Tough, Paul. Helping Children Succeed: What Works and Why. Boston: Houghton Mifflin Harcourt, 2016.
In this follow-up to his New York Times bestseller, How Children Succeed, journalist Paul Tough continues to explore a mode of education that can help children succeed, in school and beyond. Although his focus is children living in poverty, he provides a perspective of education that is applicable to all children. In his very readable style, Tough provides examples of program structured to provide children with a sense of belonging, autonomy and competence. Within this environment, children suffering from the effects of toxic stress can begin to develop academic perseverance, a quality less disadvantaged children assimilate more naturally in their home environment. Data from multiple studies indicate that academic perseverance leads to outcomes of success well beyond the confines of school. Educational environments structured to nurture a sense of belonging, autonomy and competence create conditions for deeper learning, a capacity essential in the 21st century. Tough concludes with three suggestions for the improvement of education. “First, we need to change our policies…Second, we need to change our practices…Finally, we need to change our way of thinking.” The first suggestion underscores the importance of the scholar-practitioner quality of contextual literacy. Teachers, principals, and superintendents may not be in a position to change policy—but they can advocate for educational policies that will benefit children. Tough’s second suggestion points to the importance of scholar-practitioner’s pedagogical wisdom. Most teachers and administrators enter the profession of education with a desire to make a difference in children’s lives. Sometimes it seems our efforts are pointless in the face of many systemic obstacles. Yet, caring educators do have a chance to make a difference, even in small ways. The third suggestion relates to the scholar-practitioner qualities of theoretical understanding, ethical stewardship, and aesthetic imagination. We all have a responsibility to understand how emerging neuroscientific findings can help us to re-vision education and our roles as teachers and administrators.