Goal: The goal of the National Commission is to support the whole learner by integrating social, emotional, and academic development and help from teachers, parents, and students in the community (The Aspen Institute, 2023).

Learning Perspectives: According to the National Commission, learning and development happen over time across three perspectives -- cognitive skills, social and interpersonal skills and competencies, and emotional skills and competencies - in safe, relationship-based, and equitable learning environments (The Aspen Institute, 2023).

• Cognitive Skills: including the ability to focus and pay attention, set goals, plan and organize, persevere, and problem solve.

• Social and Interpersonal Skill and Competencies: integrating the ability to resolve conflict, navigate social situations, show respect toward others, and cooperate and compete with others

• Emotional Skills: incorporating the ability to recognize and manage one's emotions, understand the emotions of others, and demonstrate empathy.

Policy Recommendations:

1. Set a Clear Vision: Indicating a clear vision for students's comprehensive development to engage the preK-12 ecosystem. For example, local leaders can (Bridgeland et al., n.d.):

• • construct a local definition for "student success"

  • identify critical elements of the vision that need attention and share ideas on how such vision supports youth development 

  • guarantee that the vision is approved and recognized by local and state agencies and departments 

2. Foster and Support Continuous Improvement of the Learning Environment: Setting up resources and policies to ensure that every student has equal access to top-qualified learning environments. For example, state and local agencies can (Bridgeland et al., n.d.):

• • encourage the adoption or creation of curricula for developing skills that integrate the social, emotional, and cognitive aspects of learning while valuing communities with a variety of cultural and linguistic backgrounds 

  • provide flexible use of time so that every student has access to a caring adult in the school community through mentorship, advisory programs, and other structures 

Using data information for monitoring and supporting students' continuous improvement. For example, state and local leaders can:

• • promote the gathering and application of a wide range of data in high-quality learning environments such as student surveys, students' work and progress 

  • adjust and improve the existing assessment based on the data to foster student success

3. Promote the Development of Adult Capacity: Leveraging credentials to support educators' continuing professional development. Facilitating communities to hire, support, and retain educators who can raise the WHOLE learner. For instance, state leaders can (Bridgeland et al., n.d.):

• • encourage equality in recruitment by offering incentives, debt forgiveness, or programs that encourage economically and historically disadvantaged young people to pursue the teaching profession and serve as role models for a diverse student group 

  • offer teachers education programs at nearby colleges or universities to advance the professional development of educators

4. Align Resources Efficiently and Equitably: Promoting equal distribution of educational resources across states and programs. Encouraging innovation in different areas from the federal level (Bridgeland et al., n.d.).