Community Outreach 157

Step 1 Identifying the Needs of Families 162

Families Identify Their Needs 163

Teachers and Staff Identify Their Students' Needs 164

Students Voice Their Needs 164

Step 2 Establishing the School as a Hub of Coordination 165

Family Services and Supports 169

Family Education 171

Community Development 171

Wraparound Educational Programs 171

Step 3 Setting Up the Community Outreach Center 172

The Community Resource Center Coordinator 172

Center Facilities 174

Local Advisory Council or Board of Directors 175

Community Partners 176

Step 4 Monitoring the Community Outreach Center's Outcomes 181

Vancouver Public Schools, Washington 182

Central Oregon 182

Step 5 Funding Community Outreach 182

The Long-Term Impact of Community Outreach 184

Conclusion 188

Next Steps 190

Chapter 8 The Fourth Cornerstone of the Resilient School: Addressing Staff's Relational and Professional Needs 191

Supporting Staff With the Seeds of Hope 192

Seed 1 A Sense of Optimism and Hope 192

Seed 2 A Sense of Place and Belonging 194

Seed 3 A Sense of Self-Regulation 196

Seed 4 A Sense of Pride, Self-Esteem, and Self-Confidence 197

Seed 5 A Sense of Purpose 199

Fostering Staff Resilience in Difficult Times 200

Support 200

Self-Care as a Moral Responsibility 201

Meeting Staff's Professional Needs 202

Policy Rollout Includes Teachers' Agency and Voice 203

Structures Support Staff Job Satisfaction and Morale 204

Conclusion 208

Next Steps 210

Epilogue: A Personal Note and a Vision for Resilient Schols 211

Listening to Student Voice 214

Meeting the Emotional Challenges of Students 214

Becoming Trauma-Informed, Trauma-Sensitive Schools 215

Increasing Engagement and Personal Connections 215

Teaching Hope and Finding a Vision for a Better Life 216

Conclusion 216

Appendix 217

References and Resources 225

Index 259

What People are Saying About This

From the Publisher

"This resource is a rare gem; tightly crafted, fully resourced, and on point in every chapter. Highly recommended and over-the-moon valuable. Get your copy, grow, and enjoy!" —Eric Jensen, author of Poor Students, Rich Teaching.

"The challenges of poverty—generational poverty, adverse childhood experiences, academic gaps, and teacher attrition—often leave schools depleted of the assets their students and families need the most: hope and resilience.

In Building the Resilient School, Barr and Gibson provide a blueprint acutely needed to holistically address the academic, social-emotional, and human needs of students and their families. As a follow-up to their previous book, Building a Culture of Hope, Barr and Gibson expand upon the ability of resilient schools to serve their students, staff, and communities as a protective factor—one that is capable of growing optimism, belonging, self-worth, self-regulation, and purpose.

Additionally, recognizing that teachers and staff can’t give what they don’t have, Barr and Gibson provide guidance to develop a pervasive positive school culture capable of encouraging and retaining educators by restoring the pride and joy of teaching.

This must-read will help build not only resilient schools but resilient communities." —Leigh Colburn and Linda Beggs, Founders of The Centergy Project, Georgia

"As I read my copy of Building the Resilient School, the COVID-19 virus ravaged the physical and economic health of the US and the world. Mandates for millions of Americans to stay at home compelled educators to act swiftly and creatively in sustaining academic and nonacademic support for their students during the international crisis.

The jarring shock of a global pandemic underscores the universal need for resilience and elevates Barr and Gibson's book from powerful to prophetic. Just as the character traits of resilient people can enable them to overcome obstacles and recover from setbacks, the cultural components of resilient schools can build hope, opportunity, and agency in our communities and throughout our nation." —Tom Hagley Jr., chief of staff, Vancouver Public Schools, Washington.

"Educators will appreciate Robert Barr and Emily Gibson's holistic and hopeful plan for confronting the growing epidemic of poverty in our schools and communities. They provide not only an insightful analysis of the multiple detrimental effects of poverty on both students and school staff but also a comprehensive framework for building resilient schools to overcome these detrimental effects. Building the Resilient School represents a 'third wave' of educational reform that goes beyond the first wave of focusing narrowly on student achievement and the second wave of recognizing additionally the needs for social-emotional learning. Now, the third wave also addresses staff's relational and professional needs and establishes wraparound services for health, safety, and family/community engagement to equitably meet the holistic needs of all students, especially those in poverty." —Dan Rea, EdD, former co-chair of the National Youth-At-Risk Conference and founding editor of the National Youth-At-Risk Journal, professor emeritus, College of Education, Georgia Southern University