One of the advantages of all of us being virtual is that we are getting really good at “warm welcomes” — ways to bring participants into a shared space with a quick exercise that asks them to think quickly and share. I loved this one, used yesterday to kick off the second day of rich discussions with members and friends of CASEL’s Collaborating States Initiative.
Our current system is limiting youth potential. There are four new COVID-19 induced realities that every organization and every adult is dealing with: 1) the inadequacy of current applications of and uses of virtual platforms, even when available, for virtual-only academic instruction, 2) the heightened visibility and exacerbation of many different kinds of inequities such as health, emotional wellness, family resources, food and housing insecurity (within and across families, schools, communities), 3) the certainty of traumatic effects (associated with the virus, compounded by the closings, the separations and losses, the disconnection from important communities in young people’s lives), and 4) the uncertainty of re-openings (schools, child and youth development programs, workplaces, and the economy).
It’s springtime, yet rather than preparing for end-of-year assessments, graduation, prom, and summer school, educators and school personnel, along with community organizations and families, are grappling with the challenges of facilitating learning, keeping young people safe, and supporting their overall well-being when “out-of-school time is all the time.” As educators try to find stop-gap measures to make learning accessible to every student, what are the most effective ways to engage and empower our adolescents, particularly in high school and beyond, so that they are equipped to manage change and difficulty?
I spent time this past week listening to nonprofit colleagues across the country who are sharing stories about how they are helping and learning from their national staff, their affiliates, local partners or schools, and the local staff, youth, and families they serve as they all adjust to this new normal. The stress on this sector is real, but the responses are incredible as many of these organizations scramble to help families and schools figure out what happens when out-of-school time is all the time.
Karen Pittman Discusses Quality, Readiness, and Equity at the 2019 MyCOM OST Professional Development Symposium
Karen Pittman Discussed Quality, Readiness, and Equity: Why a Commitment to All Three is Important to OST.
Karen sat down with Tulsa Public Radio to discuss the vital importance of learning beyond the classroom.
High-quality preschool is the gift that keeps on giving. At least that’s what Nobel Prize-winning economist Jim Heckman’s research shows. The IQ scores of the 123 low-income children who attended Perry Preschool in Ypsilanti, Mich., did not improve significantly as was hoped.
This episode of Grow Kinder features Karen Pittman, an award-winning sociologist who has dedicated her career to starting organizations and initiatives that promote youth development.
The Children & Nature Network's Co-Founder Richard Louv spoke with Karen Pittman on the importance of connecting all children, families, and communities to the natural world.
On a recent episode of Mudboots, the Whole Child Challenge Podcast, Paul Reynolds talks with Karen Pittman, exploring the role of the community in the whole child ecosystem.