Establishing Loving Spaces for Learning: Preventing Bullying and Discrimination in U.S. Schools

EDU H310M Subject & Catalog Number

*Required for School Counseling Students; Lottery-Based Enrollment for all others* Across the United States, educators are struggling to determine the most effective ways of creating learning spaces that are loving and transformational for all students. To do this requires building school climates that are nurturing and inclusive for students from diverse racial, cultural, socio-economic, and political backgrounds, and who come to school with diverse identities, learning styles, and challenges. Feeling safe and welcome at school has direct and measurable effects on students' academic achievement; but how do we create loving spaces for learning amid global authoritarianism and unrest? This module will explore empirical evidence that supports the creation of safe, loving schools and provide examples of best practices for educators seeking to prevent bullying and discrimination. By the end of the module, students should be able to: (1) communicate to educational stakeholders and policymakers the importance of building safe and loving spaces in schools; (2) analyze and critique programs that seek to prevent bullying and discrimination; and (3) apply their knowledge in a practice, policy or research context of their choice. To accomplish these goals, in the first half of the course we will explore theoretical and empirical research on safe, supportive, and inclusive schools, including the prevention of bullying and discrimination. Here, we will consider the ways that multiple stakeholders define safety. During the second half of the course, we will explore practical approaches to creating safe and loving educational contexts for young people. Here, we will focus on strategies that empower young people to be active agents in building loving spaces. The course will also provide opportunities to consider specific types of identity-related bullying, such as homophobia, xenophobia, ableism, and racism. Although K-12 schools will be the central setting examined, course materials are also applicable to community-based settings and higher education.