Elementary principals most frequently want professional development on whole child education, with rural principals especially likely to want physical and mental health content¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Principals most often wanted content on supporting students’ social-emotional development (83%), developing systems supporting children’s physical and mental health (82%), and creating an environment that develops responsible young people (76%). → Levin 2020 q2 i? Significantly more rural principals (87%) than city principals (70%) wanted professional development on developing systems to support children’s physical and mental health. → Levin 2020 (2)

Evidence¶

Levin 2020¶

Levin, S., Leung, M., Edgerton, A. K., & Scott, C. (2020). Elementary school principals’ professional learning: Current status and future needs. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/professional-learning-principals

q2 · i? · associational · r2

Descriptive survey results on wanted professional development (Figure 4); all 23 content options were wanted by a majority, with managing school operations least requested at 51%.

"principals reported their need for content on leading schools in supporting students’ social-emotional development (83%), developing systems supporting children’s physical and mental health (82%), creating an environment that develops responsible young people (76%), redesigning school organization/structure for deeper learning (75%)"

Levin 2020 (2)¶

Levin, S., Leung, M., Edgerton, A. K., & Scott, C. (2020). Elementary school principals’ professional learning: Current status and future needs. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/professional-learning-principals

q2 · i? · associational · r2

Subgroup analysis by community type (Figure 5) reported in the findings section; the article states other community-type differences on whole child items were not statistically significant.

"Significantly more principals in rural communities (87%) wanted professional development on developing systems to support children’s physical and mental health compared with principals in cities (70%)"

Discussion¶

Related Claims¶

• More than two thirds of principals want equity-focused professional development, with significant differences by community type — related
• Most U.S. elementary school principals report access to professional development content identified as important for building leadership capacity — related
• Schools adopting a whole child approach are reported to see improved attendance, engagement, health, and academic performance — related
• Nearly 70% of school principals said they could not meet students' growing pandemic-era mental health needs with existing staff — related
• Over 90 percent of Bristol teachers who participated in student-led mental health PD reported being more conscious of the experiences of students of color in school — related
• Health factors and academic outcomes are linked: meeting nutritional and fitness needs, school-based health centers, and positive school climate are associated with achievement, attendance, and behavior — related
• The WSCC model explicitly incorporates the five social determinants of health and aligns health and education sector goals — related