A “Whole Child - Whole Schools - Whole Systems” Approach: Building Coherence and Emergent Cross-Functional Collaboration

Abstract

There is a growing need across PreK-12 urban school systems in the United States to support and create the conditions for academic, social, and emotional success for children and youth of subgroups who have historically been marginalized. In public school organizations with high leadership churn, how might central office systems-level leaders set the stage within and across departments for increased coordination of resources to serve the whole child? Situated in California’s San Joaquin Valley, Stockton Unified School District (SUSD) is a Title I PreK-12 public school system located in a city most recently named by U.S. News and World Report (2020) to be “the most diverse city.” Unfortunately, high diversity doesn’t necessarily equate to high equity; according to a study by Brandeis University (2020), Stockton ranked as fourth in our nation in terms of the Child Opportunity Index 2.0, which reveals pervasive geographic and racial inequities. Through the “Whole Child Bridge” strategic project in SUSD, I designed and operationalized multiple collaborative meeting structures and relevant professional learning opportunities for key executive and senior central office leaders charged with guiding the academic, social-emotional and wellness of nearly 37,000 students. The multi-dimensional evidence collected includes the analysis of individual surveys, focus group interviews, 101 audio reflections, and an initial and final survey where participants indicated that within half a year, the “level of collaboration, communication and alignment between Educational Services and Student Support Services” increased by 200% from 3.1 to 6.2 on a ten-point scale. Implications for the project incorporate the National Equity Project’s “Seven Circle Model” for equity-based systems change and are aligned with Aspen Institute’s Commission on Social, Emotional, & Academic Development’s integrated whole child approach. I conclude with the recommendation that school systems find ways to couple initiatives with the intentional and visible integration of a student-focused, equity-based lens that incorporates cultural responsiveness and restorative practices. Investing in adults’ understanding of race and equity in all interactions, including those with colleagues within and across the central office towards a coherent mission, is necessary for all youth to be successful in our nation’s schools.