Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to s...

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Autores principales:	Sandra M. Chafouleas, Emily A. Iovino
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	whole child equity multi-tiered frameworks prevention science developmental systems approach ecological systems framework Psychology BF1-990
Acceso en línea:	https://doaj.org/article/18c19d84bae34fa0a2295c80351095cd
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spelling	oai:doaj.org-article:18c19d84bae34fa0a2295c80351095cd2021-12-02T14:25:37ZEngaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools1664-107810.3389/fpsyg.2021.758788https://doaj.org/article/18c19d84bae34fa0a2295c80351095cd2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.758788/fullhttps://doaj.org/toc/1664-1078Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.Sandra M. ChafouleasSandra M. ChafouleasEmily A. IovinoEmily A. IovinoFrontiers Media S.A.articlewhole childequitymulti-tiered frameworksprevention sciencedevelopmental systems approachecological systems frameworkPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	whole child equity multi-tiered frameworks prevention science developmental systems approach ecological systems framework Psychology BF1-990
spellingShingle	whole child equity multi-tiered frameworks prevention science developmental systems approach ecological systems framework Psychology BF1-990 Sandra M. Chafouleas Sandra M. Chafouleas Emily A. Iovino Emily A. Iovino Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
description	Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.
format	article
author	Sandra M. Chafouleas Sandra M. Chafouleas Emily A. Iovino Emily A. Iovino
author_facet	Sandra M. Chafouleas Sandra M. Chafouleas Emily A. Iovino Emily A. Iovino
author_sort	Sandra M. Chafouleas
title	Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
title_short	Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
title_full	Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
title_fullStr	Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
title_full_unstemmed	Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools
title_sort	engaging a whole child, school, and community lens in positive education to advance equity in schools
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/18c19d84bae34fa0a2295c80351095cd
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Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

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