Sentences with phrase «adults at school»

Assure him that you, his teachers, and the other adults at school care about him and will do everything possible to keep him safe.

Do you think 60 percent of students at your school would say that adults at their school try to stop bullying and harassment?

It's about young people feeling disconnected from their peers and from teachers and other adults at school.

Remember, your child's classroom teacher is not the only important adult at school.

These meetings also lay the foundation for the types of relationships that make students believe that adults at school really do care about them.

The good news is that these students can be reached by the right kind of mindset by adults at every school.

Maybe you have trusted adults at school or in the community.

Less than two thirds of students report that adults at their schools try to stop bullying and harassment.

Often, the difference between a student who graduates from high school and goes on to college and one who does not is a relationship with a caring adult at school who knows him well, believes in his ability to succeed, and will not let him fail.

Unlike in younger years, the self - image of kids in the middle grades increasingly derives from their social interactions outside the home — how they present themselves, how they imagine that others see them, how their peers interact with them, and how adults at school treat them.

But Navarro sees that changing, a shift he credits to building a network of adults at the school and within the community who work collaboratively to help even the most challenged students succeed.

Research has often validated that the success and resiliency of students can be attributed to students» sense of safety in school — protected from physical or psychological threat — and their recognition of positive and appropriate relationships with adults at school.

He secured one of the toughest gun safety laws in the country, astonishing even his supporters by expanding the state's assault weapons ban in a matter of weeks after a gunman killed 20 children and six adults at a school in Newtown, Conn..

Data from the 2014 — 15 school year showed that high schools that had low A — G completion rates correlated with whether or not students reported that they believe most adults at the school expect them to go to college.

The school focuses on ensuring that all students receive consistent, high - quality instruction and have strong, caring relationships with multiple adults at school through a combination of small - group instruction, online learning, and four main teaching roles: instructional coach, mentor teacher, career teacher, and resident teacher.

Often, the difference between a student graduating and going to college and a student not finishing school or going on to college is the relationship that student has with just one adult at school who knows him or her well, believes in the student's ability to succeed, and will not let him or her fail.

But Navarro sees that changing, a shift he credits to building a network of adults at the school and within the community who work collaboratively to help even the most challenged students succeed.

While she was able to speak with her peers in small groups, she was never able to speak to an adult at school and was never able to participate in Tell and Show.

In a recent survey of sophomores at the high school, 84 percent indicated that they knew an adult at the school to whom they could go with a problem.

But I also agree with this commenter that if the adults at a school were required to eat lunch in a heated room while swathed in down and wool, they might suddenly find another way.

Students saw without a doubt that the adults at school, not just classroom teachers, cared for even the most troubled student, and that being absent didn't mean being invisible.

* How the adults at school work together is as important as individual competence: lasting change begins with the adult community.

Among students who had fun with their family most days, the likelihood of being in the group with higher life satisfaction was much greater if students also reported that a teacher or another adult at their school believed that they would be a success.

Who are the adults at school?

An unusual survey, designed by high school students and administered to their peers in five large cities, has found that most urban teenagers are eager to learn, but don't believe that adults at their schools are interested in what they have to say.

There's still work to do, says Duvall, pointing to the need to improve test scores and the results of last year's Student Climate Survey, in which 18 percent of Cold Springs students reported that they believed an adult at school wouldn't notice if they were absent, and 40 percent said that teachers didn't understand their problems.

Almost every adult at the school serves as an adviser to ten students, meeting at least weekly with the group and keeping each advisee for all four years.

As Portell says, these students know «every day they come in this building that somebody's excited to see them,» and feelings of safety and attachment to even one adult at school can improve a child's ability to cope with adversity.

Ensure that every student feels that he or she has a trusting relationship with at least one adult at school.

They say that they are confident that adults at the school would deal with bullying, if it did occur, promptly and effectively.»

When asked about how adults at their school respond to bullying and harassment, only 60 percent of students report that adults at their school try to stop bullying and harassment.

The least common strategy was telling an adult at the school.

and «The adults at my school care about me.»

If students attending Maya Angelou learn nothing else, every educator, and every adult at the school who crosses their path plants in their minds and hearts the idea that they have control in directing their futures.

What if, instead of replacing the adults at the school, we changed the mix of students, rebalancing enrollment so that the school does not serve a concentration of the most disadvantaged students?

The stereotypes and biases we are exposed to can affect the way students are viewed; left unchecked, students of color are disproportionately disciplined, left behind academically, and are overwhelmingly represented among the students who can't identify a single caring adult at school.

If we applied the 2013 - 2015 California Healthy Kids survey statistic to the 6.2 million students in California, that would mean over 2 million students would not be able to identify a single caring adult at school.

Instead, she encouraged school leaders to set targeted, manageable goals — for instance, increasing the percentage of students who report feeling that there is an adult at school they can talk to, or increasing the number of positive responses on the school climate survey.

Every year, we reach over 5,000 children and adults at schools, Boys and Girls Clubs, daycares, libraries, civic clubs, and residential facilities for elderly or disabled throughout our community.

It is also critical to reassure children that parents and adults at their school «are going to do everything we can to make you safe,» Gurwitch added.

Logistic regressions (controlling for age, gender, race / ethnicity, family structure, academic performance, and depressive symptoms) suggest that family connectedness was a stronger predictor than connectedness to peers, school, or adults at school for non-suicidal self - harm, suicidal ideation, suicide plans, and non-fatal suicidal behavior.

Other children with reactive attachment disorder charm the adults at school.

While you might feel embarrassed or awkward, adults at the school can be a big help in giving your child the support s / he needs during this difficult time.

As Portell says, these students know «every day they come in this building that somebody's excited to see them,» and feelings of safety and attachment to even one adult at school can improve a child's ability to cope with adversity.