Sentences with phrase «if young people in our schools»

Not exact matches

If you are a parent of a high school student or a high schooler yourself, ensuring these skills are well understood and engrained will help any young person better succeed in personal -LSB-...]

People have the right to leave church and organized religion, they have a right to question an institution that will do anything to save face even if it means letting children be harmed (and trust me, there are Priests that have issues with girls - my mom when to an all girls» Catholic school in the 60s and talks about how many of the priests used to «hang out» with the young girls out and girls have been abused), churches that are not practicing social justice.

«If both job opportunities and education places continue to be squeezed, teachers will face a tough challenge to keep young people in school motivated to achieve the continued levels of success we have seen over recent years.

«I was impressed with what Stephon's brother Stevante said that how proud he was of Sacramento, of his city, how people turned out and made this case a national one and brought attention because I think too often, our elected leaders, they will talk about things when it's a lot of children in a school, but when it's young black men of color who are being shot by the police unarmed... I think if we're gonna say black lives matter, we have to mean it, and we have to implement change,» she continued.

But Dr. Shannon Vincent, principal of Trent Lott Middle School in Pascagoula, Mississippi, believes she is falling short as an educator if she does not engage young people in community service.

And so, while a huge ideological gulf separates the sex - edcamps, the fundamental message isn't altogether different.ISIS recently sponsored a contest asking young people to makedigital videos about their sex - ed experience in school, and fromseventy entrants, two themes emerged: First, if schools teachanything, it's that «Sex equals death.»

Play Unified is just one shining example of the role that school sport can play in changing young people's outlook, if they are empowered to drive that change.

We took the four scenarios and we asked ourselves the question: «If these futures do come true in 2028, then how are we going to, as a school, prepare our young people to be balanced global citizens?»

«If the UK is to remain globally competitive, we need far more young people leaving school with a good grasp of Mandarin in order to successfully work abroad or for businesses here in the UK.

If we in schools want to foster and develop the natural talent of our brightest ICT students, turning smart young people from technology users into technology doers, we need to do it together.

If we can lay out clear objectives for our pursuit of coding excellence, as well as establishing a strong support network for teachers and schools, we will be able to begin teaching computing in a way that truly benefits young people.

And if there's one thing our schools must accomplish, it's to make sure that all of our young people are ready to participate fully in our democratic life.

Young people are more apt to act in defence of a bullied student if the school has a positive sense of community and they feel connected to it (we don't do things like that around here), they are empathic and have strong friendships, strongly developed value systems, or believe their parents would expect them to do it.

Lifelong learning arrangements, particularly those in informal and non-formal settings, can confer a number of benefits: they can provide people who live in countries that do not have universal education with access to learning opportunities on a continuous basis; they can address the problem of conventional formal schooling being too far removed from local cultural and social environments; and they can alleviate economic hardship, particularly for young people in developing countries who may experience strong pressures to earn income to help support their families or, particularly if they are girls, to take on significant responsibilities at home (1, 4).

Fiona Smith, RCN professional lead for children and young people's nursing, commented: «It would be completely unjust if a child couldn't participate in school life because of their health condition.

Dr David Armstrong, PwC partner and one of the authors of the independent report said the review provided evidence that the activities of the Achieving Schools programme were effective: «If we focus on wider outcomes, such as improving self - esteem and confidence, and interventions that seek to address poor behaviour, these can contribute to achieving emotional intelligence in children and young people.

But what if the point of charter schools is to dramatically raise student achievement and close the achievement gaps so that all young people have a chance to participate in our democracy and economy?

«However, more capacity is still needed if we are going to reduce the distance young people are having to travel to school and meet the needs of the rising number of children being diagnosed with autism in Essex.»

«The key issue is that schools look at each case and each pupil and put in place the appropriate support, not only for the young people but also their families if there is a pattern of absence which gives the school concern.

If the resources in our schools and classrooms do not match the excellence of our teachers and young people, we do them a great disservice.»

In his blog The Elephant In The (Staff) Room — Why We Need To Talk About Teacher Wellbeing (The Huffington Post, 14th March 2017), Nick Haisman - Smith, Chief Executive at Family Links and the Nurturing Schools Network, makes the point that «it is impossible to support the social and emotional health of young people, if we as teachers do not attend to our own emotional health».

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

Young people will always act impulsively and they will make mistakes but schools can have frank and open conversations about the snags of social media and if this can start in primary school, all the better.

«If I left the story here,» Campbell writes, «it might appear that homogeneous communities have it all — utopias where homes and schools combine to inculcate in their young people the «habits of the heart» [the phrase is Robert Bellah's, from Tocqueville]... that lead to a lifetime of civic involvement.

Mayor Seeks to Overhaul Vocational High School Boston Globe, January 17, 2012» «If we can elevate Madison Park to its potential, we're going to help many young people to succeed in the job market,» said William Symonds, director of the Pathways to Prosperity Project at Harvard's Graduate School of Education, who led a team of two dozen state and national specialists that examined Madison Park.

«The rise in referrals doesn't necessarily mean that more children and young people are being radicalised, but that school staff are now clearer about what to do if they are worried that a pupil is at risk.»

Please contact us if you would like to donate new books, create a book drive at your workplace or school, or participate in a literacy event giving books to young people.

In this, the last in a series of free discussions about key education issues, our panel will address which arrangements best support innovation in education and whether the focus should be on saying which schools and colleges are effective or if we should concentrate more on helping every institution improve what it does for young peoplIn this, the last in a series of free discussions about key education issues, our panel will address which arrangements best support innovation in education and whether the focus should be on saying which schools and colleges are effective or if we should concentrate more on helping every institution improve what it does for young peoplin a series of free discussions about key education issues, our panel will address which arrangements best support innovation in education and whether the focus should be on saying which schools and colleges are effective or if we should concentrate more on helping every institution improve what it does for young peoplin education and whether the focus should be on saying which schools and colleges are effective or if we should concentrate more on helping every institution improve what it does for young people.

Participating in out - of - school time (OST) programs can be transformational in the lives of young people, but only if the efforts are high quality.

In our changing economy, it's increasingly clear that the young people of New Orleans today must have an education that goes past high school if they are to have a place in the workforce of the futurIn our changing economy, it's increasingly clear that the young people of New Orleans today must have an education that goes past high school if they are to have a place in the workforce of the futurin the workforce of the future.

But surely if schools want to encourage critical thinking in young people, teaching needs to go beyond symbols and stereotypes.

If you are leading or participating in a school - based program that helps young people explore teaching — in secondary or postsecondary — consider joining Educators Rising to connect with peers and experts around the country who are focusing on the same issues and challenges.

«I know if we truly want to help young people reach their college dreams, we need to support our school counselors,» First Lady Michelle Obama said in a video played to attendees during the event, as quoted in the U-T San Diego.

If we are really committed to ensuring that all young people have access to a good education, we need to improve the quality of schools, particularly in the north and coastal areas.»

At times it feels as if the school is working in a vacuum to support young people living in poverty or near the poverty line.»

This is where we want to put our attention if we are to help young people be successful in school: learning how to deal with our own feelings so we can better help young people deal with theirs.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

What if every young person in America finished high school prepared and inspired to achieve their most ambitious dreams and plans?

Broadly speaking, the idea is that if more kids graduate from high school, and achieve higher scores on standardized tests, then more young people are likely to go to college, and, in turn, land jobs that can secure them spots in the middle class.

«I know if we truly want to help young people reach their college dreams, we need to support our school counselors,» first lady Michelle Obama said in a video played to attendees Monday morning.

But if we focus on academics alone, we fail to understand that young people develop, as we previously discussed, across multiple domains, and we fail to see that it is the responsibility of the school, family, and community, working in concert, to fulfill the necessary conditions for learning (for more on these conditions, see the «Conditions for Learning» box on the right).

If the purpose of these systems is to continuously improve our schools and to provide the very best for the young people in them then it is vital that the systems are fit for purpose.

«It is clear that many schools and colleges need additional support if we are to ensure every young person, regardless of background, receives the life - changing advice and inspiration that they need to fulfil their potential and succeed in life.»

Following a longitudinal study, NFER produced a case study report which found that if school - based programmes are put in place to support students aged 14 - 16 at risk of temporary disconnection from learning, then the young people's attitudes to school can be improved over time.

For example, if you're a photography dive club, we will assign you our best spotters; and groups of school children will be taught by instructors experienced in working with young people.

If you work with children or young people up to age 25 in any setting (arts organisations, youth centres, schools and more), why not start delivering Arts Award?

For children younger than that, Gurwitch recommended initiating the conversation by saying, «There was a very sad thing that happened at a school in Florida today, it is very sad because people were hurt and people were killed, and I just want you to know about it if you hear kids talking about it at your school, and if you have any questions, you can talk to me.»

It makes no difference if a young person is in high school, working, pursuing higher education or unsure of their next step - we aim to treat each individual case with respect and consideration.

If there's a new single - family home for sale near a great high school or a new neighborhood park, send that information to the families in your network vs. a young single person.