Boston: Building Resilient and Capable Children - Exploring Innovative Approaches

Boston was a unique environment and opportunity. I had the opportunity to visit and meet with a number of people along with attend locations:

1. The PEAR institute (now called the Institute for the Study of Resilience in Youth, ISRY) where I met with Gil Noam’s amazing and committed team led by Dr Patty Allen

2. Chris Smith from BostonBeyond

3. Outward Bound

4. Boston Chinese Neighborhood Centre

5. The Little Brothers, Friends of the Elderly Team (LBFE) (please see new blog)

6. Attended the Patricia White Affordable apartments for older people to participate in a digital

It was a really busy week in Boston. ISRY provided an amazing start to my week. Dr Patty Allen and her team were generous in spirit and time as they talked through some of the work they are doing. They spoke about three very innovative programmes Edge, Brainy and DOS which are being implementing in out of school hours care services across Boston. A strong focus of the work being conducted is about building the social and emotional development of children.

However, some states have banned programmes which are defined as social and emotional development. I struggled to understand why a state would ban programmes related to social and emotional development. I have read some articles about it, but it is potentially about the politicisation of children's development and linking social and emotional development to critical race theory. I have hyperlinked a number of links at the end of this blog.

The conversations about this with colleagues here in the USA, raised contemplations about language and perceptions.

I know I have “issues with language”. Ask my colleagues! For example I don't like the word ‘kids’ I prefer the word ‘children’. The word ‘kid’ is of mixed origins and for me, doesn't articulate respect for children. I recognise that we shorten words in our everyday conversations and it's also common to say the word ‘kids’ in the everyday vernacular. But in professional language, on radio, TV, in marketing and advertising, giving children respect by using the word ‘children’ or indeed ‘children and young people’, I feel, denotes that, as a society, we respect and regard children and young people.

My other word ‘issue’ is ‘ladies’ and I'm sure some of my colleagues are laughing as they read this now. As a staunch feminist, I often say I am not a lady, I am a woman! The word lady denotes so many layers of societal expectation of how a woman must act, behave, relate and engage. The word ‘woman’ to me, describes equality, respect, empowerment and ownership of one’s own gender.’

1. Equality and Respect: The term "woman" is seen as more respectful and emphasizes gender equality. "Lady" can be perceived as patronizing or infantilizing because it historically implied a certain standard of behaviour and social class. Using "woman" recognizes the maturity and autonomy of individuals regardless of their gender.

2. Removing Gender Stereotypes: The term "lady" is sometimes associated with traditional gender roles and stereotypes, implying certain behaviours or expectations based on societal norms. On the other hand, "woman" is a neutral term that allows women to be seen as individuals with their own unique qualities and characteristics.

3. Inclusivity: "Woman" is a more inclusive term that encompasses all adult females, regardless of their marital status or social standing. On the other hand, "lady" can imply a specific set of characteristics or manners that not all women identify with or want to conform to.

4. Empowerment: The use of "woman" empowers individuals by recognizing their agency and autonomy. It allows women to define themselves on their terms rather than conforming to societal expectations.

Language can play a significant role in shaping perceptions and attitudes. By using "woman" instead of "lady," feminists, like me, aim to promote more accurate and respectful representations of women in society. It's important to note that language is continually evolving, and opinions on these terms may vary among feminists and individuals. Some people might prefer the term "lady" due to cultural or personal reasons, while others might find it problematic for the reasons mentioned above.

My final word on language. What has surprised me in the US is the discussion about young people and how sometimes their colour comes as part of the characterization of who they are so for example “Johnny is a black young man” instead of “Johnny is a young 16 year old man whose resides in XXX area and whose parents….. He comes from a home of XXX social economic status…..”

In my time in the USA, skin colour was a strong defining element of a person. I struggled with how it was used as a descriptor of young people; potentially establishing preset racial views from the get go. The use of colour to describe a person in American English (and in many other cultures) is a form of racial or ethnic identification. It can involve using terms like "Black," "White," "Asian," "Hispanic," (and others) to refer to a person's perceived racial or ethnic background. This practice has historical roots and has evolved over time.

Historically, the United States and many other countries have been characterized by significant racial and ethnic diversity due to migration, colonization, and the slave trade. These historical events led to the coexistence of people with various physical appearances and cultural backgrounds. Using colour terms to describe a person's race or ethnicity often reflects an attempt to categorise people based on their physical characteristics. However, it's essential to note that race is a social construct, and the concept of race is not based on biological or genetic factors. Instead, it is a product of societal attitudes and historical categorizations.

I recognise there is another toss of the coin here and pride of colour and origins is also a context to be considered in the culture of USA. One young woman, a leader of a young person’s program pondered the question and said “but if we don’t acknowledge who people are (i.e. colour), then we are not being honest”. Being proud of being a ‘black woman’ or a ‘black man’ in a positive constructive sense and equalising gender and social status is another construct to consider in the conversation.

I also note that I don’t live in the USA and I have a very superficial understanding of the culture and the personal experiences of the racial tensions and challenges here. I know there is work being done to minimise those tensions and reduce and erase those divides, I hope this work continues and is not hampered. It requires strong thought-leadership and an enduring focus on the world within which we want to live.

While some individuals may prefer to be identified by their specific racial or ethnic background, it can be suggested that using colour-based terms can sometimes be oversimplifying or perpetuating stereotypes. Ideally, individuals should be identified and referred to based on their preferred terms, acknowledging their individual identities and backgrounds. Discussions about race and ethnicity are sensitive and require respect for people's preferences and individual identities. Using language that reflects a commitment to understanding and inclusivity is critical.

Back to ISRY! Is where I met with Patty and her incredibly committed and passionate team of professionals each talking about the projects they were working on and how they were contributing to the capable child. We spoke about some of the themes I'd been considering and they spoke richly about the work they were doing and how they partnered with organisations to enable them to provide a service to children and families. Further to this, they focus on working with staff. By working with staff, building their resilience, staff are able to focus on the resilience of the children. The dual role of care is a strong focus. “If we don’t support them, they can’t support children.”

The Clover Model, a founding conceptual model of ISRY is a well-rounded model which focusses on Social and Emotional Development. It has four leaves, as its namesake suggests. They are:

1. Active Engagement

2. Assertiveness

3. Belonging

4. Reflection

ISRY works ‘at the intersection of development/clinical psychology and education’. Based at McLean Hospital (America’s foremost psychiatric hospital), it was developed to connect proactive, early intervention and prevention research and educational practice.

The focus of PEAR/ISRY is to translate research into practice for educators, families and children. Dr Allen spoke passionately and eloquently on this piece.

Very clearly, the Clover Model is to connect the non-academic elements of a child’s learning to the academic learnings – which is where the capable child thinking comes back into being. The concept behind the Clover Model is that the joining of these two foundations is critical for life and academic success. I would recommend the document hyperlinked for further information.

As per Berlin, educating the whole child, building the capable child is central to the thinking being deployed.

Throughout my trip we have all recognised the depressed social and emotional development environment children have been in, due to COVID and isolation; at ISRY we spoke about the impact these artificial limits had on children and their development.

I queried the role of play. ISRY saw the importance of intentional play in their projects; more referring to is as ‘hands on engagement’, so information is garnered and retained. Patty spoke about the role of physical movement and learning. “children want to move their body, they want to interact with the world around them while they are learning.” One such example was a gamified program called “Brainy” which was focussed on learning about the brain and concussion impacts. Children put a puzzle together, but every so often they had to stop and spin a wheel. The wheel could stop on a positive impact or negative impact and there was a subsequent consequence for that impact. The children worked in teams to complete the puzzle and address the consequences. Through this process, children’s learning about concussion was embedded.

Another program was focussed on girls and engineering. Engagement and Development for Girls in Engineering. A program demystifying engineering and providing an opportunity to enter into or consider engineering and all of its opportunities.

ISRY also have a variety of tools on their website to assist with observations, linkages, engagement and connections.

ISRY work with all forms of out of school hours care and in strong partnership with

Boston Beyond.

Boston Beyond (BB) is an organisation led by Chris Smith. It has been working since 2005 to engage an increasing number of students in summer-time and after school time activities. More than 25,000 students participate annually in after-school and summer learning programs. BB support over 475 programs and schools to offer high-quality out-of-school learning experiences across different grade levels and neighborhoods. The RAND Corporation's extensive national study on summer learning, the largest of its kind, has demonstrated that Boston Beyond's approach yields significant, long-term impacts on student learning. High-attending summer students in their programs exhibited a 25% advancement in reading and math compared to their peers and also showed improvements in social and emotional skills.

Like ISRY, Boston Beyond highlight the value of After school programs because they provide students with an opportunity to develop essential skills and grow socially and emotionally among their peers and supportive adults. Boston Beyond’s evidence is showing that evidence-based after-school programs have been linked to improved school attendance, increased engagement in learning, and higher graduation rates, particularly benefiting students from low-income families who are at greater risk.

Boston Beyond operates as a convener and facilitator, bringing together nonprofit providers, educators, researchers, city leaders, and other stakeholders who share their mission to enhance after-school opportunities for Boston students. The network is guided by four themes: a focus on skills development, program innovation, common measures for tracking progress and outcomes, and professional learning opportunities for program leaders and staff.

In addition to their general work, Boston Beyond has directed special initiatives to address specific areas of concern in after-school practices. These initiatives include strategies for supporting social and emotional learning at the elementary level, expanding STEM programming and fostering STEM career aspirations among middle schoolers, and designing a system for validating students' acquisition of crucial skills in middle and high school.

The organisation employs a comprehensive set of measures to gauge student skill growth and program quality. These measures go beyond standardized tests and cover a range of program factors and learning outcomes, including social-emotional skills as well as incorporating input from students and staff. Partners receive Program Reports for Improvement and System Measurement (PRISM) annually, which compare their performance against research-informed benchmarks and other local providers. These reports help identify strengths and areas in need of improvement, while also enabling the network to identify challenges and successful practices across their programs.

The suite of measurement tools used by Boston Beyond includes tracking student participation, conducting program observations to assess program quality factors, gathering student and staff feedback through surveys to gauge skill development and program quality, and utilizing data to inform curriculum refinements and overall network growth.

The programs Boston Beyond partner with are wide and varied: 50% are on school sites, some are volunteer run, some are intergenerational, some are part of structured organisations such as the YMCA/Boys and Girls.

The difference I have heard here in America is the use of language related to ‘hands on’ and ‘skills-based’ rather than play or play workers. Unlike Australia, the out of school hours services incorporate all of the city’s out of school hours opportunities – museums, sports clubs, dance, marital arts, lacrosse, theatre, visual arts, youth leadership. All types of programs fit within the criteria of OSHC services.

Of note, Boston has a system of bussing children across the city to their school, brough about by the Garrity order in 1974. This commenced as an anti-segregation approach for children but still continues to this day. There is some discussion about the cost of busing and how this money could be invested differently to achieve educational outcomes.

Thanks to Chris, I visited both Outward Bound for young people and the Boston Chinese Neighbourhood Centre. These services were starkly differently from each other.

Outward Bound:

I met with Nikki initially (Chief Education Officer) and then Kelly and Jalen at Outward Bound Boston. Outward Bound Boston, is also known as Thompson Island Outward Bound. It is dedicated to transforming lives through challenge and discovery. Their core mission is to create stronger and more equitable school communities by providing free experiential learning programs that enhance academic success and foster personal growth.

Their research-based programs are designed to combine STEM (Science, Technology, Engineering, and Mathematics), social-emotional learning, and challenge-based learning. By offering a unique blend of academic and life skills education, students have the opportunity to develop essential competencies alongside their academic achievements. By challenging students' minds, hearts, and bodies, the organisation helps them tap into their inner strengths and capabilities, empowering them to realize their full potential.

With a legacy of 200 years of service to children in Boston and a 47-year partnership with the Boston Public Schools (BPS), Thompson Island Outward Bound has been an integral part of the education landscape for over three decades.

One of the outstanding aspects of their programs is that they are funded through a combination of philanthropy and the revenue generated from private events held on the island, making their offerings accessible to families at no cost.

Their programs cater to Boston public middle school and high school students. I had the opportunity to participate in the Green Ambassadors program. In this program, whilst the young people were older, I witnessed the focus on developing both social and emotional development and encourage the building of capability, in a gentle but firm way.

Both Kelly and Jalen had been through the program and were now leaders. Their team and leadership skills were strong and evident The young people listened to both Kelly and Jalen as they gave comprehensive instructions centered around group and collaboration skills, leaderships skills and work activity. Many of the young people who participate in this program come back as leaders because of the familial experience and their exposure to STEM and the outdoors.

The Green Ambassador Program, is a summer employment initiative for high school students in Boston. The program provides paid opportunities for students aged 15 to 18 to work in the green job sector. During their participation, Green Ambassadors undergo a comprehensive learning experience that encompasses various personal and professional skills.

Participants in the Green Ambassador Program gain knowledge and expertise in environmental stewardship, climate change responsiveness, natural resource and facilities management, and technical outdoor skills like camping, paddling, and water safety. The program also emphasizes the development of teamwork, collaborative problem-solving, improved communication, navigating challenges, and gaining self-confidence.

The focus of the Green Ambassador's work revolves around social and environmental justice. They engage in hands-on learning and application of STEM (Science, Technology, Engineering, and Mathematics) skills while also building strong group membership and leadership abilities. Additionally, the program instills a commitment to taking individual and group action to mitigate the impacts of climate change in and around Boston.

The Green Ambassador Program collaborates with industry professionals and community leaders to increase environmental consciousness, promote academic interest, and expand life skills among the participants.

The Boston Chinatown Neighborhood Center (BCNC) stands as a pillar of empowerment for Asian and new immigrant communities, offering a wide array of innovative and family-centered programs and services. At its core, BCNC is dedicated to fostering healthy families, achieving economic success, and contributing to the thriving communities it serves, impacting the lives of over 13,000 children, youth, and adults every year.

One of the cornerstones of BCNC's approach is the value it places on community collaboration. Embracing the collective power of the whole community and forging strong partnerships.

Central to BCNC's philosophy is its holistic approach to empowerment. The center deeply respects and celebrates the strengths of families and individuals, providing comprehensive support for their social-emotional, mental, and economic well-being. Understanding the unique complexities of each family, BCNC takes into account factors such as composition, economic status, racial and ethnic background, immigration history, values, beliefs, and practices.

Diversity, equity, inclusion, and belonging are guiding principles that permeate BCNC's efforts. The organisation values and honors the diverse identities, experiences, abilities, and languages brought by both constituents and staff. Among the many programs that exemplify this commitment, the Red Oak After School and Summer Program stands out as it provides licensed out-of-school time childcare for children aged 5-13. Through this program, BCNC nurtures children's growth through literacy and arts education in a multicultural and multilingual environment, encouraging creative expression while fostering academic skills, social-emotional development, and language proficiency.

During my visit to BCNC, I had the privilege of meeting with Bithaus and Harry to explore the challenges and opportunities in Out of School Time for their organisation. One of the challenges they face is the building's age and structure, as well as the task of attracting and retaining quality educators. While the lack of an internal playground presented obstacles, the center's shared space with other BCNC services added to the complexity. Despite these challenges, the commitment of the dedicated staff to the children's growth and development was a strong focus.

BCNC's staff, comprising group leaders and assistants, undergo thorough background checks to ensure a safe environment for the children. However, attracting and retaining staff remains an ongoing challenge due to salary concerns, long/unusual hours, and the diverse needs of the children. The lack of a clear professional identity and pressure to assist with homework completion also contribute to the complexity of the role. Yet, amidst these challenges, BCNC remains a place where children form rich connections with their peers, particularly within the multi-linguistic and cultural tapestry of the community.

The focus on social and emotional development is at the heart of BCNC's ethos, with a strong arts and education curriculum driving the program's impact. However, the ongoing challenges of funding and resources hinder the realisation of their vision for an even bigger and better program. One poignant expression of the children's experiences was conveyed through a K-Pop quote that captured the feeling of life's grind: "Oh my God, Why is there so much work, OMG, why is there so much work, OMG." This heartfelt sentiment illustrates the long days and pressures faced by the children and staff alike.

Noting the above comment, BCNC, continue to be dedicated and strive for excellence, creating a nurturing space where families, children and individuals can thrive.

Conclusion:

The blog post provides a reflection on my visit to Boston, where I had the opportunity to meet with various organisations and explore different approaches to child development and education. The focus in Boston was on social and emotional development and building a capable child through skills-based afterschool learning. The organisations highlighted in the post, including the Institute for the Study of Resilience in Youth (ISRY), Boston Beyond, Outward Bound, and the Boston Chinatown Neighborhood Center (BCNC), all of which play crucial roles in supporting children's growth, well-being, and academic success.

Reflection Questions:

1. What were the main themes and concepts discussed in the blog post? How do they connect to your own experiences and beliefs about child development and education?

2. The use of language was a topic in the post. How does language shape our perceptions and attitudes toward children, gender, race, and ethnicity? Have you encountered similar discussions about language in your own community or workplace?

3. How do the programs and initiatives described in the blog post (ISRY, Boston Beyond, Outward Bound, BCNC) address the social and emotional development of children? How important do you think these aspects are in a child's overall development?

4. How do you, and your colleagues conceptualise a capable child?

5. What do you do, in your programming to build capability in children in your Out of School Hours Care service?

6. The blog post touches on the challenges faced by these organisations, such as funding, staff retention, and resource limitations. How do you think these challenges impact the effectiveness of the programs and services offered to children and families?

7. The post mentions the focus on STEM education, social-emotional learning, and challenge-based learning. How can these approaches be integrated into traditional educational settings to better support students' academic and personal growth?

8. Consider the discussion about using colour-based terms to describe race and ethnicity. What are your thoughts on using such terms? How can we approach discussions about race and ethnicity in a respectful and inclusive manner?

9. The blog post mentioned the debate over banning social and emotional development programs in some states. What are your opinions on this matter? How can we strike a balance between addressing children's emotional needs and avoiding potential politicization of education?

10. Based on the information in the post, what similarities and differences do you notice between the educational and out-of-school programs in Boston and those in your own community or country?

11. The blog post briefly touched on the impact of COVID-19 on children's social and emotional development. How do you think the pandemic has affected children's well-being and learning, and what measures can be taken to address these challenges?

10. After reading about the different organisations and programs, which one resonated with you the most, and why? How can the insights from these organisations be applied to enhance child development and education in your own context?