Children grow and learn better when they are born healthy and practice healthy habits throughout childhood, including proper nutrition and exercise, and have access to high quality learning opportunities. Healthy and well-nourished children are more able to develop their minds and bodies as they should, and they are far more capable of concentrating, learning and thriving throughout their school years.
In contrast, children born from unhealthy pregnancies, who don’t have access to quality health care and opportunities to learn and develop are much more likely to suffer developmental setbacks that will put them behind their peers even before they reach kindergarten. These setbacks also occur when children are raised in highly stressed home environments that do not offer adequate health care services or guidance on proper diet and exercise.
The educational consequences include falling even further behind because they miss too much school, or struggling to concentrate in class because they feel sick or hungry, are unable to see properly for lack of vision screening, or are hurting from unchecked ear infections or dental problems.
From life’s first starting line of birth, young people who are immersed in healthy environments that allow them and their parents to stay focused on meeting developmental milestones and make healthful life choices are far more likely to stay healthy and grow to their full potential.
A growing movement dedicated to the social, emotional, and academic well-being of children is reshaping learning and changing lives across America. On the strength of its remarkable consensus, a nation at risk is finally a nation at hope. Find out more and get involved.
Using Policy to Create Healthy Schools provides state-by-state and issue-specific analyses of how state laws address the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child (WSCC) model
This brief introduces a Trauma-Informed Policy Framework to Create Supportive Learning Environments to help state officials create supportive learning environments that meet the needs of students ...
I'm Going Back: The Re-Engagement Experiences of Tucson Youth was authored by Shannon Varga, Max Margolius, Catalina Tang Yan, Anna Skubel, Marissa L. Cole, and Jonathan F. Zaff, at the Center for Promise. This research is part of GradNation State Activation, an initiative of the GradNation…
Policymakers increasingly recognize that social and emotional development plays a critical role in students’ ability to learn, and are enacting policies to encourage the integration of social and emotional learning (SEL) into school curricula.