Implementation Description

Bonnie Cone Classical Academy (BCCA), a K-8 Charter One school in Mecklenburg County, understands the impact a student’s social and emotional well being can have on his or her academic success. In 2020, the school’s administrative team prioritized social emotional learning (SEL), which The Collaborative for Academic, Social, and Emotional Learning defines as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals” (Nieme, 2020). As school leaders and reflective practitioners, the school director and assistant director attended webinars on the topic from sources, such as Education Week and Southeast Mental Health Technology Transfer Center. Their research culminated in the implementation of a multifaceted SEL Support Program, which included: a Check-in/Check-out program, support meetings with families, and a Lunch Bunch group. Each part of the program addressed specific SEL needs of their student population.

 After identifying a need for a Check-in/Check-out (CI/CO) program, the BCCA administration conducted research into other successful programs and introduced CI/CO in their weekly staff newsletter. The newsletter included a link to a mentor interest survey and elicited names of students who could benefit from the program. Teacher volunteers and administrators participated in a training in which an informational Edutopia video launched a collaborative discussion of strategies and logistics of CI/CO implementation at BCCA. Volunteer staff members were then paired with one or more student(s) who had failing grades, were not consistently attending class or turning in assignments, or were having trouble focusing in class. The student-mentor pairings were purposefully designed so the CI/CO mentor was generally not the student’s teacher in order to quantitatively increase the support team for each at-risk student. Each CI/CO mentor began by helping their mentee(s) identify three academic or behavioral goals which were documented and monitored using a simple tracking spreadsheet. Examples of student goals included specific academic or behavior goals, ranging from studying for tests to using kind words toward classmates. Students discussed their goal progress with their mentor for two minutes at the start and end of each school day. Positive relationships between students and staff were central to the CI/CO program as research demonstrates these relationships “can foster...a sense of belonging and connection to school—which can then build a foundation for academic success” (Nishioka, 2019).

 Students who were learning as “remote students” all year had a parent or guardian who agreed to be their Study Coach. In the event that a remote student stalled in academic progress, a school leader would invite the Remote Study Coach to attend a virtual meeting to discuss challenges, goals and strategies. In an effort to keep these conversations with families standardized and consistent, BCCA administrators created a script for these meetings. These discussions have increased trust between families and BCCA, causing one parent to comment that she used to feel unsure if her involvement was welcome before, but she now feels valued by school staff (J. Roman, personal interview, March 22, 2021). 

 BCCA administration also saw a specific need to support boys without a male role model at home. To address this need, the school organized a Lunch Bunch group which offers an informal opportunity for a group of students to spend time with a mentor and discuss challenges they may be facing in their daily lives. It is voluntary and less-structured than CI/CO, but addresses the same SEL goals. Similar to CI/CO, teachers responded to a survey recommending students they thought would benefit from a male role model. When recruiting for a Lunch Bunch leader, the BCCA administration recognized their head custodian - who also happens to be a school parent - was already a role model for many students. When asked to participate, he eagerly agreed and was able to leverage his existing organic relationships in a new way. Every Thursday the Lunch Bunch, which consists of fifteen male students, 80% of whom were black and brown young men in grades 1-7, meets for pizza in a small conference room apart from the noise and distractions of the classroom. In an interview on BCCA’s Facebook page, the group’s facilitator commented that he wished he had a male role model as a child to help him understand how to make better choices. Studies have shown that having a male mentor positively influences communication skills, teamwork, problem solving, and can be a predictor of current academic and future economic success (Ritchie, 2018). A strong male leader can also impart values to young men, such as how to respect women (Ritchie, 2018). BCCA’s Lunch Bunch facilitator taught participants the values of respect, honor, and dignity through weekly dialogue and daily modeling.  

 In addition to the support described above, the BCCA SEL Support Program includes the opportunity for any student in need to receive one-on-one counseling with a contracted local mental health provider.

Results

The Lunch Bunch has been a great success! One mother called the facilitator to personally thank him for the positive influence he had on her son, stating that she had begun to see more respectful and responsible behaviors emerge at home. Students have enjoyed being part of the Lunch Bunch so much that they have even asked if they could invite friends who also need a male role model.

100% of students that participated in the Lunch Bunch showed improvements over the course of the year in different areas-based goals. These goals ranged from improved grades to reduced incidences of defiance to reduced absences. 

Challenges

Consistent family involvement in school based SEL programs will rarely occur apart from intentionality. Due to a myriad of factors, families may not initiate contact or understand the value of their input. School leadership needs to be sensitive to possible cultural differences or family dynamics which may hinder school-parent communication. BCCA worked to address these concerns by hosting weekly meetings with RSCs to affirm the RSC role and invite families to share their observations of their child(ren)’s behavior at home. 

 Recruiting mentors for CI/CO was somewhat challenging, because the program was new to BCCA. Due to the success of the program in 2020-21, administrators believe more staff members will volunteer in the future.

Future Modifications

Because of the success of the CI/CO program in the 2020-21 school year, the administration plans to continue this procedure in the future. They would also like to broaden the impact of this program by involving more faculty and staff members. Ideally, in 2021-22 every staff member employed by BCCA will have at least one CI/CO mentee.

Critical Components

Getting Started

BCCA’s assistant director examined available information regarding CI/CO programs at different schools, attended CI/CO webinars, and devised a strategic plan. She then surveyed staff to measure interest in volunteering as CI/CO mentors. Finally, it was critical to locate training materials to effectively onboard mentors and ensure program success. 

 Identifying a qualified leader for a Lunch Bunch program is essential. It is also important to define goals for a Lunch Bunch program. BCCA’s goal was to increase male mentorship, but a Lunch Bunch can be beneficial in addressing a variety of needs, such as underlying causes of behavioral issues (Martinez, 2021).

Ongoing Supports

Check-in/Check-out specifically requires a reliable base of teachers who volunteer their time as mentors. BCCA may need to increase their recruiting efforts in order to gain more CI/CO volunteers as they grow this program in the future.

Equity Connections

28.9% of students enrolled at BCCA are considered educationally disadvantaged. As staff provide mentorship through programs such as CI/CO, they begin to know these students as individuals. Ultimately, these positive staff-student relationships create a supportive school culture “that promotes equity, social and emotional learning and improved student outcomes” (Nishioka, 2019).

The Lunch Bunch serves Black students who do not have a strong father figure in their life. Having a Black mentor can help “challenge...negative internalized feelings that underserved youth may have about their own race,” contribute to a “positive racial identity,” and bolster “self-worth” (Morris, n.d.). This pride in “racial identity is strongly associated with more academic motivation” and academic achievement (Morris, n.d.).

Research

1.     Martinez, J. (2021). “How to Quickly Create a Successful Lunch Bunch”. Everything Just So. Accessed on May 12, 2021. Retrieved from https://everythingjustso.org/blog/how-to-quickly-create-a-successful-lunch-bunch 

2.     Morris, T. (N.d.). “Black Male Mentors | Top 4 Reasons Why They Are Essential”. The Blue Heart Foundation. Accessed on May 12, 2021. Retrieved from https://theblueheartfoundation.org/black-male-mentors-top-4-reasons-why-they-are-essential/ 

3.     Nieme, K. (December, 15, 2020). “CASEL Is Updating the Most Widely Recognized Definition of Social-Emotional Learning”. Here’s Why. The 74. Accessed on May 10, 2021. Retrieved from https://www.the74million.org/article/niemi-casel-is-updating-the-most-widely-recognized-definition-of-social-emotional-learning-heres-why/ 

4.     Nishioka, V. (February 5, 2019). “Positive and Caring Relationships with Teachers are Critical to Student Success”. Education Northwest. Accessed on May 12, 2021. Retrieved from https://educationnorthwest.org/northwest-matters/positive-and-caring-relationships-teachers-are-critical-student-success 

5.     Ritchie, B. (June 12, 2018). “Male role models make a huge impact on a child's life”. Miami Herald. Accessed on May 12, 2021. Retrieved from https://www.miamiherald.com/news/local/education/article213061544.html

6.     United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

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