Drivers of human development: How relationships and context shape learning and development¹

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

“…The findings from this study underscore the growing research-based understanding that learning happens in relational contexts (Berman et al 2018;Jones and Kahn 2017). Developmental systems theories and findings from neuroscience, developmental science, epigenetics, early childhood, psychology, adversity science, resilience science, the learning sciences, and the social sciences underscore that complex relational systems shape development and learning (Osher et al 2018). Yet, to a great extent in educational policy and practice, leaders around the world have and continue to focus on instructional efforts alone.…”

Toward Theoretical and Methodological Innovations in the Evidence Base for Family Policy: A Commentary

“…How might family research be conducted to address the issues of idiography and specificity discussed by Bornstein () and others (e.g., Cantor, Osher, Berg, Steyer, & Rose, ; Osher, Cantor, Berg, Steyer, & Rose, ; Rose, )? We believe that three facets of methodology are important to consider: designs, measures, and analyses.…”

Building the Bridge Between Science and Practice: Essential Characteristics of a Translational Framework

“…Yet, this can change. Meaningful access to science has the potential to transform the American education system into a model designed to meet a child's physical, cognitive, social–emotional, and academic needs in a rigorous and integrated fashion (Osher, Cantor, Berg, Steyer, & Rose, forthcoming a,b). Research in recent decades has shed light on crucial areas of child and adolescent development, including the cognitive and emotional processes involved in learning (Immordino‐Yang, ; Mayer & Alexander, ), the impact of context on motivation and learning (Deci & Ryan, ; Osher & Kendziora, ), and individual variation in learning, behavior, and development (Rose, Rouhani, & Fischer, ).…”

“…We know that many students enter the education system with physical, cognitive, and social–emotional needs that must be met to ensure their success in learning (Blair & Raver, ; Grissmer, Grimm, Aiyer, Murrah, & Steele, ), yet we focus the vast majority of students' time in the classroom on academic development as early as kindergarten, failing to adequately address these other developmental domains (Bassok, Latham, & Rorem, ). We know the impact that chronic stress, and the subsequent release of the hormone cortisol, has on the learning centers of the brain (Osher et al, forthcoming a,b; Teicher et al, ). The constant release of cortisol targets areas like the amygdala, hippocampus, and prefrontal cortex, compromising the development of skills predictive of academic achievement like self‐regulation and executive functions (Blair & Raver, ).…”

“…We know that the developing child relies on connections, relationships, and coregulation when she/he is triggered or dysregulated (Sameroff, ), and that children need this support through adolescence (Siegel, ), yet our discipline policies rely on shame, isolation, and removal, which often exacerbate the challenges a student faces. The scientific community can play an integral role in transforming educational practice to reflect our growing knowledge of child and adolescent development and learning science, but only if the field of education has meaningful access to this knowledge, and if scientists become more knowledgeable about the complexity of school design and practice (Bronfenbrenner, ; Osher et al, forthcoming a,b; Shonkoff & Fisher, ).…”