The concept of banning mobile devices in schools should be thought of first and foremost about the learning environment. As we consider the role that phones play in the lives of children, there are good reasons why families might consider placing a phone in their child’s hands. There is a feeling of safety to be able to contact one another at a moment’s notice. Parents have the ability to find their location through tracking apps. Not only is there a feeling of safety, but there is also a feeling of technological advantage in a world that is so driven by devices. Or to put it another way, parents feel that by not entrusting these devices to children, they will fall behind their peers in ways that might have implications for their education and careers.

However, more and more parents, teachers and leaders are waking up to the idea that mobile devices are harmful for children. Haidt highlights four ways that phones have harmed children: social deprivation, sleep deprivation, attention fragmentation, and addiction. There is much onus on parents to lead the charge in the battle to save children from these harms. But there is equally a burden of responsibility on schools to not only protect children from these harms, but also to educate and train students to rise to the challenge of our phone-based society. To that end, we need to talk about phone-free policies for our school. On top of that, we need to go beyond restrictions to encourage healthy face-to-face interactions within the school environment, to train students in gaining deep focus, and to provide a holistic framework that equips students to understand the role of technology in their lives.

A Review of The Anxious Generation

The 2024 release of Jonathan Haidt’s The Anxious Generation has swept the nation, appearing on the New York Times bestseller list for nonfiction every week since its publication in late March. This is not the first time he has written on topics pertaining to mental health and its modern causes, having co-authored The Coddling of the American Mind with Greg Lukianoff. What is not in question is that children today are describing themselves as experiencing greater depression and anxiety than previous generations. The debatable matter is what exactly has caused this increase to occur. Haidt’s answer is what he calls the “phone-based childhood.”

Without a doubt, the presence of smart phones in the pockets of our children has dramatically changed the experience of being a child. Haidt spells out the factors that contribute to the rising anxiety among children, adolescents and young adults. There are serious psychological implications for children growing up in a world that is hyper-connected to the internet. In particular, there are “four foundational harms” associated with a phone-based childhood, according to Haidt. First, children are deprived of face-to-face social interactions. Social media is often consumed in isolation within a virtual world at the expense of being physically present with others in the real world. Haidt writes, “Children need face-to-face, synchronous, embodied, physical play” (121). The absence of this kind of in-person interaction means that children lose out on the opportunities to learn the skills of social exchange and personal identity within groups where you have to navigate complex human dynamics.

Second, children are deprived of the sleep they need not only to support healthy physical growth, but also to consolidate their internal selves. When we sleep, there is a tremendous amount of activity that processes our experiences of life, be that what has been learned in school or the social interactions with friends and family. Haidt cites a study by Jean Twenge that found that “heavy use of screen media was associated with shorter sleep duration, longer sleep latency, and more mid-sleep awakenings” (124). Screen use, then, comes at a cost that can go unseen. Reduced hours of sleep and poor quality of sleep will have a dramatic impact on aspects of children such as concentration and mood.

Third, children are deprived of the power of attention. Smart phones increase the number of notifications and interrupts linear thought constantly. Haidt spells out the implications:

“Attention is a choice we make to stay on one task, one line of thinking, one mental road, even as attractive off-ramps beckon. When we fail to make that choice and allow ourselves to be frequently sidetracked, we end up in ‘the confused, dazed, scatterbrained state’ that [American psychologist William] James said is the opposite of attention.” (127)

Such deprivation of the power of attention has an obvious and significant impact on learning. The importance of attention has recently been expressed as the key factor driving excellence. According to Daniel Goleman in his book Focus: The Hidden Driver of Excellence, attention connects to every aspect of life and achievement:

“In very recent years the science of attention has blossomed far beyond vigilance. That science tells us these skills determine how well we perform any task. If they are stunted, we do poorly; if muscular, we can excel. Our very nimbleness in life depends on this subtle faculty. While the link between attention and excellence remains hidden most of the time, it ripples through almost everything we seek to accomplish.” (2-3)

For this reason, the deprivation of attention strikes a blow at a core level, crippling the ability to students to shape their lives through the application of skills they might acquire.

Fourth, children suffer from the addictive nature of the apps on their smartphones (and in many cases other screen-based devices). Haidt is clear that the addictive nature of these devices does not mean that students are therefore addicted. He does, however, point out that “their desires are being hacked and their actions manipulated nonetheless.” (130) To put it another way, the pings, notifications, and alarms have a Pavlovian effect on children at a stage when they are most neurologically maleable. Social media and online games are often created to trigger addictive responses by teenagers, leaving them vulnerable to techniques that cause the them to spend more and more time in social media apps like Instagram and online games like Fortnite.

Additional Recent Research

Haidt’s book is well written making it an engaging and fairly easy read. This can potentially mask how well researched The Anxious Generation in fact is. Looking at the long list of references in the back, it is clear that Haidt has spent considerable time poring over the data. Even so, there does remain some amount of research that in the main corroborates Haidt’s perspective that smart phone are detrimental to children and adolescents.

One such corroboration is found in a review study published the summer of 2022 in the journal European Child & Adolescent Psychiatry. The authors reviewed 25 studies published between 2011 and 2019 finding that the use of mobile phones and wireless devices “may be associated with poorer mental health in children and adolescents.” (Girela-Serrano, B.M., et al. “Impact of mobile phones and wireless devices use on children and adolescents’ mental health: a systematic review.” Eur Child Adolesc Psychiatry 33 (2024), 1621–1651.) What I find interesting about this review is that for the first decade of the existence of the iPhone, scientists were already aware of potential detriments to children and adolescents.

More recently, Bora Colak, in an essay published in 2024, explores recent data to examine the association between the use of smartphones and social media and problems children and adolescents experience in mental health. Similar to Haidt, Colak recommends increased awareness and policy initiatives to protect children and adolescents from harm. (Bora Colak, “Potential Harms of Excessive Social Media and Smartphone Use on Youth Mental Health,” in Dancyger, et al., eds., Pediatric Nonadherence (Springer, 2024), 59-70).

Granting that not every child experiences smartphone addiction in the extreme, the potential for continual harm for children and adolescents exists. One recent study looked at potential molecular and neurological pathologies associated with smartphone addiction, suggesting the implementation of anti-addiction therapies to mitigate the impact of smartphone addiction. (Faijan, et al. “Smartphone Addiction among Students and its Harmful Effects on MentalHealth, Oxidative Stress, and Neurodegeneration towards FutureModulation of Anti-Addiction Therapies: A Comprehensive Survey basedon SLR, Research Questions, and Network Visualization Techniques,” CNS & Neurological Disorders – Drug Targets 22 (2023), 1070-1089.)

Taken together, these and other recent studies should alarm parents and educators of the harm that smartphones and social media can inflict on children and adolescents. The potential harm to children is great enough that in 2023 Surgeon General Vivek Murthy released an Advisory on Social Media and Youth Mental Health. The advisory states, “Extreme, inappropriate, and harmful content continues to be easily and widely accessible by children and adolescents. This can be spread through direct pushes, unwanted content exchanges, and algorithmic designs.” (8) In other words, the individuals who are most vulnerable to harm are not properly protected against some of the ways these social media are designed. Murthy strengthened his statement a year later in piece he published in the New York Times, calling for warning labels on social media platforms along the lines of those found on cigarette boxes.

Advice for Schools

What is clear from Haidt’s book and recent studies is that smartphone and social media use by children and adolescents can be harmful. As a result, parents and schools should amplify their protections for children. In this section, we will outline a few steps that can be taken in schools to proactively respond to these trends.

Become Truly Phone Free

Many schools have phone policies of some sort. Haidt amplifies the issue when he writes, “A phone ‘ban’ limited to class time is nearly useless. This is why schools should go phone-free for the entirety of the school day.” (249, emphasis original). Such an approach requires a secure location for phones where they can be parked far enough away from where students do academic work for them to be truly separated from the device.

At Clapham School, we implemented a program where a phone storage cabinet was placed near the receptionist desk. As students enter the school, they place their phone in the “phone home” and proceed into the school where they learn in classes and interact with one another without phones present. The advantages of this approach are that the phone is in a secure location and there is a responsible adult present at all times. The presence of the adult is important both for the security of the phones, but also to facilitate accountability for the students. Rather than sneaking access to the phone during passing periods, breaks or lunch, students are more inclined to interact with each other. If a situation arises where the student needs to ask a parent a question, they are permitted to go to the receptionist area to use the phone in a designed location. Unsurprisingly, these needs have been fairly rare. When the phone is not easily accessible at all times, many of those “needs” seem to evaporate.

As you consider implementing a phone-free policy at your school, there are few principles to keep in mind. One, the policy needs to begin with the security of the students’ devices, because if they feel their property is not secure, there will be immediate resistance. Two, the policy needs to have some amount of flexibility where students can have a designated location where they can transact any interactions that come up during the day. By having that location near the receptionist, an appropriate approach can be that the student use the school phone to reach parents, thereby negating even further the “need” for the personal device. Three, there needs to be true separation. A location in a classroom can end up being quite the distraction as the phones buzz and squawk throughout the day. It can be difficult to find a central location that can accommodate the student traffic and maintain optimal security. Four, having an adult present at the secure location means there’s on-the-ground support for policy implementation. Finally, there needs to be an inspiring set of ideas that motivate the policy. Showing students the pathway to rich fellowship and deep learning helps them to know that there is something good and worthwhile they are committing to, rather than seeing such a policy as solely the deprivation of their property.

Write a Technology Policy

Now, having a phone-free school does not mean having a technology-free school entirely. The reality is that students must be well equipped to navigate a world full of technological and virtual components. At one level, schools need to develop a strong technology policy. The guiding principle should be the academic use of technology. Students must learn how to use basic apps such as Word, a school-based email account, presentation platforms and spreadsheets. Most of these tools can be incorporated into the general objectives across the curriculum. For instance, teachers can articulate objectives that will see students able to format text, format documents, set up tables, integrate graphics, set up templates, use table of contents, use different methods of citations including footnotes. These kinds of objectives situate technology within a set of learning outcomes that wed technology to academic production.

The next level of technological training should incorporate the use of video production. After Covid, the use of video meetings has become a reality even in the academic space. Thus, when we think about rhetorical training, students should not only think about written and oral production, but what it takes to be not only comfortable on camera, but to view this as a medium for persuasive communication. Along these same lines, I could see schools articulating objectives where students learn how to develop their own blogs and complete assignments by producing video content. This set of outcomes equips students to inhabit the virtual world that is part of their reality not solely as consumers but as creators. As such, I think they are more likely to have a greater sense of their own identity consistent with their real-world selves rather than being swayed by an onslaught of influences through social media platforms.

In order to accomplish these technological outcomes, I do think there should be a some clear parameters set with regard to the use of technology in school. Three immediately come to mind. First, devices – and here I mean predominantly laptops or tablets – should only be taken out under the direction of a teacher. Here I am trying to push back against the inundation of devices in the classroom. Students should still experience school as a place where paper books are opened in literature class, and math problems are solved with pencils in hand. Second, it should be expressly stated that there is no social media or entertainment sites open in school. The sole purpose for devices is their academic use. This curtails the switching between windows to support singular focus on the work at hand. It also encourages face-to-face interactions outside the classroom, rather than students gathering around a laptop to watch a YouTube video. Third, screens ought to face out towards the public. This means that anybody walking by or circulating in a classroom can quickly and easily see what is happening on screen. These kinds of approaches to the technology policy enable accountability and mentoring, strengthening the habits of students in the school context.

Get Parent Commitment

Implementing a phone-free school program cannot happen without good parent partnership. Schools can help parents by providing readings and workshops to address the issues facing parents today. Administrators and teachers should invite discussion with parents to learn more about the pain points they experience raising children in a world with smartphones and social media. In all likelihood, a phone-free school is exactly what they would want for their children. That being said, good communication is necessary in order to assuage fears parents might have about their ability to stay in touch with their children when out of the home. These fears are often associated with safety concerns, so they will want to know the measures the school will take to ensure the safety of their child.

One way to amplify parent commitment is to embed the phone-free school program within a larger movement. A compelling vision has been cast by Justin Earley, author of Common Rule and Habits of the Household. He sets forth ten practices that help individuals, households and communities to develop healthy relationships with technology. One of the ten practices is a phone-free school. Set within a context of personal, family and community standards, the alignment of this visionary approach enables everyone to work together towards the goal of healthy approaches to technology in our lives. One of the tools available to individuals is a commitment form that can be signed. What something like this can do for a community is to put some kind of stake in the ground that states a commitment to certain standards of conduct. You can find more information about the movement, the practices and the form at hangtenmovement.com.

Get Outside

Returning for the moment to Haidt’s thesis that we have increased vigilance regarding playing outside and decreased vigilance regarding playing online, my advice to educators is to get the students outside. Children need more time experiencing the real world in unstructured play out of doors, particularly in contact with the richness that nature has to offer. There is actually good research to support this. The mindfulness movement gathered momentum in light of the Covid epidemic, and much of the research tells the tale that being outside in nature improves mood and decreases anxiety. Walking in nature can improve one’s mood even more than physical exercise alone, according to a 2020 study (Olafsdottir, et al. “Health Benefits of Walking in Nature: A Randomized Controlled Study Under Conditions of Real-Life Stress,” Environment and Behavior, 52 (2020), 248-274). Even if an immersive experience in nature is hard to come by, even taking a walk in an urban environment was shown to have positive results on the mood of students (Jingni Ma, et al., “Effectiveness of a mindful nature walking intervention on sleep quality and mood in university students during Covid-19: A randomised control study,” EXPLORE 19 (2023), 405-416.) The long and short of this is that we should enable students to experience the benefits of real world.

There are lots of ways that you can enable students to make rich connections with the outdoors. Sometimes even a simple walk taking only five to ten minutes can completely change the mood of the day for your class. Getting outdoors can take a more formal approach by planning a nature study lesson. Plan field trips where the day is spent at a local garden, farm or arboretum. The goal is to get outside and have a meaningful interaction with the physical space we inhabit.

Training the Prophetic Voice by Dr. Patrick Egan is a must-read for classical Christian educators seeking to build a robust rhetoric program. Grounded in biblical theology, this insightful book provides a framework for developing students’ prophetic voices – the ability to speak with wisdom, clarity, and conviction on the issues that matter most.

As an experienced educator, Dr. Egan understands the vital role rhetoric plays in shaping the next generation of Christian leaders. Through time-tested principles and practical guidance, he equips teachers to cultivate students who can articulate the truth with passion and purpose.

Whether you’re looking to revitalize your existing rhetoric curriculum or lay the foundation for a new program, Training the Prophetic Voice is an invaluable resource. Discover how to empower your students to become effective communicators, courageous truth-tellers, and agents of transformation in their communities and beyond.

Order your copy of Training the Prophetic Voice today and unlock the power of your students’ voice in your classroom.

The post Are You Ready to Become a Phone-free School? appeared first on .

To prepare for a launch year, there are a number of elements for school founders to discuss, care for, and organize into a cohesive plan. These elements, many of which are minute, taken individually may at times feel trivial, disconnected, and unimportant. The truth is, however, these factors and logistics combine to form not simply a plan, but a culture. If school cultures are made up of the habits and routines that together form a school’s identity, then these elements are nothing less than the invisible glue that holds the broader school culture together.

In this article, I am going to suggest five elements new schools want to get right regarding specifically their faculty culture on Day 1. While there are just about a million things founding school leaders could prioritize when building their team of faculty, these five elements will strategically position the school to cultivate a great faculty culture throughout its first year of operation.

1. General Expectations

This is the least inspiring of the elements, so I will address it first. The truth is that any functional work environment requires clarity and accountability regarding the basic expectations all employees will be held to fulfill. What is the dress code? What time should faculty arrive each morning? How long should they remain on campus after school is dismissed? What is proper email protocol for style, formatting, and response time?

These questions may feel mundane, but the truth is that ambiguity in these areas over time chips away at a cohesive culture. As Patrick Lencioni points out in Five Dysfunctions of a Team, a lack of clarity leads to a lack of commitment. While it is important to balance procedural clarity on the one hand with professional independence on the other, upfront communication regarding the general expectations that matter will prevent unnecessary confusion and a lack of commitment in the long-term.

2. Relationships

How are the various constituents of the school going to interact with one another? How will they speak about one another? Schools exist as a unique social conglomeration of children and adults, parents and teachers, with varying levels of authority. It is important for the school to provide clarity for faculty on Day 1 regarding how students will be permitted to speak to their teachers, how teachers will interact with parents, and how teachers will speak about parents.

The two leading values for a healthy relational culture are kindness and respect. Kindness is the disposition of goodwill we all desire to be exhibited toward us, and therefore should exhibit toward others. Kindness begins in the heart and is manifested through action: the words we say, the gestures we use, and the responses we have, especially in pressure-filled moments.

Respect is the due regard we owe one another. In a school setting, there are two general types of respect. The first type is the respect we owe all people based on their personhood and worth as divine image-bearers. In this sense, all members of the school, including children, should be recognized and treated as persons. The second type is the respect we owe various constituents of our community based on their role and position in authority. You can lay the groundwork for a strong faculty culture by taking time up front to talk about the ways different groups within the school will interact and providing specific examples for how kindness and respect should be modeled.

3. Parent Partnership

Parent partnership may sound like a carry-over from “relationships,” but the emphasis is different. Cultivating a faculty culture of parent partnership means forming teachers who understand that parents should be viewed as assets, not obstacles, in the educational journey. The reality is that teachers learn so much about a student in a single year, but this knowledge pales when compared to what the parents know about the child from years in the home. School leaders can promote a faculty culture of parent partnership by instilling good practices for keeping parents informed and inviting them to provide insight into a child’s needs and growth areas.

It is worth mentioning as well that a faculty culture of parent partnership will greatly assist with yearly retention. Parents will choose to re-enroll their children if and when they believe and trust that the school is delivering on its commitments. The primary vantage point parents possess for making this determination is through the relationship they have developed with their child’s teacher. This is all the more reason to prioritize parent partnership for teachers on Day 1.

4. Planning Ahead

This may sound obvious, but again, I return to the importance of details and building institutional habits. In the first year, it is important for schools to establish what kind of school it is going to be, particularly in the classroom. Will it be a school that flies by the seat of its pants, plagued by a lack of preparation, unpredictable decisions, and the tyranny of the urgent? Or it will take time to slow down and prepare, investing the extra time on the front end to sow seeds of preparation and calm?

School leaders, especially in the first year, will not have time to review with teachers every planning detail. My suggestion, therefore, is that they prioritize holding teachers accountable to writing and submitting good lesson plans. A good lesson plan provides the avenue for a teacher to think through the plan for the day, from time-bound procedures to teaching objectives to classroom assignments. Planning in advance will reduce the burden on a teacher’s working memory and allow her to be more present with her students. If a school can establish a faculty culture of planning ahead, particularly through good lesson planning, it will save itself from a plethora of issues down the road.

5. Text-Centered Learning

For a school just opening its doors, it needs to decide what will be the core values of the classroom. What matters most in the daily instruction of students? While there are lots of possibilities to choose from, I suggest that for classical schools specifically, it is important to instill a faculty culture of text-centered learning. Here I mean a form of learning in which the text, not the teacher and not the student, serves as the primary GPS for what will be taught and learned. This is not to suggest that the text is or should be infallible. Nor is it to imply that the teacher’s or student’s opinions do not matter. Rather it is to clarify that amidst all the opinions and ideas swirling around in a particular lesson, we are going to let the text, assuming it is well-chosen, be our chief object of inquiry. This is the surest way to implement the core elements of a liberal arts education.

One practical way to promote a text-centered culture is through narration. Narration, which we have written about extensively at Educational Renaissance, is a teaching method that exposes students to rich content and then gives them the opportunity to share in detail what they recall about the content. This practice instills in teachers and students alike an acute alertness to understanding the text before moving on to exercises in analysis and critique.

Conclusion

If school founders can instill these five elements in their faculty culture, they will be well on their way to not only a great inaugural year, but to a successful first chapter in the school’s short history. Amidst all there is to do and plan, the key is to prioritize what matters most and remain committed to these values. May the Lord lead and guide you as you seek to do the Lord’s work for the sake of your community and the next generation!

The post 5 Elements of Faculty Culture for a New School to Implement on Day 1 appeared first on .

Most teachers, of course, do not enter education because of their passion to partner with parents. However, it does not take long for a new teacher to realize that one key factor for a successful year is going to be this relationship. Philosophically, this is natural because parents are the primary stewards of their children and possess key insights about their development. And, at a more pragmatic level, independent school parents are paying a premium for their child’s education and expect to be informed and, to some extent, involved throughout the year.

To end the year well, master teachers provide closure with parents regarding their child’s growth and development. Whether this happens formally at an end-of-year parent-teacher conference or through a different form of intentional conversation, teachers can leave parents feeling grateful and deeply appreciative. In this article I will offer three particular ways teachers can build upon the partnership they have cultivated through the year with parents, so that everyone can leave for the summer on a positive note.

1. Demonstrate your understanding of the parents’ hopes and fears for their child.

In Understanding Independent School Parents (Wise Teacher Press, 2012), psychologist Michael G. Thompson and teacher Alison Fox Mazzola map out the core principles of a successful family school relationship. This relationship, the authors note, is complex. But with some foresight and planning, teachers can build strong alliances with parents.

One suggestion is, at the beginning of the year, to ask parents about their hopes and fears for their children. It is common for teachers to feel the pressure to perform in their interactions with parents. Whether it is demonstrating their knowledge of the curriculum or sharing insights about their students, teachers often err on the side of dominating the parent partnership with their own voice. But Dr. Thompson suggests that the key to a productive relationship of any kind is to first build trust by seeking to understand what the person is hoping for or worried about. Taking time to listen, and listening well, is the key to forging a strong partnership from the beginning.

Then, at the end of the year, a teacher can reference these desires in her conversation to wrap up the year. For example, a teacher might share with a parent, “At the beginning of the year, you mentioned a concern that your son would continue to struggle in math. Well, as you know, there have been some bumps this year. But there have also been some real victories that I would like to remind us about. This is worth celebrating together.”

When parents feel heard and understood, they are much more likely to trust and respect their child’s teacher throughout the year. Then, at the end of the year, the partnership can conclude with shared appreciation and gratitude for the journey together.

2. Debrief the plan you implemented in collaboration with parents to help the child grow.

It is a common mantra in the business world to underpromise and overdeliver. This insight can, to some degree, be applied in the parent-teacher partnership. It is important to not hubristically claim that any one teacher can “fix” a child or solve a learning problem after years of struggle. There are no guarantees when dealing with humans, no sure-fire way to guarantee a particular outcome, whether it be a particular grade, college acceptance, or habit development. Teachers are therefore wise to not overpromise what they cannot deliver with certainty.

At the same time, at the beginning of the year, teachers can instill confidence with parents through crafting a specific plan to help a child grow in a key area. Identify a root obstacle in the way of a child’s growth and then share a proposed strategy for collaborative implementation. This is what Dr. Thompson calls “claiming a child.” After all, parents partner with schools because they want their children to be known, loved, and educated. While “educated” is a vague term, as classical educators we can think of all the ways we support whole-person growth: habit formation, character and spiritual development, the cultivation of friendships, skill mastery, knowledge acquisition, and more.

Teachers can end the year on a strong note with parents by revisiting the plan they agreed upon at the beginning of the year. This communicates to parents, first, consistency in the teacher’s plan for the year, and second, that the teacher has been thoroughly committed to helping the child grow. By debriefing the plan at the end of the year, both teacher and parents can conclude the partnership with a sense of clarity and accomplishment about everyone’s hard work throughout the year.

3. Demonstrate professionalism and respect through the last day of school.

It may be impossible to go back in time and do over again a particular parent-teacher conference that did not go as planned. But it is never too late to step up one’s professionalism when interacting with parents.

Like it or not, independent schools are service organizations. Terms are clarified, the enrollment agreement is signed, tuition is collected, and the service is provided over the course of the school year. Parents pay a particular amount and expect a value in proportion to what they have paid. And while there are no guarantees in education–teachers do not have full control over whether a child passes math or overcomes a particular character flaw–parents can and should expect their interactions with teachers to be professional and respectful.

One way teachers can demonstrate their professionalism is through having effective and respectful conversations with parents. For parent-teacher conferences, this includes keeping track of the time, having an agenda prepared in advance, sharing student work in an organized and confident manner, and listening to parent opinions respectfully. Similarly, in phone conversations, teachers should strive to listen well, communicate the agenda up front, and be sensitive to the direction the conversation is going.

At the end of the year, teachers can conclude the parent partnership on a strong note by asking, “How have you seen your child grow this year? Do you have any concerns or questions as we wrap up this year? How can I help you and your child leave for the summer feeling at peace about the year?” Asking these sorts of questions helps parents process the year, including the victories, challenges, and perhaps unresolved questions. This processing then leads to clarity and an inner sense of gratitude about their relationship with the teacher.

Conclusion

There are many joys of working in education, but in my experience, the greatest joy of all is the myriad of relationships that are formed over the course of the year. While for many teachers the parent partnership can be a source of stress, it does not have to be. By implementing the guidance outlined in this article, both teachers and parents can depart for the summer with a sense of gratitude and deep appreciation for how the Lord worked in and through the partnership, and ultimately, in the life of the child.

The post Ending the Year with a Strong Parent Partnership appeared first on .