Research, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow by addressing students’ comprehensive needs through the shared responsibility of students, families, schools, and communities. – ASCD, Whole Child Initiative

Attending to Equity

Remote learning that promotes equity and access is responsive to students’ individual and collective lived experiences while building upon students’ funds of knowledge. It contributes to an individual’s engagement, learning, growth, and achievement through the cultivation of relevant learning experiences.

Essential Criteria

  • makes education accessible to all students;
  • is co-constructed by students, families, community, and schools;
  • affirms racial and cultural identities to foster positive academic outcomes;
  • develops students’ abilities to connect across cultures;
  • empowers students as agents in their own teaching and learning;
  • anticipates and designs the education experience around and in response to particular social and cultural differences.

Source: NYU Metropolitan Center for Research on Equity and the Transformation of Schools


  • Velicia Humes, EdD
  • Rosalyn Shahid, PhD
  • Virginia Winters

Instructional Resources – Whole School, Whole Community, Whole Child

Ensuring student health, safety, and support first can lead to better outcomes for engagement and challenge. Thus, the resources below are organized into categories based on the Whole School, Whole Community, Whole Child Model from the Michigan ASCD and the National ASCD. Resources curated to share directly with families sheltering in place can be found on the Family Resources page.