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ROBINSON  \nBy Pamela Cantor  \nE  \nducation has long been central to the promise of the United States of America. But our current education system has never been designed to promote the equitable opportunities or outcomes that our children and families deserve and  \nthat our democracy, society, and economy now need. The people who built the education system in the 19th and 20th centuries believed that talent and skills were scarce. They trusted averagesas measures of individuals. And many of their educational beliefs were grounded in racist stereotypes that deemed only some children worthy of opportunity. These beliefs influenced the learning and development ecosystem beyond school as well, such that access to high-quality enrichment opportunities were more often a reflection of wealth and zip code than need or interest.  \nPamela Cantor, MD, is the founder and senior science advisor of Turnaroundfor Children; she is also a governing partner of the Science of Learning and Development Alliance and a visiting scholar at the Harvard Graduate School of Education. As a child and adolescent psychiatrist for nearly two decades, she saw the impact of concentrated poverty and the need for new systems and supports in schools and communities to foster healthy learning and development. Cantor’s scholarship focuses on synthesizing research from multiple disciplines to bring meaning and actionable insights to whole-child development—especially for children in chronically under-resourced neighborhoods. This article is adapted from Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach, by Pamela Cantor, Richard M. Lerner, Karen J. Pittman, Paul A. Chase, and Nora Gomperts (Cambridge University Press, 2021).  \nCOVID-19, the resulting recession in the service economy, and ongoing racialized violence have laid bare the inequities of experience and opportunity among our youth. They have also highlighted the resiliency of our young people, families, educators, and community organizations. When schools were forced to close abruptly and convert to remote instruction, teachers, school staff, and community partners stepped up to reinforce relationships, provide critical supports, and acknowledge both the losses and the learning happening. It can be hard to find silver linings when there has been so much suffering. But here is one: we now have a chance to design something different and better for all of our children.  \nIn recent years, teams of educators, youth development practitioners, and researchers have been striving to dismantle our outdated system. Today, there is a new vision for learning and development emerging for all children across the United States:  \nImagine a world where every child’s life was a succession of opportunities in which they come to know who they are and in which they discover who they could become…. Imagine too that educators could find how best to identify each child’s specific abilities, interests, and aspirations and then align these attributes with the specific contexts that best promoted the child’s talents, achievements, and successes in life. Finally, imagine that each child lived in a world that removed the constraints of racism, poverty, disparities, and injusticesand provided them with the specific relationships and supports needed for thriving.1  \n14 AMERICAN EDUCATOR | FALL 2021  \nIntuitively, we know that each of our journeys through life is unique. They take place through an open-ended set of experiences that happen all the time and in every space in which we grow and learn across the lifespan. A comprehensive understanding of whole-child development, learning, and thriving requires a dynamic and integrated view of the journey each young person takes, namely the environments, experiences, and relationships they are exposed to. Current scientific understanding and measurement of these dynamic, individualized j","cbCaiqNZqYpa4w3h","https://ap.wps.com/l/cbCaiqNZqYpa4w3h","pdf",3324233,14,"English","# All Children Thriving\n## A New Purpose for Education\n## Whole-Child Development: A New Dynamic Understanding","[{\"question\":\"What problem does the article identify in the current U.S. education system?\",\"answer\":\"The article argues the system was not designed to promote equitable opportunities or outcomes, and that outdated beliefs were shaped by racist stereotypes. It also notes enrichment access often reflects wealth and ZIP code rather than need or interest.\"},{\"question\":\"How did COVID-19 affect education and what does the article emphasize as a takeaway?\",\"answer\":\"Schools closed and shifted to remote instruction, with educators and community partners reinforcing relationships and supports. The article stresses that while there has been much suffering, there is now a chance to design something better for all children.\"},{\"question\":\"What does “whole-child development” mean in the article?\",\"answer\":\"It describes multiple interpretations, including integrating health services into school life, adding social and emotional learning, and using a comprehensive approach grounded in children’s assets. It emphasizes that learning success and well-being must be measured beyond academics.\"}]","All Children Thriving - A New Purpose for Education | PDF",1792073289,35]