98 Chapter 2 Curriculum Development (ASCD), which had over 100,000 members from the field of education worldwide, published a preparative study by Hodgkinson (2006) titled The Whole Child in a Fractured World and called into being a special ‘Commission on the Whole Child to redefine the learning compact’. This Commission coined the term whole child in a more holistic, complete and, above all, strategic way than before. It did so in a report that laid the groundwork for the wide modern usage of the term whole child: The Learning Compact Redefined (ASCD, 2007). Approaches like this had already been proposed in relation to healthcare (Tarbell & Allaire, 2002) and counselling (Florey, 1989). In addition, in the field of education, from time to time, there had been a call for attention to be paid to the child as a whole. Since 2005/2006, however, due to efforts made by the ASCD and driven by the growing awareness of the downsides of the NCLB Act in the United States, far more structural attention has been paid to the whole child. Looking back 15 years later, the ASCD (2020) concluded: Since the launch of the Whole Child Initiative, ASCD has created an array of resources to support educators in understanding, advocating for, and implementing a whole child approach to education. Over the years, these have included the Whole Child Blog, Whole Child Podcast, Whole Child Newsletter, Healthy School Report Cards, Whole Child Snapshots, and publications such as Educating the Whole Child. An Action Tool (2008) and Making the Case for Educating the Whole Child (2012). ASCD has also hosted five Whole Child Symposium events on topics such as teacher leadership, poverty and education, and the engagement gap. In 2011, ASCD released the Whole Child Indicators. Each tenet has 10 indicators that delineate how schools should embed that tenet in their school climate and culture, curriculum and instruction, community and family, professional development and capacity building, and assessment. The indicators were followed by the launch of the ASCD School Improvement Tool in 2012, a free, online needs assessment for schools and districts that measures the Whole Child tenets and indicators. Additionally, and as a result of our commitment to the whole child, ASCD in collaboration with the U.S. Centres for Disease Control and Prevention (CDC) released the Whole School, Whole Community, Whole Child Model (WSCC) in 2014. (pp. 10–11). In 2017, the American Institutes of Research found proof that WCD pedagogies and models were already clearly traceable in 10 different countries in Western Europe and North America: Ireland, Germany, France, Belgium, the Netherlands, Spain, Portugal, the UK, Canada (Ontario) and the United States
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