Socialization Differences in Lower School

Each student’s experience at school during the K – 4 years is influenced by their “social” identity, using social in a narrow sense to mean how they perceive themselves socializing with other students. The Inclusivity Index divides the “Social” demographic into three categories: Prefer to be Alone, Wishing for More Friends and Large Network of Friends. The results of the All Schools database for grades K – 4 show that students identifying in each category have a distinct developmental experience.

To calibrate your assessment of the student feedback, the statement used in the survey for three important qualities, Emphasize Strengths, Learning versus Readiness and Worry are shown.

Using the Experience Lens from the Inclusivity Index feedback, first consider the Prefer to be Alone group comparing the 1st to 4th grades. Even in the 1st grade, the left lens shows a relatively lower score in Learning versus Readiness. By the 4th grade, lower scores appear in related categories, Emphasize Strengths, and Open Conversations as well as evidence of deterioration in Bias and Fairness.

Looking at the same comparison for the Wishing for More Friends subset of students, in the 1st grade the students report an overall positive experience and outlook for the school community. By the 4th grade lower scores start to appear in foundational qualities of the school: Sharing Knowledge Experience, Kindness, Bias and Fairness and Worry and Stress.

As you contemplate the reasons for each of these observations, the final Experience Lens may add perspective. This shows the same comparison of 1st to 4th grades for students identifying as having a Large Network of Friends.

·       Are the qualities that reflect differences in scoring levels between the three “Social” identities consistent with your expectations?

·       Is the distinction between foundational qualities at the bottom of the Experience Lens (Bias and Fairness, Worry and Stress, Kindness) versus the more aspirational qualities (Emphasize Strengths, Learning versus Readiness) at the top valid?

·       How does this influence your view of the relative importance of social development during the early school years?

·       Is the social support role of teachers further defined by these inputs?