Interview with Pedro Noguera: How to Help Students and Schools in Poverty

In this interview, Pedro Noguera, distinguished educator and sociologist, provides three major recommendations for school personnel and policymakers to assist students and schools in poverty: make student learning relevant, establish a positive school culture, and integrate students’ academic needs with their social and physical needs

Interview with Eric Jensen: Enriching Mindsets for Teachers of Students in Poverty

In this interview, Eric Jensen, an internationally recognized speaker and writer on student poverty and brain-based learning, discusses how the educational mindsets and practical strategies from his latest two books, Poor Students, Rich Teaching: Mindsets for Change (2016) and Poor Students, Richer Teaching: Mindsets for Change (2017), can enrich the learning of students in poverty. Some of the new mindsets include how to enrich classroom relationships, student achievement, student engagement, and school climate for student success

Making the American Dream a Reality for All Youth: Introduction to the First Issue of the \u3ci\u3eNational Youth-At-Risk Journal\u3c/i\u3e

This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content

National Youth-At-Risk Journal: Overview and Opportunities

The National Youth-At-Risk Journal, sponsored by the College of Education at Georgia Southern University, is a publishing outlet where both researchers and practitioners can learn about and share information regarding youth placed at risk. Editors will provide an overview of the journal, highlight past issues, and share tips on how to get published. As part of this interactive session, attendees are encouraged to ask questions and/or describe ideas regarding possible journal submissions

By Practitioners, For Practitioners: Informing and Empowering Practice Through Practitioner Research

The National Youth-At-Risk Journal was developed to provide meaningful information and resources for professionals who work with youth placed at risk. In order to further this goal, we are calling on practitioners to communicate directly with their colleagues via the journal. We are especially interested in publishing practitioner reports on effective programs, strategies, or interventions that improve both the practice and well-being of youth. The editors provide an overview of practitioner research, describe three approaches to practitioner research, outline the process for conducting practitioner research, and emphasize the role of practitioner-researchers as agents of change. Resources are provided to assist practitioners in conducting research and in reporting their experiences and outcomes

Making the American Dream a Reality for All Youth: Introduction to the First Issue of the \u3ci\u3eNational Youth-At-Risk Journal\u3c/i\u3e

This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content

Educating Students in Poverty: Building Equity and Capacity with a Holistic Framework and Community School Model

Educators are often blamed for the achievement gap between low-income and higher income students. We propose to replace the divisive “blame game” with a holistic framework for collaborative action between schools, families, and communities. This 5H Holistic Framework (5HHF) is composed of the 5H protective factors (Health, Hands, Heart, Head, Home). These protective factors holistically address the educational needs and capacities of all students—especially students in poverty—for physical/mental health (Health), safety/security (Hands), social-emotional care (Heart), cognitive development (Head), and family/community support (Home). The 5HHF is used to identify and organize best educational practices and to recommend the community school model to reduce the income-based achievement gap and promote student well-being. The 5HHF of best practices and community school model expands the collective capacity of schools, families, and communities to meet equitably the educational needs of students in poverty and to enhance their opportunities for a quality education. Furthermore, we show how the 5HHF and community school model are aligned with and supported by the Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA): What It Means for Educators of Students at Risk

This editorial perspective examines some ways that the Every Student Succeeds Act (ESSA), which becomes operational in the 2017–2018 school year, may enhance the capacity of educators to help students and schools at risk of underperforming. It also addresses some of the challenges that educators will face under ESSA in ensuring success for all students. We highlight aspects of ESSA that may be of most interest to our readers including the broadened definition of academic success, expansion of subgroups for data reporting, emphasis on evidence-based research and practice, focus on continuous improvement, and need for increased educator understanding of research and evaluation. Resources are included that provide information for educators on how to use evidence, locate research findings on existing interventions, and access funding opportunities

The Third Wave of Educational Reform: Fostering the Development of the Whole Child

The third wave of educational reform goes beyond narrowly focusing on student achievement (first wave) to also recognizing the need for social-emotional learning (second wave), and now including wraparound services for health, safety, and family/community engagement to equitably meet the holistic needs of all students, especially those in poverty. Contributing to the third wave, the “5H” Holistic Framework (5HHF) provides five protective/promotive factors to meet students’ needs and promote their holistic well-being: Head (academic achievement), Heart (social-emotional care), Hand (safety/security), Health (physical/mental health), and Home (family/community engagement). We will introduce educators to current vocabulary, processes for gathering student voice, a readiness inventory, an assessment rubric, a whole school improvement template, and funding opportunities needed to turn the 5HHF into action