Chapter 2: The “whole child” movement seeks to improve learning by first meeting children’s basic needs for such things as health care, a safe environment, and social-emotional support. But there’s no silver bullet for solving the complex trade-offs among education, health, housing, and other social dimensions across academic disciplines and policy spheres. Tailored support has been shown to help in some instances, but it can’t replace the value of strong academic programming.
About the Author
Maria D. Fitzpatrick is professor of economics and public policy in the Brooks School of Public Policy at Cornell University. She is codirector of the National Data Archive on Child Abuse and Neglect, research associate at the National Bureau of Economic Research, and an affiliate in the CESifo Research Network. Her research focuses on child and family policy, particularly education.
2. A Survey of Whole-Child School Reforms by Hoover Institution on Scribd
