An explanation of Whole Child: Part 2
BY LIZZIE MARGOLIUS
In the first part of our series, we discussed the history of education in the United States and introduced the latest initiative, which is known as Whole Child. Whole Child was created in 2006 by the ASCD. Whole Child is not a curriculum. It is a model or method by which the education system will teach, foster, and treat your child. Think of Whole Child as a pie with five slices, which are the five tenets of Whole Child: healthy, safe, engaged, supported, and challenged (notice there’s nothing about school, learning, or academics). And how will you eat your pie? You’ll need utensils and those utensils are critical race theory (CRT), diversity, equity, and inclusion (DEI), social-emotional learning (SEL), and comprehensive sex education (CSE), along with mental and physical health services.
The Whole Child website declares it has “reimagined education.” What Whole Child has really done is redefine education by taking an emphasis off merit and scholastic aptitude. Whole Child refocuses education on health services, and gender, race, sex, and ethnic ideologies, while repositioning the CDC’s role in education, and replacing parents with community stakeholders.
As usual the idealogues and radicals are very good at manipulating language. Let’s go over a few terms, so we are on the same page.
Equity: Equity is not equality. Equality means equal opportunities. We want anyone regardless of background to be given the same opportunities. Equality is good. Equity is equal opportunities and equal outcomes. Equity is a core tenet of Whole Child and shows up throughout the framework. Theoretically, it’s impossible to guarantee equal outcomes, unless you level the playing field through systemic change.
Systemic change: “A transformation of the entire system through modification of policies, processes, relationships, mindsets, and structure.” Change is necessary and if something doesn’t work, we should change it, but what about conserving that which works, or is good? With systemic change, the baby gets thrown out with the bath water. With Whole Child the entire education system is tossed aside and completely rebuilt from the inside out.
Justice: By definition, justice means the quality of being just, impartial, and fair. Again, I think we all agree that true justice is worth striving for. But throw in the word racial in front of justice, and now you have a new definition. Racial justice is “just treatment of people of all races, resulting in equitable opportunities and outcomes for all”. If justice itself is fair and impartial, then justice should be blind to color. Whole Child places a heavy emphasis on racial justice.
Whole Child: The term “whole child” conjures up positive feelings. When I hear whole child, I think of holistic health and caring for all aspects of the child. What’s wrong with focusing on the entire child? Nothing! But you must ask yourself who is responsible for caring for the whole child? Is it the parents or guardians, or is it the school? Who gets the final say? Who has the ultimate authority and with Whole Child, the emphasis is not on parent’s rights, but community rights.
Now that we’ve gone through some basic definitions, let’s read some of the words directly from the Whole Child framework.
“School climate incudes the beliefs, values, attitudes, and norms demonstrated in the school, including a commitment to equity, racial, and social justice. Districts determine school climate.”
“Equitable access to health services: our school collaborates with community partners to facilitate equitable access to physical health, mental health, vision, and dental services, with respect to culturally responsive care.”
“Whole Child policy is made collaboratively across child-, youth-, and family serving agencies, and institutions, informed by stakeholders…”
“A whole child approach broadens district and school focus beyond academics to include meeting students’ social-emotional, physical, and safety needs.”
“Whole Child is going global because it is a needed conversation…as a global mindset is needed for our children…”
And finally, drum roll please!
“Whole Child for the Whole World: For each child and the common good…we have advocated for the global push supporting the United Nations Sustainable Development Goal 4.7.”
Are you wondering what this has to do with math, writing, language arts, and science? Yeah, me too.
In part 3 of our series, we will talk about Ohio’s adoption of Whole Child, give specific examples of how the CDC has plans to entwine itself in your local school district, and talk about the global initiative for Whole Child.
