Taking a Whole-Child Approach to Teaching and Learning

• Author: Eurydice (European Education and Culture Executive Agency)
• Pages: 147-162

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II.3: TAKING A WHOLE-CHILD APPROACH TO TEACHING AND LEARNING

The aim of this chapter is to investigate whether the ten selected European education systems

promote a 'whole-child approach' to integrating students from migrant backgrounds into schools. This

approach takes into account students' holistic, i.e. learning as well as social and emotional needs in

certain key areas (see Figure II.3.1).

It starts with a short overview of the academic literature on the importance of taking a whole-child

approach in order to create an optimal state for learning. The analysis that follows examines first

whether top-level regulations and recommendations address migrant students' social-emotional needs

in the areas of initial assessment and learning support.

The chapter then investigates whether the education authorities promote training and support for

teachers to adopt a whole-child approach. And finally, it examines the regulations and

recommendations on the role of school heads and the involvement of parents and the local community

in a whole-school approach to addressing migrant students’ holistic needs.

Figure II.3.1: Incorporating the 'whole-child approach' in schools

Source: Eurydice.

II.3.1. Creating an optimal state for learning

There is a large body of academic research pointing to the fact that in a climate preoccupied with

raising academic attainment, especially in literacy, mathematics and other core subjects, the holistic

needs of learners – both those from a migrant background and those who are native-born – may not

be fully recognised. According to these findings, children and young people’s growth and

development, including their academic development, cannot be fully realised without supporting their

non-academic needs (Hamilton, 2013; Slade & Griffith, 2013; Krachman, LaRocca & Gabrieli, 2018).

The basic assumption behind this claim – which is in line with Abraham Maslow’s Hierarchy of Needs

(1943) – is that students are more likely to become engaged in school, act according to school goals

and values, develop social skills, contribute to the school and wider community and achieve

academically when their basic physiological needs (food, water, shelter, etc.) and psychological needs

(safety, belonging, esteem, etc.) are met (Slade & Griffith, 2013). In terms of education policy and

practice, this implies taking a holistic – in the literature also often referred to as a 'whole-child' –

approach to education. It means creating learning environments that not only promote academic

knowledge and skills but also the social and emotional competences of individual students (ibid.).

Many studies confirm the benefits of such an approach. The findings consistently show that students

with strong social-emotional skills have higher academic achievement (e.g. Durlak et al., 2011;

Farrington et al., 2012; Basch, 2015; Gabrieli, Ansel & Krachman, 2015). Even when controlling for

other factors influencing academic outcomes, such as socio-economic status, higher levels of social

competences in the early years have predictive value for school completion rates (Jones, Greenberg &

Crowley, 2015). Social-emotional competences also do not only matter for school success, but they

are also correlated with higher employment rates and wages as well as lower rates of substance

Taking a whole-child approach

Addressing

students' holistic needs

Supporting

teachers

Promoting a

whole-school approach

Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures

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abuse, bullying and criminal activity (e.g. Durlak et al., 2011; Moffit et al., 2011; Voight, Austin &

Hanson, 2013; Jones, Greenberg & Crowley, 2015).

A whole-child approach to teaching and learning is beneficial for all students. It not only aims to

ensure that each child is 'healthy, safe, engaged, supported and challenged'; it is also best-suited for

promoting students' transversal competences, such as collaboration, teamwork, problem-solving or

critical thinking (Slade & Griffith, 2013). Students from migrant backgrounds may particularly benefit

from this approach (Hamilton, 2013). They may face a number of challenges, e.g. as a result of their

migration experience; potential language, cultural and social obstacles; barriers to full participation in

schools; and/or hostility encountered within the host society (Nilsson & Bunar, 2016; Trasberg & Kond,

2017; see also the Introduction of the report). These experiences may have a significant impact on

students' well-being, which in turn is directly related to their educational progress (Hek, 2005).

Thus, while focusing on developing migrant students' language skills and promoting their learning in

general, it is equally important to attend to their socio-emotional well-being in order to create an

optimal state for learning. The aim should be to achieve the right balance between the focus placed on

core curriculum subjects, on the one hand, and on promoting personal and social development as well

as positive attitudes, on the other hand (Hamilton, 2013).

Some of the research on policies and practices in this area shows that there is still work to be done to

achieve this balance. Schools often focus on language-related issues as well as on emotional

problems; however, less attention is given to the learning needs of migrant students in other areas of

the curriculum (Arnot and Pinson, 2005). Other studies criticise the focus on the trauma experiences

of migrant students at the expense of a concern with their educational needs (Nilsson & Bunar, 2016).

Moreover, models of 'resilience', which aim to build up students' protec tive, social-emotional qualities

rather than concentrating on their problems, are found to be more effective (Cefai, 2008).

In a UK study of local education authorities' policies and practices with regard to the education of

migrant students, Arnot and Pinson (2005) identified a holistic model as one which recognises the

complexity of migrant students' learning, social and emotional needs. Such a holistic model uses

targeted policies to address any educational disadvantage faced by migrant students. These might

include differentiated teaching and individualised support which takes account of students' social-

emotional well-being. Support systems are established to meet all aspects of the various needs.

In addition, a 'whole-school approach' has been found to be a significant factor for addressing migrant

students' holistic needs. This includes a commitment from school heads to provide comprehensive

support to facilitate the integration of students from migrant backgrounds in schools, as well as the

involvement of the students' parents or caregivers and other relevant actors in the local community

(Taylor & Sidhu, 2012). By adopting this comprehensive approach, schools can increase engagement

with the school community and are more likely to reach sustainable improvements.

School settings that promote a whole-child, whole-school approach, i.e. where the needs of all

stakeholders are considered and provided for, are most likely to be successful in integrating migrant

students into schools (Hamilton, 2013). In order to achieve this, careful planning is required to ensure

that these principles are at the heart of education policies and practices. In other words, in order to be

effective and sustainable the changes must be comprehensive and systemic (Slade & Griffith, 2013).