Whole child, whole teacher: leadership for flourishing primary schools

The Whole Child

When the Scott Report on the training of staff in training centres for the mentally subnormal was published in 1962, it marked an already discernible turning away from a mainly medical concept of care and occupation for the severely subnormal, towards an educational concept of maximum development for the individual. 'Education', it said, '... does not exclude useful training but, on the other h...

Using the Whole School, Whole Community, Whole Child Model: Implications for Practice

BACKGROUND Schools, school districts, and communities seeking to implement the Whole School, Whole Community, Whole Child (WSCC) model should carefully and deliberately select planning, implementation, and evaluation strategies. METHODS In this article, we identify strategies, steps, and resources within each phase that can be integrated into existing processes that help improve health outcom...

Teacher education: a whole organisation approach

This discussion paper aims to stimulate debate, and maybe research, into the pivotal role of managers in securing high quality teacher development within the Further Education System. The quality of teacher education, initial and continuing, has an obvious impact on the confidence and competence of teachers and therefore on the quality of teaching & learning. Teacher education, however, needs t...

Transforming Leadership with Whole Brain® Thinking

Placing Students at the Center: The Whole School, Whole Community, Whole Child Model

BACKGROUND Students are the heart of the Whole School, Whole Community, Whole Child (WSCC) model. Students are the recipients of programs and services to ensure that they are healthy, safe, engaged, supported, and challenged and also serve as partners in the implementation and dissemination of the WSCC model. METHODS A review of the number of students nationwide enjoying the 5 Whole Child ten...