Unusual Suspects: The People Inside and Outside of School Who Matter in Whole School, Whole Community, Whole Child Efforts.

Background: Individuals learn and develop across their lifespan in response to the people with whom they interact in settings, communities, cultures, and experiences. Collaborative research and policy efforts underscore the critical and reparative role of identity-safe, culturally driven, and relationship-rich environments-in classrooms, schools, and communities-for the healthy social, emotional, cognitive, and physical development of all learners. These themes align closely with the Whole School, Whole Community, Whole Child (WSCC) model.

Blurring the lines for learning: the role of out-of-school programs as complements to formal learning.

As debates continue over the effectiveness of after-school programs, we need to create stronger links between schools and out-of-school activities. Where do such connections begin? How can we integrate skill-building and academic competence into the out-of-school-time context?

Blurring the lines: expanding learning opportunities for children and youth.

This chapter explores why expanding commitments to learning is critical and presents a framework for broadening definitions of learning.