Ad Astra’s Post

Student Wellbeing and the Competency-Based Future As BC’s curriculum evolves toward competency-based learning, we’ve explored standards of learning, university admissions, personal statements, skill measurement, and equity. One crucial lens ties them all together: student wellbeing and holistic development. Competency-based education offers incredible opportunities. Students can focus on mastery, creativity, critical thinking, and collaboration, moving away from traditional grades. They can see progress, gain confidence, and engage meaningfully with their learning. In theory, it allows education to be personalized, equitable, and authentic. But there’s a tension. With increased freedom comes responsibility—and pressure. Students are navigating ambitious pathways, balancing academics with extracurriculars, leadership roles, and experiences aimed at standing out for university admissions. Add AI into the mix, and we see an environment where the stakes feel higher than ever, and student time and energy are stretched across multiple priorities. As educators, parents, and policymakers, we must ask: how do we ensure that competency-based learning supports not just academic excellence, but social, emotional, and personal growth? How do we help students develop resilience, collaboration, and a love for learning while protecting their wellbeing? The answers may lie in clear standards, teacher collaboration, moderation across schools, and structures that prioritize student progress and equity over rankings and pressure. Competency-based learning has the potential to be transformative—but only if the system keeps students as the central focus, not just their achievements. Question for the community: How can we design competency-based education in BC to nurture both high achievement and student wellbeing—ensuring young people are prepared for university, life, and the challenges of an ever-changing world?

Higher-education thought-leader Laurie Hazard shares valuable insights on ten foundational "habits of mind" crucial for student success in college and beyond. These habits, derived from social-emotional learning and executive-functioning research, along with practical experience, include: - Cultivating humility and seeking help - Advocating for oneself and utilizing campus resources - Embracing change and taking risks - Developing critical thinking as a lifelong skill - Building healthy, supportive relationships - Purposefully managing time and behaviors - Demonstrating grit and persistence in overcoming challenges - Enhancing cultural competency and diversity awareness - Engaging in self-reflection and self-regulation - Taking ownership of personal growth journey Hazard's guidance extends to educators and staff, emphasizing the integration of these habits into first-year programs, advising, orientation, and faculty/staff development. This approach aims to shift educational institutions towards fostering student empowerment and resilience, moving beyond mere "course completion. #SATPrep #ACTPrep #GREPrep #GMATPrep #APExamPrep #AdmissionsSuccess #TutoringServices

Strategies to embed neurodiversity support into teaching and assessment to unlock talent and drive innovation across higher education from Times Higher Education https://lnkd.in/etb4H6dv

Over the past decade, the guided pathways framework has become a defining strategy for student success in higher education—particularly within community colleges. The recent article “The Next Phase of the Guided Pathways Movement” highlights how the movement, as introduced by the Community College Research Center (CCRC) at Teachers College, Columbia University, is now entering a more mature phase of implementation, one that demands both reflection and reinvention. What stands out in the article is the recognition that it is not enough to implement discrete reforms (such as mandatory advising or “meta‐majors”) in isolation. The most effective institutions have undertaken whole-student-experience redesigns—from onboarding through program completion—and in so doing have yielded measurable improvements in early momentum and completion rates. At the same time, the article draws attention to the challenges that remain: declining enrollments in many community colleges, ongoing concerns about funding, and the need to ensure that the pathways model not only leads students to a credential—but to meaningful employment and further education. Here are three reflections for higher-education professionals and practitioners: 1. Value needs to go beyond “completion.” The movement’s next frontier emphasizes credentials that offer living-wage employment and seamless transfer opportunities—not simply finishing a program. The authors argue for designing programs with labor-market relevance and transfer alignment built in. (I see competency! #SDT) 2. Onboarding and early engagement matter. The article underscores how many students are lost before momentum even begins. Instituting early academic‐career planning, connecting students with peers and faculty, and embedding plans from day one can set the tone for persistence and success. (I see relatedness! #SDT) 3. The tension between structure and adaptability must be managed. There is an inherent tension in guided pathways: the desire to provide clear, structured routes for students versus the need to maintain flexibility and adaptability in a labor market where careers evolve rapidly. The article advocates prioritizing broad human and disciplinary skills (communication, problem‐solving) alongside more specific technical competencies. (I see autonomy! #SDT) In sum, the guided pathways movement has matured beyond concept and initial rollout—it is now entering a phase requiring deeper embedding, strategic alignment with workforce/transfer outcomes, and resourcing that supports sustained institutional transformation. For those of us engaged in higher-educational leadership, policy, curriculum design or student success work, this is an invitation to ask: Are we merely adopting the frameworks, or are we truly reshaping the institutional structures, student journeys and ecosystem linkages that underpin them? #Highered #highereducation #pathway #guidedpathways #communitycolleges #SelfDeterminationTheory

A new large-scale study published in Review of Educational Research confirms what we’ve witnessed for years in schools across the country: when students develop strong social and emotional skills, their academic performance rises too. Researchers from the University of Southern California and Yale’s Education Collaboratory analyzed 40 studies with more than 33,000 students from 12 countries. They found that students who participated in universal Social and Emotional Learning (SEL) programs: ✅ Earned higher grades and test scores than peers who did not. ✅  Showed the strongest gains in elementary school. ✅ Benefited most from programs lasting more than one semester. This research adds to a growing body of evidence: Proactive and preventative behavioral health isn’t just an “extra.” It’s essential to learning. When students feel safe, connected, and confident in managing their emotions, they’re better equipped to focus, collaborate, and succeed academically. At Move This World, we’ve seen this transformation firsthand. Social and emotional development empowers students to show up fully as themselves — and that’s when real learning happens. 💛 📖 Read the study here: https://lnkd.in/eSiXga_m 👉 Learn more about our universal solutions for social emotional skill development here: https://lnkd.in/eHWBBz87 #MentalHealth #EmotionalDevelopment #Education #MTSS #BehavioralHealth #StudentWellbeing #AcademicAchievement #MoveThisWorld

Research Published in the 𝐉𝐨𝐮𝐫𝐧𝐚𝐥 𝐨𝐟 𝐈𝐧𝐭𝐞𝐥𝐥𝐞𝐜𝐭𝐮𝐚𝐥 𝐃𝐢𝐬𝐚𝐛𝐢𝐥𝐢𝐭𝐲 - 𝐃𝐢𝐚𝐠𝐧𝐨𝐬𝐢𝐬 𝐚𝐧𝐝 𝐓𝐫𝐞𝐚𝐭𝐦𝐞𝐧𝐭 (𝐉𝐈𝐃𝐃𝐓), 𝐕𝐨𝐥. 𝟏𝟑, 𝐍𝐨. 𝟑 (𝟐𝟎𝟐𝟓) This study offers critical insights into how we can move from policy to impactful practice for students with Special Educational Needs (SEN). 𝐊𝐞𝐲 𝐓𝐚𝐤𝐞𝐚𝐰𝐚𝐲𝐬: While IEPs are vital for enhancing student learning outcomes, significant barriers persist: ⃝↣ The Training Gap: Professional development on effective IEP design and implementation received the lowest rating from participants in the study, highlighting a critical need for structured training. ⃝↣ Experience & Confidence: Teachers with more than 10 years of experience demonstrated significantly higher confidence in executing IEPs (p=0.002), underscoring the value of practical exposure and specialized preparation. ⃝↣ Systemic Hurdles: Challenges include rigid curriculum structures, limited parental engagement, insufficient interdisciplinary collaboration, and administrative constraints. The findings urge a collective effort. To truly optimize IEP practices and ensure equitable education, we need: 1. Comprehensive Professional Development for all educators. 2. Stronger Family-School Partnerships to align support strategies. 3. Policy Reforms that foster curriculum flexibility and institutional support. This research is a crucial read for special educators, school administrators, and policymakers aiming to improve inclusive education strategies.   𝐀𝐮𝐭𝐡𝐨𝐫𝐬: 𝐎𝐡𝐨𝐮𝐝 𝐍𝐚𝐬𝐬𝐞𝐫 𝐀𝐥𝐡𝐚𝐣𝐞𝐫𝐢 𝐂𝐨𝐧𝐝𝐮𝐜𝐭𝐞𝐝 𝐚𝐭: 𝐂𝐨𝐥𝐥𝐞𝐠𝐞 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧, 𝐊𝐮𝐰𝐚𝐢𝐭 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐲, 𝐊𝐮𝐰𝐚𝐢𝐭 𝐂𝐢𝐭𝐲, 𝐊𝐮𝐰𝐚𝐢𝐭 𝐑𝐞𝐚𝐝 𝐭𝐡𝐞 𝐟𝐮𝐥𝐥 𝐚𝐫𝐭𝐢𝐜𝐥𝐞 𝐡𝐞𝐫𝐞:  https://lnkd.in/dR9d_sAF #SpecialEducation #InclusiveEducation #IEP #IntellectualDisability #TeacherTraining #PolicyReform #Kuwait #SENSupport #EducationResearch Sadaf I. Khan Stella Dorothy

School Engagement as Predicted by Future Orientation and Academic Self-Efficacy | 2024, 6(4): 221-229 Jennifer Torres, Daniel Chen, Beatriz Peixoto Abstract: Objective:  This study aimed to investigate the predictive roles of future orientation and academic self-efficacy in determining school engagement among Canadian high school students. Methods and Materials: The research employed a correlational descriptive design with a sample of 323 students selected based on Morgan and Krejcie’s sampling table. Participants were recruited from various high schools across Canada and completed three standardized instruments: the School Engagement Scale (Fredricks et al., 2005), the Future Orientation Scale (Steinberg et al., 2009), and the Academic Self-Efficacy Scale (Zimmerman et al., 1992). Data analysis was conducted using SPSS version 27. Descriptive statistics were used to report means and standard deviations of study variables. Pearson correlation analysis was used to examine the relationship between school engagement and each of the two predictor variables. Multiple linear regression analysis was then conducted to determine the extent to which future orientation and academic self-efficacy predict school engagement. Findings: The results indicated that both future orientation (r = .46, p < .001) and academic self-efficacy (r = .59, p < .001) were significantly and positively correlated with school engagement. The multiple regression model was statistically significant, F(2, 320) = 84.55, p < .001, with an R² of .40, indicating that 40% of the variance in school engagement could be explained by the two predictor variables. Academic self-efficacy (β = .43, p < .001) emerged as a stronger predictor than future orientation (β = .25, p < .001), although both variables made meaningful contributions to the model. Conclusion: The findings highlight the importance of enhancing both future orientation and academic self-efficacy in adolescents as a means to foster greater school engagement. These results provide valuable insights for educators, counselors, and policymakers aiming to support academic motivation and reduce disengagement among high school students. Keywords: School engagement, future orientation, academic self-efficacy, adolescent education, predictive model, student motivation, Canada https://lnkd.in/ePxC4Qff

𝗤𝘂𝗮𝗻𝘁𝘂𝗺 𝗦𝘁𝘂𝗱𝘆 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗢𝗻𝘂𝘀 𝗼𝗻 𝗦𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗶𝗻 𝗮 𝗥𝗲𝘀𝗶𝗱𝗲𝗻𝘁𝗶𝗮𝗹 𝗦𝗰𝗵𝗼𝗼𝗹𝗶𝗻𝗴 𝗦𝘆𝘀𝘁𝗲𝗺: 𝗨𝘁𝗶𝗹𝗶𝘀𝗮𝘁𝗶𝗼𝗻 𝗼𝗳 𝗦𝘁𝘂𝗱𝘆 𝗦𝗰𝗵𝗲𝗱𝘂𝗹𝗲 𝗶𝗻 𝗥𝗼𝘂𝘁𝗶𝗻𝗲. Residential schooling represents a comprehensive model of education that integrates academic learning with character formation, personality development,discipline, and community living. Within this structured environment, the concept of a Quantum Study Schedule is an effective approach to maximize learning outcomes and foster independent scholarship among students. 𝗤𝘂𝗮𝗻𝘁𝘂𝗺 𝗦𝘁𝘂𝗱𝘆 𝗦𝗰𝗵𝗲𝗱𝘂𝗹𝗲 The term “quantum” in this context signifies a substantial leap or accelerated progress. Accordingly, a Quantum Study Schedule emphasizes focused, high-quality learning that yields 𝘮𝘦𝘢𝘴𝘶𝘳𝘢𝘣𝘭𝘦 𝘢𝘯𝘥 𝘮𝘦𝘢𝘯𝘪𝘯𝘨𝘧𝘶l advancement within a limited period of time. It promotes deep, reflective, and self-motivated study. In residential schools, routine is typically designed to balance academic rigor with personal well-being. A model framework may include: •Morning sessions dedicated to physical training and mental conditioning (Prayer and meditation)aimed at enhancing concentration and alertness. •Classroom hours focused on interactive instruction, analytical thinking, and concept-oriented learning. •Compulsory Sports and games hours. •Structured self-study periods (reflected in school time table & late evening and night study in dorm) enabling students to consolidate their understanding, revise lessons, and explore beyond prescribed texts. Typically the study hours are supervised to ensure calm environment. Such a routine ensures that students remain consistently engaged, disciplined, and proactive in their pursuit of knowledge. 𝗢𝗻𝘂𝘀 𝗼𝗻 𝗦𝘁𝘂𝗱𝗲𝗻𝘁𝘀 A defining feature of residential schooling is to enable students cultivate a sense of ownership over their academic journey. While educators act as facilitators and mentors, the onus of learning(taking in)rests upon the learners themselves. Students are expected to adopt self-directed study habits, make efficient use of time, and cultivate intellectual curiosity. Through this system, learners develop essential life skills — including self-discipline, critical thinking, time management, and accountability. The practice of consistent self-study not only strengthens academic performance but also instills confidence, perseverance, and a lifelong love for learning. In essence, the Quantum Study Schedule within the framework of residential schooling represents a progressive educational tool for knowledge gathering. It merges 𝙨𝙩𝙧𝙪𝙘𝙩𝙪𝙧𝙚 𝙬𝙞𝙩𝙝 𝙨𝙚𝙡𝙛-𝙧𝙚𝙡𝙞𝙖𝙣𝙘𝙚, 𝙙𝙞𝙨𝙘𝙞𝙥𝙡𝙞𝙣𝙚 𝙬𝙞𝙩𝙝 𝙙𝙞𝙨𝙘𝙤𝙫𝙚𝙧𝙮, 𝙖𝙣𝙙 𝙞𝙣𝙨𝙩𝙧𝙪𝙘𝙩𝙞𝙤𝙣 𝙬𝙞𝙩𝙝 𝙞𝙣𝙩𝙧𝙤𝙨𝙥𝙚𝙘𝙩𝙞𝙤𝙣. Ultimately, this approach equips students with the intellectual agility and moral strength required to succeed in both academic and life pursuits.

Content:<p>In the bustling world of education, where headlines often focus on curriculum changes or test scores, it's easy to overlook the silent, tireless efforts that truly underpin a successful learning environment. Yet, for any institution to genuinely empower its students, there must be a foundational commitment to creating a space that extends far beyond the syllabus. It's about crafting an atmosphere where every individual feels safe, seen, and supported, ready to embark on their unique academic journey.</p><p>This commitment isn't merely theoretical; it manifests daily through the collective actions of a dedicated team. From the administrative staff who streamline operations, to the facilities crew who maintain impeccable surroundings, to the counselors who offer guidance and comfort, and the educators who inspire in classrooms – each role is a vital thread in a tapestry of care. Their unwavering dedication ensures a setting that is not just academically rigorous, but also profoundly welcoming and nurturing, transforming buildings into true community hubs.</p><p>The profound impact of such an environment cannot be overstated. When students feel secure and valued, their minds are free to engage, explore, and excel. It’s not simply about achieving high grades; it’s about fostering holistic development, building resilience, and nurturing emotional intelligence. A truly supportive ecosystem understands that academic achievement is inextricably linked to overall well-being, providing the stable ground from which curiosity can blossom and confidence can take root, paving the way for lifelong learning and personal growth.</p><p>What truly elevates these individual efforts into something extraordinary is the pervasive culture of mutual support. This isn't just about people doing their jobs; it's about a shared vision where diverse talents converge for a common purpose. When staff members across various departments seamlessly integrate their work, sharing insights, offering assistance, and championing each other's contributions, the synergy creates a protective, enriching bubble around the student body. This collective endeavor, driven by a deep-seated belief in every student's potential, amplifies their positive influence exponentially.</p><p>Ultimately, the success of an educational institution isn't measured solely by its tangible outputs, but by the quality of the human experience it provides. It's a testament to the fact that when a team is genuinely invested in fostering an exceptional, supportive atmosphere, the entire community thrives. So, let us pause to acknowledge and appreciate the countless hands and hearts that tirelessly work behind the scenes, shaping not just students, but futures, one welcoming gesture and one collaborative effort at a time. Their dedication is the true hallmark of educational excellence.</p>

🎓 What college-bound families are saying about online vs. hybrid options: 📊 From the latest RNL research on traditional undergraduates: **Only 11% of families are comfortable with a fully online college experience. **60% say they would consider a hybrid model (flexibility + some on-campus connection). **First-generation and lower-income families show higher openness to hybrid and online formats than other groups. **Families consistently cite academic quality and social experience as top factors when evaluating any non-traditional format. 💡 Takeaway for enrollment leaders: Hybrid isn’t a fallback — it’s a viable preferred format for many families if we clearly communicate quality, community, and support. Read the full breakdown from Encoura + RNL's Raquel Bermejo, Ed.D 👉 https://lnkd.in/gmcVQeJB #HigherEd #EnrollmentManagement #HybridLearning #StudentSuccess #RecruitmentStrategy