How can schools with high poverty rates promote lifelong learning and diversity and inclusion?

Develop customized educational programs that address the specific needs and challenges of students in high-poverty areas. Forge strong partnerships with local businesses, non-profits, and community organizations. Implement a curriculum that reflects the cultural diversity of the student body. Actively involve parents and the local community in the educational process.

A great way that promotes a growth mindset in schools, even in schools with high poverty rates is the promotion of Cognitive learning. When children are encourages and praised for their ideas, how ideas are connected and promoting design thinking it helps them to learn to express their unique ways of thinking, understanding the uniqueness of others, while also promoting diversity.

One thing I've always tried to do in my spaces working with students is let them see glimpses of me as a learner. I readily acknowledge how any given skill is a function not mostly of raw talent, but of the amount of practice put in. One thing I have longed to do is launch a personal learning journey (in this case, learning guitar) at the start of a school year and let students track with me as my skill level develops...then ask them to set out t reach a goal as well, and we mutually encourage each other along the way. Haven't had a chance to do it yet--but my time is coming!

Lifelong learning, diversity and inclusion are accomplished by building relationships with students. Students should be encouraged to achieve and maintain academic success, positive school relationships, and community awareness. Other areas of significance are students developing skills to lead the school in meetings, panel discussions, seminars, speech contests, and positive school rallies. Positive student relationships provide alternative solutions to problems that students encounter at school and in the community. Outreach programs are also agents of change in schools and communities.

Unfortunately, we spend a lot of time discussing the potential advantages of a growth mindset. However, our immersion seems well deep into a fixed mindset. For instance, establishing curriculum patterns based on the premise that all students are homogeneous and share the same background knowledge. Concurrently, the pressure to measure growth using periodic state-mandated assessments, such as MAP or PISA. We will see real gains once we start challenging the system, urging for a real change based on a transformation of operational procedures and perspectives. We should also question the adoption of static and even unrealistic models (such as PBI or MTSS) as the go-to measures of discipline and handling student success.

Provide opportunities for students to own their learning experiences. Then promote dialogue between students, teachers, and families to problem-solve concerns and build sustainable relationships that equitably benefit all students.

Provide opportunities for students to thrive and develop independence. Empower students to be team players and self starters, this takes guidance and mentorship along with trust and opportunities to thrive.

During my own school years, I was always curious wanted to know why things were the way they were. Or why I was asked to do things in a certain way instead of the opposite. This was often met with a discouragement from asking those probing questions. This taught me that in some places, students who are curious, and outspoken about their curiosity are often told to "tone it down". My perspective is encouraging the diverse ways of thinking amongst students in schools promotes agency. When curiosity and critical questioning are nurtured, students are more likely to develop into independent thinkers. They can analyze situations, come up with innovative solutions, and challenge the status quo in constructive ways.

Totally agree! Students should always feel they are in a risk free and supportive environment. Students do better when they have accountability for their work~ choice is an important factor, as well.

Creo que en educación se debe trabajar constantemente con distintos tipos de perfiles socioparticipativos por las condiciones que han formado la personalidad y carácter de cada estudiante. Sin embargo, en todos y todas podemos encontrar factores comunes como son el deseo de ser escuchado, valorado, tratado con respeto y dignidad. Desde ahí es que ya hay una ventaja frente a una experiencia de aprendizaje, porque cuando como docentes somos capaces de hacer sentir a quienes aprenden importantes, aceptados, apreciados, capaces, inteligentes, competentes, hábiles y necesarios, se podrá obtener de ellos una participación activa, compromiso, sentido de pertenencia, interés y gratificación, por lo cual el mayor desafío está en el líder pedagógico.

SEL has always taken place in schools. At the elementary level this is what we’ve done in morning meetings~ we just didn’t have a “name” for it. It is very important for students to understand their emotions and to teach them how to communicate how they feel and how to react accordingly.

By incorporating SEL, schools can create a nurturing environment that values diversity and encourages lifelong learning. SEL fosters a school culture where students feel respected and valued, essential for diversity and inclusion. IIt teaches understanding and respecting different perspectives, fostering empathy and better relationship skills. Students learn about their emotions and behaviors, aiding personal growth and responsible decision-making and engaging families and the community in SEL promotes broader support for diversity and inclusion.

SEL will help these learners develop personal and social skills that will help them succeed. Learners from low income schools really need SEL so that they won't develop a negative outlook about life

Este punto es fundamental ya que en las escuelas emplazadas en sectores vulnerables es posible encontrar un alto porcentaje de estudiantes que sufren algún tipo de abuso, maltrato y/o negligencia, por lo cual es muy común encontrarse con estudiantes con desregulación emocional, con secuestro amigdalar y sin herramientas para hacerle frente. Además de eso son personas que han crecido, en su mayoría, entendiendo la violencia como un medio válido para la resolución de problemas, donde además se traspasan los límites personales y ajenos debido a la naturalización de hechos como el hacinamiento en el que viven y el narcotráfico que arrasa con todo, sin empatía.

The integration of Social and Emotional Learning (SEL) in schools is important as it promotes skills beyond academics, such as empathy, social skills, emotional self-management, and responsible decision-making. Some ways to integrate SEL in schools include SEL curriculum, creating a positive environment, mentorship programs, teacher training, assemblies and community activities, positive conflict resolution, collaborative projects, formative SEL assessment, parental involvement, and modeling by the teaching staff. Integrating SEL contributes to a more positive and collaborative learning environment, preparing students to face social and emotional challenges throughout their lives.

Schools connecting with communities can be a reciprocal relationship. 80% of the scholars are economically disadvantaged in the district I serve. When our students are engaged with the community, they're exposed to opportunities outside the classroom that promote personal development that will continue past graduation. They're exposed to different cultures and ways of thinking. It also encourages them to become active and informed citizens who pour back into the communities that once helped them.

By connecting with the community, schools in high-poverty areas can enrich their educational offerings, promote a sense of belonging, and prepare students for diverse and inclusive environments. Inviting local leaders and experts to speak at the school can inspire students and provide diverse role models. Participating in or hosting cultural events enhances students' understanding and appreciation of different cultures, promoting diversity and inclusion. Schools can partner with local businesses, non-profits, and community groups. These partnerships can provide resources, mentorship, and real-world learning opportunities for students. More importantly, schools should actively involve families in their children's education.

Many community resources are available to schools but underutilized because of little awareness. If you find an enrichment program or organization in your community that you want your students to be a part of, start by asking questions! Never assume funding is a barrier to access! Many organizations have resources to support Title 1 schools or can access grant funding for specific programs. Think of the community as a partner rather than a resource. Reach out to programs you are interested in and ask how you can work together for the benefit of your students. Be willing to be involved from the start and don't be afraid to be told no from time to time, not everything will be the right fit. You'll be surprised if you just ask!

The ability to create social connection and work with those around us is the skill of the future. Building empathy, human understanding and connection is one of the few things AI cannot do. Those who can navigated and harness the power of this are those who are destined for future success. This can be created and fostered in the classroom with little to no resources, just a creative and reflective facilitator and curious minds are required.

Yes, this is helpful. Schools with little or no resources can collaborate if they are located in the same geographical place. They can collaborate to set up projects for learning such as science labs and libraries. These will be accessible by all the partner schools. It's a great was of building via collaboration

Technology and AI cannot be ignored and we cannot hide from it. School policies that ban the use of AI or the use of mobile phones are backward thinking based policies that are quickly becoming obsolete. We need to harness the power of the technology that all students hold in the palm of their hands and teach them to be responsible, ethical and empathetic users of this technology. Even in the most socio economically deprived areas of the UK- statistically speaking 98% of 16-18 year olds have a mobile phone, therefore almost all students have a mobile phone, this is access to technology that should be leveraged and harnessed

Especially after the pandemic, the importance of digital learning in schools emerged with a rapid evolution. In this century, it is necessary to adapt to the faster learning journey by including digital learning tools. Otherwise, using only traditional learning tools may alienate students from schools.

La tecnología es una herramienta realmente útil y fascinante para mejorar la calidad de la educación en las aulas, siempre que se haga un uso responsable de los dispositivos.

High-poverty schools demand a tech-driven approach for universal accessibility. Public spaces like libraries serve as key hubs for equitable tech access, fostering lifelong learning and diversity. Teachers play a crucial role, designing enriching extracurricular activities beyond classrooms. These, delivered through varied media, meet immediate learning needs and cultivate a broader ethos of diversity and inclusion. Tech adoption aims to address disparities and instill a mindset of continuous learning. From interactive videos to diverse reading materials, the approach transcends economic barriers, ensuring every student thrives in the pursuit of knowledge.

Please, schools with high poverty rates can not afford to get EdTech tools.. It's up to stakeholders in the Education sector to provide these tools to them. With it, learning becomes easy and students can be taught how to use these tools ethically and responsibly.

Universal Design for Learning (UDL) ensures that educational materials and methods cater to diverse learning needs, empowering students facing socioeconomic challenges. By providing multiple means of representation, engagement, and expression, UDL accommodates varied learning styles, enabling personalized learning experiences. This approach cultivates a culture of inclusion, where every student, regardless of background, can access, participate, and succeed in their education. In high-poverty schools, UDL becomes a catalyst for breaking down barriers, promoting equity, and instilling a love for learning that extends beyond the classroom, nurturing skills essential for lifelong success.

Build rapport with the students. This will not only allow inclusivity, but it will also promote social and emotional learning. Safeguarding the students are the utmost priority in every child's development.

My 1,500 students enrolled in barrio pre-K through 8th grade bilingual academy, prticipated for 16 years in I partneship I forged with President Charles Guengerich at Wright College in Chicago. Dr. G. mentored one of my students who later taught on my faculty. Yearly my 3rd and 7th graders spent a full day on the college campus where they were celbrated by the campus' student organizations. Our new year faculty development day was hosted and toasted on the higer ed campus. Viva Wright College!

Check out the enthusiasm, guidance and inspiration the administration and faculty of Our Lady of Tepeyac High School in Little Village have been instilling in hundreds of girls for over 30 years in great part due to their President, Joni Thompson. It’s all about the day to day engagement and the competent expertise to inspire young people to want to learn and find the drive within themselves while pointing them to knock on the right doors.

The main thing needed - honesty. Your students should know their teacher- the classroom should be a family and trust should be the foundation. Know your students - know their fears- know their goals- and then push them towards them, while developing self esteem and coping mechanisms for their future as an adult. Don’t sugar coat and spoon feed them by enabling a weak mentality for being poor. Circumstances change. Each child is not their financial station- that is something their parent (s) placed them in by their decisions NOT the child’s. Students NEED to know that! As a child, raised in poverty, the best things my teachers did was SEE me not my dirty hand me down clothing - They fed my belly and enriched my mind!