Holistic Education and School Climate in Phoenix, AZ and Nationally
Holistic education and school climate are important topics which I believe deserve more attention than they are frequently given. In order to comprehend this national problem in America’s education system, I will provide definitions for both terms and describe a few of the many components related to the problem. As Brett Garvin Grant describes holistic education in his dissertation, holistic education is “both practical and beautiful”. Holistic education is practical through its ability to “satisfy the intellectual and ecological needs of civil society” and beautiful through its design to “delight the senses and appeal to the imagination.”1 Alexandra Loukas defines school climate as a “multidimensional construct that includes physical, social, and academic dimensions.”2
Both holistic education and school climate branch over issues such as bullying, student wellbeing, mental health, and school safety. Concepts including whole-child views, mindfulness, and social and emotional learning also factor into the national problem of holistic education. School safety closely works hand to hand with school climate. Without a healthy and safe learning environment, student academic and social success can become difficult.
1Grant, B. G. (2014). Holistic Educational Thought in k-12 Education (Doctoral dissertation). Retrieved from ProQuest Education Database.
2Loukas, A. (2007). NAESP: What is School Climate?. Leadership Compass. 5(1), 1-3. Retrieved from https://www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2007/LC2007v5n1a4.pdf