Academic skills are not the only thing a child needs to succeed in life. What else is necessary and how can it be cultivated? How do we strengthen adult capacity and commitment? How do we address the power imbalances that keep us tethered to old definitions of learning?
Drawing on research from several fields in addition to theory and practice to identify building blocks for life success, the Foundations for Young Adult Success Framework, developed by the University of Chicago Consortium on School Research, establishes a framework to help answer these questions. The Framework remains essential to our thinking as new concepts and terminologies emerge and clash, especially around Social and Emotional Learning (SEL).
In this session, the Forum’s President & CEO Karen Pittman spoke with Camille Farrington, one of the chief architects of the framework, to explore how the framework remains critical to our efforts to put children and youth at the center and address equity.
In her own words, Camille’s work “really centers on the importance of how young people experience and make meaning of school, or whatever learning setting they’re in, and how that meaning that young people make not only has huge implications for whether or not they choose to engage in learning, but it also has big implications for their long term development and their sense of who they are.”