Leadership magazine March/April 2018 V47 No. 4 - Page 34

Students are keenly aware when teachers genuinely care about their well-being and their education. It is evidenced in the rigor of the instruction, the way they are spoken to, and by understanding the students’ cir- cumstances. Students come to school every day facing myriad challenges that distract them from learning. Relationships are strengthened when teachers take the time to learn about their students and the challenges they face. Teachers become the protective factors to a student’s risk of failure when they provide support, understanding and strategies to help students cope with their adverse con- ditions. Furthermore, teachers become the foundation of positive relationships when they value the input, perceptions and experi- ences the students bring to school each day. Indeed, the most compelling protective fac- tor in schools today is the supportive, caring and committed relationships between stu- dents and teachers. Resources • Beam, M.R., Chen, C. and Green- berger, E (2002). “The nature of adolescents’ relationships with their ‘very important’ nonparental adults.” American journal of community psychology, 30(2), 305-325. • Birdsall, J. (2013). “Middle grade saved my life.” The Horn Book. Retrieved from www.hbook.com/2013/05/featured/mid- dle-grade-saved-my-life. • Bowers, A.J., Sprott, R. and Taff, S.A. (2013). “Do we know who will drop out?: A review of the predictors of dropping out of high school: precision, sensitivity, and specificity.” The High School Journal, 96(2), 77-100. • Dufur, M.J., Parcel, T.L. and Troutman, K.P. (2013). “Does capital at home matter more than capital at school? Social capital effects on academic achievement.” Research in Social Stratification and Mobility, 31, 1-21. • Dweck, C. (2006). “Mindset: The New Psychology of Success.” New York, NY: Bal- lantine. • Garmezy, N. (1985). “Stress-resistant children: The search for protective factors.” Journal of Child Psychiatry and Psychiatry Book Supplement, 4, 213–233. • Ginsburg, K.R. and Kinsman, S.B. (2014). “Reaching teens: Strength-based communication strategies to build resilience and support healthy adolescent develop- ment.” Elk Grove Village, IL: American Academy of Pediatrics. • Hattie, J. (2012). “Visible learning for teachers: Maximizing impact on learning.” London: Routledge. • Henderson, N. (2013). “Havens of re- silience.” Educational Leadership, 71(1), 22-27. • Iver, D.J.M. (1990). “Meeting the needs of young adolescents: Advisory groups, in- terdisciplinary teaching teams, and school transition programs.” The Phi Delta Kap- pan, 71(6), 458-464. Sadowski, M. (2013). “There’s Always That One Teacher.” Educational Leader- ship, 71(1), 28-32. • Theron, L.C. and Engelbrecht, P. (2012). “Caring teachers: Teacher–youth transactions to promote resilience.” In the Social Ecology of Resilience (pp. 265-280). Springer New York. • Voke, H. (2003). “Responding to the teacher shortage.” In M. Scherer (Ed.), “Keeping Good Teachers” (pp. 3-13). Alex- andria, VA: ASCD. • Wang, M.T. and Fredricks, J.A. (2014). “The reciprocal links between school en- gagement, youth problem behaviors, and school dropout during adolescence.” Child Development, 85(2), 722-737. • Werner, E.E. (1996). “How children be- come resilient: Observations and cautions.” Resilience in Action, 1(1), 18-28. • Werner, E. and Smith, R. (1989). “Vul- nerable but invincible: A longitudinal study of resilient children and youth.” New York: Adams, Bannister and Cox. Trenton Hansen, Ph.D. has served as a teacher, principal, director and assistant superintendent in urban school districts throughout Southern California. He has consulted for the Leadership and Learning Center in curriculum design and implementation for school improvement and as an adjunct professor for National University. 34 Leadership