The HeartBridge Learning System

HeartBridge Learning System

HeartBridge Learning System

We believe

Students in the United States are facing daunting challenges like never before.  The pace of change is unprecedented, so much so that the rate of technological and cognitive expansion is unfathomable. The liberated sharing of knowledge worldwide is changing politics, social orders, education processes, business practices, and commercial endeavors at speeds never thought possible even in the last ten years. We have moved from learning in a one-room schoolhouse, where the teacher was the conduit of knowledge for multi-age apparatuses, having to impart thousands of pages of information to children in the short amount of time that they had with them, to presently learning from a handheld device that can give us instant information that used to take months, if not years, of research. What was once noteworthy and difficult to measure has developed into what is vastly insignificant and easy to measure.

And yet, with all of our advances, we have forgotten that learning is not only about the factual and the empirical. A man can learn all there is to know about physics, but be completely ignorant of morality and social responsibility. We have shifted our learning focus to what can be easily driven by data instead of what builds character and strength in our students.  21st Century readiness depends as much on how we learn as what we learn.

Educators and policy drivers in the United States are obsessed with our academic standing in the world, when no research suggests a that a country’s success is dependent on one country’s students knowing more than another country’s. Yes, the foundations of academic content should not only be taught but mastered, but non-cognitive skills should be given equal weight in order for our students to succeed in this new and ever-evolving environment.

The HeartBridge Learning System Explained!

SEL Outcomes for Schools

sel outcomes for arkansas

SEL Outcomes for Schools

Our children spend, on average, around 1,000 hours in school a year. That does not take into account the hours spent in extracurricular activities, school functions, etc. But the peak hours of the day are spent in actual instruction. Currently, SEL programs are only present (at least, with regards to real legislative action) in five states, and those programs are still in the early stages of development. That means that 45 states have little to know social-emotional instruction. When our children are spending a large majority of their time in the classroom, you would expect that they would be receiving instruction in such things as compassion, self-worth, social intelligence, and other facets that make us more well-rounded and functional adults. But, for the most part, our schools have cut many programs that sponsor this type of teaching (as well as greatly reducing the art programs), and have instead completely focused on academics. Adolescence is a time of development and maturation, and if our students are only learning facts and figures they are missing out on equally important SEL criteria.

SEL programs can benefit schools through:

  • decreased behavioral interventions
  • fewer suspensions and expulsions
  • greater test scores and academic performance
  • higher graduation rates/lower dropout rates  
  • calmer classrooms

Students who receive SEL programming (as compared with control groups) perform:

  • 9 percentile points lower in conduct problems
  • 11 percentile points higher in academic achievement

These students are also more likely to:

  • complete high school and college
  • have increased academic achievement in all grades and on into college