School & District Management Opinion

How Children Succeed: Attachment, Advisory & Adversity

By Tom Vander Ark — September 26, 2012 4 min read
  • Save to favorites
  • Print

Paul Tough
takes on the enormous question of

How Children Succeed

in his new book. In a well-produced long interview with Ira Glass,
Tough said, “We don’t teach the most important skills,” a list that includes “persistence, self-control, curiosity, conscientiousness, grit and

Tough points to the work of James Heckman, the Nobel winning economist who has studied investments in early childhood development. The Heckman Equation is to “invest in the very young.” His research suggests that “

early childhood education has very good returns


Dr. Pamela Cantor worked with teachers and children in war-torn countries in the 1990s. After September 11, 2001, New York Chancellor Harold Levy asked Dr.
Cantor to lead efforts to support children traumatized by the experience of 9/11. She observed that poverty inflicts a steady stream of trauma on children
and packed everything she learned about working with children in crisis into a school improvement approach called Turnaround for Children. Like Heckman, she observed a lack of connection between adults and children is a
widespread problem for many students that grow up in poverty. This is because high poverty schools are not designed to establish the culture, teacher
practices and support that would forge strong connections between adults and children.

To learn more, we called our friends at WestEd and it turns out they feel so strongly about this topic that they’ve left behind the dispassion of research
and mounted an advocacy campaign called For Our Babies. Julie Wetherston said, “Research is showing just how
incredibly important the social and emotional relationships are in the early years,” and “the early time parents are spending with their babies isn’t just
a luxury time, it’s an important time for brain growth.” The WestEd researchers point to attachment, infant and parent bonding, and advocate for
company and government policies that promote it--paid leave for new parents and quality infant and toddler care.

Sustained relationships.
In addition to expanded access to quality early care and learning, what can schools do to promote character development (Tough’s list of non-cognitive
skills: “persistence, self-control, curiosity, conscientiousness, grit and self-confidence”)? The Turnaround formula includes intense professional
development directed toward skills that build these attributes in kids, a program of positive behavior management, a social worker, and links to mental
health and family services.

At the secondary level, the shuffle of a discipline-based master schedule can lead to a lack of sustained relationships and more opportunities for students
to fall through the cracks. For almost 20 years I’ve been an advocate of an advisory structure--a turbocharged version of homeroom with five purposes:

School development networks that make quality outcomes a priority (i.e., nearly all CMOs) use some kind of an advisory structure. They combine it with
small size and personalized instructional strategies.

However, it’s fair to say that advisory effectiveness has been hit and miss because many are not well structured and supported. New tools being developed
to promote personal effectiveness, boost college/career awareness, and support the best possible post-secondary decision are helping to make advisory
structures more effective.

Attachment and advisory are all about relationship, but another recommendation from Tough may
suggest less of a good thing:

The most valuable thing that parents can do to help their children develop noncognitive skills--which is to say, to develop their character--may be to do
nothing. To back off a bit. To let our children face some adversity on their own, to fall down and not be helped back up. When you talk today to teachers
and administrators at high-achieving high schools, this is their greatest concern: that their students are so overly protected from adversity, in their
homes and at school, that they never develop the crucial ability to overcome real setbacks and in the process to develop strength of character.

Tough suggests that grit--lessons and dispositions from overcoming adversity--appears to be key to success later in life. Some kids deal with plenty of
adversity while others lead sheltered lives. There are a handful of things schools can do to build persistence and grit:

  • Academic ownership: giving students more control over what and how to learn and how they show what they know (see

    Maps, Playlists, & Badges


  • Challenge Based Learning
    : encouraging students to grapple with real life problems in projects, science fairs, or robotics competitions. The Common Core suggests requiring
    students to grapple with difficult material and write about it.

  • Work and community-based learning: internships (see Big Picture), business plan competitions (see Network for Teaching Entrepreneurship), and solving community problems (see National Service Learning Clearninghouse)

  • Sports: School and community partnerships that encourage broad participation in competitive individual and team sports.

Like Paul Tough’s first book about the Harlem Children’s Zone, How Children Succeed is an important look at poverty in America. While the
widespread adoption of ‘all student college-ready’ is an important step toward educational equality, Tough’s thoughtful consideration of character is a
welcomed contribution.

Related Tags:

The opinions expressed in Vander Ark on Innovation are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Commenting has been disabled on edweek.org effective Sept. 8. Please visit our FAQ section for more details. To get in touch with us visit our contact page, follow us on social media, or submit a Letter to the Editor.


This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Teaching Webinar
What’s Next for Teaching and Learning? Key Trends for the New School Year
The past 18 months changed the face of education forever, leaving teachers, students, and families to adapt to unprecedented challenges in teaching and learning. As we enter the third school year affected by the pandemic—and
Content provided by Instructure
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Curriculum Webinar
How Data and Digital Curriculum Can Drive Personalized Instruction
As we return from an abnormal year, it’s an educator’s top priority to make sure the lessons learned under adversity positively impact students during the new school year. Digital curriculum has emerged from the pandemic
Content provided by Kiddom
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Equity & Diversity Webinar
Leadership for Racial Equity in Schools and Beyond
While the COVID-19 pandemic continues to reveal systemic racial disparities in educational opportunity, there are revelations to which we can and must respond. Through conscientious efforts, using an intentional focus on race, school leaders can
Content provided by Corwin

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management 10 Ways to Tackle Education's Urgent Challenges
As the school year gets underway, we ask hard questions about education’s biggest challenges and offer some solutions.
2 min read
Conceptual Image of schools preparing for the pandemic
Pep Montserrat for Education Week
School & District Management Reported Essay Principals Need Social-Emotional Support, Too
By overlooking the well-being of their school leaders, districts could limit how much their schools can flourish.
7 min read
Conceptual Illustration
Pep Montserrat for Education Week
School & District Management From Our Research Center Educator Stress, Anti-Racism, and Pandemic Response: How You're Feeling
A new nationally representative survey offers key takeaways from teachers, principals, and district leaders.
EdWeek Research Center
1 min read
2021 BI COVER no text DATA crop
Pep Montserrat for Education Week
School & District Management Download 8 Tips for Building a Digital Learning Plan That Conquers Chaos
Craft flexible strategies, encourage experimentation with new instructional models, and regularly solicit feedback.
1 min read
onsr edtech tips