Family, community, and student engagement as full partners in SEAD policy and practice¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief holds that strong partnerships between educators, students, families, and communities are essential for SEAD: when educators engage the communities they serve, they gain deeper understanding of students' strengths, identities, and needs, which fortifies relationships and increases academic success. It recommends centering the voices of students of color, their families, and marginalized populations in policy and practice decisions.

Design Implications¶

Context¶

Requirements¶

• Structures for voice in state-level decisions, such as a student advisory council and a parent and community education and involvement advisory council

Constraints¶

• The brief notes Massachusetts should still require engagement training for teacher and leader certification and report school-level disaggregated engagement data

Target Learners¶

• P-12 students, particularly students of color and students from low-income and marginalized backgrounds

Target Learning Goals¶

• Deeper educator understanding of students; stronger relationships; increased academic success

Related Strategies¶

• Engage students, families, and communities as full partners, centering marginalized voices in policy and practice decisions
• Center student, family, and community voice in policy and practice decisions
• Six recommendations for school and district leaders to create equitable SEAD learning environments
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments

Examples¶

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Key Sources¶

• The Education Trust. (2023). How Does Massachusetts Support Students' Social, Emotional, and Academic Development (SEAD)?. EdTrust.org. https://eric.ed.gov/?id=ED630071