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SEATTLE, Jan. 29, 2025 ~ A new report released today highlights the remarkable efforts of two charter public schools in Washington state in promoting whole-school wellbeing. Despite facing challenges such as opening during the pandemic and serving diverse and high-need student populations, Catalyst Public Schools (Catalyst) in Bremerton and Lumen High School (Lumen) in Spokane have created environments where both students and teachers thrive.
The report, titled "Whole-School Wellbeing: How Education Leaders Can Create a System Where Students and Teachers Thrive," is the result of a two-year participatory evaluation. It showcases the success of Catalyst and Lumen in addressing the urgent mental health and wellbeing crisis in schools, which has disproportionately affected marginalized communities.
Researchers Georgia Heyward, founder of Fig Education Lab, and Sivan Tuchman, founder of Datability Education Consulting, identified a wellbeing framework built on meeting needs for autonomy, competency, and connectedness. Through innovative strategies such as co-teaching, restorative discipline, school-based mentoring, and wrap-around services for social health, these schools have achieved success in fostering wellbeing among their students and teachers.
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"Schools have the potential to be more than places of learning—they can be health-generating systems that foster the wellbeing of every student, teacher, and staff member," said Heyward. "By addressing wellbeing gaps for historically underserved communities and embedding an ethos of belonging and inclusion into every aspect of school life, we can create thriving environments where everyone succeeds."
Tuchman added that whole school wellbeing is about creating a community where mental health, quality of life, and belonging are just as important as academics. "When schools focus on connectedness, competency, and autonomy," she said," they create pathways for academic success and personal growth."
The report also emphasizes the critical role of state policies and regional organizations in supporting schools' autonomy and wellbeing efforts. Recommendations include helping schools measure wellbeing, supporting leaders in decision-making, and learning from successful models like Catalyst and Lumen.
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Chris Korsmo, Executive Director of the Washington State Charter Public Schools Association, commended the researchers for elevating these practices and showing how charter public schools are driving innovation and equity in education. "This research is a clear call to action for policymakers to take notice of the remarkable impact charter schools are making in Washington state and beyond," she said. "Together, we can ensure every child has access to the support and opportunities they deserve."
The report, along with supporting Promising Practice Guides and Case Studies, and a video series, offers powerful tools for education leaders to combat challenges such as high teacher turnover, rising rates of depression among teens, chronic absenteeism, and significant learning loss. It also serves as a proof point for what public schools can achieve in terms of whole-school wellbeing.
To learn more about the report and access the full video series, visit Fig Education Lab's website.
The report, titled "Whole-School Wellbeing: How Education Leaders Can Create a System Where Students and Teachers Thrive," is the result of a two-year participatory evaluation. It showcases the success of Catalyst and Lumen in addressing the urgent mental health and wellbeing crisis in schools, which has disproportionately affected marginalized communities.
Researchers Georgia Heyward, founder of Fig Education Lab, and Sivan Tuchman, founder of Datability Education Consulting, identified a wellbeing framework built on meeting needs for autonomy, competency, and connectedness. Through innovative strategies such as co-teaching, restorative discipline, school-based mentoring, and wrap-around services for social health, these schools have achieved success in fostering wellbeing among their students and teachers.
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"Schools have the potential to be more than places of learning—they can be health-generating systems that foster the wellbeing of every student, teacher, and staff member," said Heyward. "By addressing wellbeing gaps for historically underserved communities and embedding an ethos of belonging and inclusion into every aspect of school life, we can create thriving environments where everyone succeeds."
Tuchman added that whole school wellbeing is about creating a community where mental health, quality of life, and belonging are just as important as academics. "When schools focus on connectedness, competency, and autonomy," she said," they create pathways for academic success and personal growth."
The report also emphasizes the critical role of state policies and regional organizations in supporting schools' autonomy and wellbeing efforts. Recommendations include helping schools measure wellbeing, supporting leaders in decision-making, and learning from successful models like Catalyst and Lumen.
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Chris Korsmo, Executive Director of the Washington State Charter Public Schools Association, commended the researchers for elevating these practices and showing how charter public schools are driving innovation and equity in education. "This research is a clear call to action for policymakers to take notice of the remarkable impact charter schools are making in Washington state and beyond," she said. "Together, we can ensure every child has access to the support and opportunities they deserve."
The report, along with supporting Promising Practice Guides and Case Studies, and a video series, offers powerful tools for education leaders to combat challenges such as high teacher turnover, rising rates of depression among teens, chronic absenteeism, and significant learning loss. It also serves as a proof point for what public schools can achieve in terms of whole-school wellbeing.
To learn more about the report and access the full video series, visit Fig Education Lab's website.
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