What does it mean for young children to experience a sense of well-being? What are the building blocks of individual and community well-being, and how can local leaders cultivate these building blocks to ensure children, parents, caregivers and educators experience a sense of safety and belonging — in their classrooms, in their community- based programs and in their homes? Most importantly, how can well-being be cultivated to ensure kids are not just problem-free but opportunity-ready and problem-resilient? How can we equip and encourage adults to provide kids with the space and the grace to get back on track with their learning as we continue to emerge from the effects of the pandemic?
Join us on November 15, from 3–4:30 p.m. ET, for a deep dive into the science and practice of well-being as a strategy for equitable learning recovery. CGLR’s John Gomperts will moderate a discussion among experts who are engaged in deep research on the subject of well-being. I look forward to joining my colleagues from the Greater Good Science Center at UC Berkeley and the Child Development Center at UNC Chapel Hill to explore what the research tells us about what techniques and strategies lead to children being problem-resistant and community assets instead of liabilities. Gomperts will then moderate a panel discussion of community leaders who are implementing innovative programming to cultivate well-being as a primary strategy for learning recovery. They will share examples of programming and initiatives that are specifically designed to foster a sense of well-being as a priority in their work to support equitable learning recovery among young learners.