International Journal of the Whole Child
type: channel
description: The mission of the International Journal of the Whole Child is to publish scholarly manuscripts describing how children's learning and development are integrated with the intellectual, social/emotional, and physical dimensions for the child from birth to age 12. ISSN 2474-297X (online)
language: en
publication name: International Journal of the Whole Child
issn: 2474-297X
copyright: Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY-NC-ND 4.0 license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are able to use and distribute the work internally at the author's place of employment and have the right to make presentation of the material. International Journal of the Whole Child is freely published at no cost to its authors or readers.
items: Updates
items: Books for Children
items: From Chore to Adventure: How Adults and Children Experience Snow Differently
items: Exploring the Term: "Imagination"
items: Do Outside of School Activities Affect Children's Learning?
items: Culturally Responsive Counseling for BIPOC Children with Autism in Rural Areas: A Literature Review of Barriers and Interventions
items: Books as Bridges: Using Award-Winning Children's Literature to Connect Young Readers with Nature
items: Seeing is Not Believing: Helping Children Differentiate Real and AI-Generated Images
items: Developing AI Literacy in Education: Foundations, Responsibilities, and Practical Resources for K-12 Classrooms
items: The Perceptions of Mothers Regarding the Child Support Grants in Intsika YethuMunicipality in the Eastern Cape Province of South Africa
items: Digital Parenting in Eswatini: Navigating Technology, Culture and Family in the 21st Century
items: Introduction
items: Beyond Reactive Protection: Building Child-Safe Systems for Hong Kong's Future
items: Perceived Impact of Child Labor on Pupils' School Attendance and Performance
items: Table of Contents
items: Editor Information
items: Title Page
items: Beyond Inclusion: A Conceptual Framework for Cultivating Authentic Belonging for Middle School Students of Color and First-Generation Immigrants
items: Page Turners: Books for Children
items: Pictures for Reflection
items: Exploring the Term: “Children’s Play”
items: Education by the Numbers
items: Embedding Mental, Behavioral Health and Social Emotional Literacy Services into an After Care Program
items: From Access to Empowerment: School Counselors Supporting AI Literacy in Underserved K–8 Communities
items: Children Growing Up Digital: Applying Bronfenbrenner’s Ecological Systems Theory to Technology and Play
items: Balancing Benefits and Barriers: Exploring the Impact of School Cellphone Bans on Student Engagement, Well-Being, and Learning
items: Predictors and Outcomes of Eighth Grade Math Acceleration in a Florida District
items: Supporting the Mental Health of School Children During the Summer Months

Updates
type: item
description: Thank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of children around the world. The submission deadline for the Fall/Winter issue is October 1. Thank you again for your continued support. We look forward to seeing you in Fall/Winter 2026.
subject: IJWC Updates
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 133
ending page: 133

Books for Children
type: item
description: In this article, different children’s books are listed with descriptive summaries on each one. The books include: Ahoy!; Chooch Helped; The Book That Almost Rhymed; Forests; Just in Case: Saving Seeds in the Svalbard Global Seed Vault; The Yellow Bus; The Circuit Graphic Novel; If You Make a Call on a Banana Phone; Over and Under the Coral Reef.
subject: Page Turners: Books for Children
  topic: section
creator: Meyer, Carla
creator: Sobolak, Michelle
creator: Crawford, Patricia
creator: Bartow Jacobs, Katrina
rights: Copyright (c) 2026 Meyer, Carla, Sobolak, Michelle, Crawford, Patricia, Bartow Jacobs, Katrina http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 129
ending page: 132

From Chore to Adventure: How Adults and Children Experience Snow Differently
type: item
description: The authors present the difference in how adults and children experience snow.
subject: Pictures for Reflection
  topic: section
creator: Burriss, Kathleen
creator: Burriss, Larry
rights: Copyright (c) 2026 Burriss, Kathleen, Burriss, Larry http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 128
ending page: 128

Exploring the Term: "Imagination"
type: item
description: This article examines the concept of imagination as a critical dimension of child development and learning. Although imagination is commonly defined as the ability to form mental images and generate new ideas, this definition does not fully capture its origins, significance, or developmental processes. The article explores key questions related to how children acquire and develop imagination, the role of educators and caregivers in nurturing imaginative thinking, and the long-term implications of imagination for children's cognitive, social, and creative growth. By considering imagination as a foundational skill rather than a simple cognitive ability, the discussion highlights its potential to foster innovation, problem-solving, and lifelong learning. The article underscores the importance of creating educational environments that encourage imaginative exploration and recognizes imagination as a powerful resource that shapes both children's present experiences and future opportunities.
subject: Education: Words and Meaning
  topic: section
creator: Stone, Sandra
rights: Copyright (c) 2026 Stone, Sandra http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 122
ending page: 127

Do Outside of School Activities Affect Children's Learning?
type: item
description: Research consistently demonstrates that parental engagement in children’s education outside the classroom is associated with improved academic outcomes, including higher grades, better attendance, increased confidence, and stronger motivation. Active participation in education-related activities signals the value families place on learning and contributes to greater student success while helping reduce dropout rates. Data examining elementary school students (grades K–5) indicate that parental involvement in educational activities remains an important factor in supporting children’s academic achievement and overall school engagement.
subject: Education by the Numbers
  topic: section
creator: Snead, Donald
rights: Copyright (c) 2026 Snead, Donald http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 120
ending page: 121

Culturally Responsive Counseling for BIPOC Children with Autism in Rural Areas: A Literature Review of Barriers and Interventions
type: item
description: Autism spectrum disorder (ASD) disproportionately burdens Black, Indigenous, and People of Color (BIPOC) children in rural U.S. communities due to intersecting racial, cultural, and geographic barriers. This literature review synthesizes evidence on culturally responsive counseling approaches for this population. Databases including PubMed, PsycINFO, ERIC, CINAHL, and Google Scholar were searched to identify relevant research. In total, 49 studies met the criteria for examining counseling or psychosocial interventions for BIPOC children with ASD in rural settings or addressing rural and cultural adaptations. Three major themes emerged from the review: (1) systemic and geographic barriers, (2) cultural and community-level barriers, and (3) effective counseling approaches for children with autism. Findings highlight the importance of integrating culturally responsive counseling within broader educational, family, and community systems to support the whole child’s social, emotional, and developmental growth. Results underscore the necessity of cultural humility, family partnership, and telehealth to improve access and engagement. Recommendations include provider training in cultural adaptation and policy investment in rural broadband to ensure equitable care.
subject: Children and Families: Health and Wellness
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creator: Chaney, Isha
creator: Michael, Tony
rights: Copyright (c) 2026 Chaney, Isha, Michael, Tony http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 107
ending page: 119

Books as Bridges: Using Award-Winning Children's Literature to Connect Young Readers with Nature
type: item
description: As children spend less time outdoors and more time engaged with digital media, educators are seeking effective ways to foster environmental awareness and meaningful connections with nature. This article explores how children’s literature can serve as a bridge between young readers and the natural world. The authors examine major environmental and nature-focused children’s book awards, identify common characteristics of award-winning titles, and discuss how these books can support environmental education. Practical examples illustrate how literature can reduce apprehension, build anticipation for outdoor experiences, activate prior knowledge, develop vocabulary to support science learning, and foster environmental stewardship. By intentionally pairing award-winning literature with outdoor exploration, educators can help children develop curiosity, confidence, environmental understanding, and a lifelong connection to nature.
subject: Nature, Nurture, and Childhood
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creator: Mangione, Katherine
creator: Burch, Sophia
rights: Copyright (c) 2026 Mangione, Katherine, Burch, Sophia http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 97
ending page: 106

Seeing is Not Believing: Helping Children Differentiate Real and AI-Generated Images
type: item
description: The rapid proliferation of generative artificial intelligence (AI) has created a digital environment in which synthetic images are increasingly difficult to distinguish from reality. This shift poses significant risks for children, who may be vulnerable to misinformation, algorithmic bias, harmful social comparison, and digital fraud. Because children regularly use social media platforms where synthetic media can spread quickly, they need age-appropriate AI image literacy skills that support critical thinking, identity development, and responsible decision-making. Helping students differentiate between real and AI-generated images requires a multifaceted approach centered on hands-on exploration, visual cue recognition, source verification, and guided reflection.
subject: Science, Technology, Engineering, Art, and Mathematics: STEAM
  topic: section
creator: Wilson, Tiffany
creator: McDonald Harris, Sannyu
creator: Wilson III, Frank Marshall
rights: Copyright (c) 2026 Wilson, Tiffany, McDonald Harris, Sannyu, Wilson III, Frank Marshall http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 87
ending page: 96

Developing AI Literacy in Education: Foundations, Responsibilities, and Practical Resources for K-12 Classrooms
type: item
description: Artificial intelligence has rapidly moved from a specialized field of study to a mainstream tool used daily by educators and students. While generative AI offers powerful opportunities for creativity, efficiency, and innovation, it also introduces significant ethical, legal, and cognitive challenges. This article defines AI literacy, explains its growing importance in K–12 education, and outlines key principles for responsible AI use. Emphasis is placed on helping students understand how AI works, evaluate AI-generated content critically, and use AI as a tool rather than a substitute for human thinking. The article concludes with a curated chart of free and accessible resources to support educators, students, and families in developing AI literacy across grade levels.
subject: Tech Talk
  topic: section
creator: Caukin, Nancy
rights: Copyright (c) 2026 Caukin, Nancy http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 80
ending page: 86

The Perceptions of Mothers Regarding the Child Support Grants in Intsika YethuMunicipality in the Eastern Cape Province of South Africa
type: item
description: The Child Support Grant (CSG) is South Africa's primary social protection tool for reducing child poverty. Nevertheless, in rural settings such as Intsika Yethu Municipality, the grant's intended impact is often diminished by socioeconomic pressures, cultural obligations and limited financial knowledge. This qualitative, phenomenological case study investigates how mothers comprehend, use and perceive CSG in this situation. Data were gathered through in-depth interviews with eight mothers, a focus group discussion with six participants, and a documentary analysis of pertinent policy frameworks. Thematic analysis revealed five critical themes listed as follows: (1) Socioeconomic constraints force the use of CSG for general household needs; (2) Cultural norms impact spending priorities, frequently diverting funds away from child-specific needs; (3) A lack of financial literacy impacts budgeting and decision-making; (4) Limited monitoring tools reduce accountability; and (5) participants advocate for increased grant amounts and financial education. The study suggests that while the CSG provides critical assistance, its effectiveness is hampered by systemic poverty, inflation, and entrenched sociocultural norms. To improve grant use in child welfare, the study suggests adopting culturally appropriate, financial literacy training, strengthening community-based support networks and developing simple monitoring mechanisms.
subject: Articles
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creator: Pele, Nolundi
creator: Douglas, Mbuyiselo
rights: Copyright (c) 2026 Pele, Nolundi, Douglas, Mbuyiselo http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 64
ending page: 79

Digital Parenting in Eswatini: Navigating Technology, Culture and Family in the 21st Century
type: item
description: The rapid integration of digital technologies has transformed parenting globally; however, limited research has examined parental experiences within sub-Saharan African contexts. This qualitative study explored how Emaswati parents perceive and navigate raising children in the digital age, with particular attention to opportunities, risks, and cultural implications. Eswatini, a country in Southern Africa formerly known as Swaziland, provides a relevant context for examining these dynamics. Guided by Ecological Systems Theory and Parental Mediation frameworks and employing a transformative Participatory Action Learning and Action Research (PALAR) design (Zuber-Skerritt, 2018), the study engaged 25 parents from both urban and rural settings. Data were generated through semi-structured interviews and focus group discussions and analyzed using reflexive thematic analysis, supported by iterative member checking. Additionally, findings reveal that digital technology functions as a double-edged sword; while it enhances educational access and digital literacy, it also raises concerns related to excessive screen time, online safety, and potential cultural erosion. Structural inequalities in access to devices, internet connectivity, and digital skills further shape parental experiences, contributing to notable urban–rural disparities. Additionally, findings reveal that parents employ a combination of rule-based restrictions and relational strategies such as co-use and participatory learning to guide children’s digital engagement. Importantly, digital technologies can support cultural continuity through intergenerational learning and the preservation of cultural heritage. Participants highlighted the need for community-based support, contextually relevant resources, and stronger collaboration with schools and cultural institutions. Overall, the findings underscore that effective digital parenting in Eswatini requires a careful balance between educational opportunities, child s…
subject: Articles
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creator: Mpofu, Phumuzani
creator: Dlamini, Mathokoza R.
rights: Copyright (c) 2026 Mpofu, Phumuzani, Dlamini, Mathokoza R. http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 44
ending page: 63

Introduction
type: item
description: This summer issues provides readers with a variety of topics that include how child labor laws impact school attendance and school performance, how to create a framework to improve child protection services and how to support diverse students with Autism in rural areas. From the technology perspective, readers learn more about digital parenting, increasing AI literacy in the classroom, and how to help children differentiate real images from AI generated images. Lastly, readers will gain more insight on the power of the imagination and how adults and children can view a picture of snow drastically different. The International Journal of the Whole Child continues to be committed to promoting the holistic learning and development of the whole child. Article #1: Perceived Impact of Child Labor on Pupils’ School Attendance and Performance Emmanuel Nwune, Amaechi Anidi, Chizoba Ebom Given the alarming number of out-of-school children engaged in child labor in Nigeria and considering the consequences, this study sought to determine the impact of child labor on pupils’ school attendance and performance. A descriptive survey, using a convenience sampling technique, collected rationalistic data regarding Nigerian teachers’ perceptions (N=100). Findings reveal child labor negatively impacts pupils’ school attendance and performance. Implications and recommendations are discussed. Article #2 Beyond Reactive Protection: Building Child-Safe Symptoms for Hong Kong’s Future Emily Wong This manuscript argues that child safeguarding offers a more sustainable, proactive, and systemic framework for advancing children’s well-being than traditional child protection models. Using Hong Kong as a strategic case study, this paper examines how education, social services, healthcare, and community sectors can work collaboratively to reduce preventable harm and build protective capacity. Transitioning from a negligence-focused model to a preventive safeguarding framework represents not merely p…
subject: Introduction
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29

Beyond Reactive Protection: Building Child-Safe Systems for Hong Kong's Future
type: item
description: This paper argues that child safeguarding offers a more sustainable, proactive, and systemic framework for advancing children's well-being than traditional child protective models. While child protection services remain essential in responding to abuse, neglect, and exploitation, they primarily intervene after harm has occurred. Safeguarding shifts the focus toward prevention by embedding child rights principles within institutional structures, professional practices, and community cultures. This shift toward safeguarding strengthens children's developmental, emotional, educational, and psychosocial well-being by establishing preventive protections across educational, community, and institutional environments. It fosters safe and inclusive learning environments, nurturing and stabilizing relationships, and providing coordinated support systems that strengthen children's resilience, social competence, self-efficacy, and holistic development. Using Hong Kong as a strategic case study, this paper examines how education, social services, healthcare, and community sectors can work collaboratively to reduce preventable harm and build protective capacity. Transitioning from a negligence-focused model to a preventive safeguarding framework represents not merely procedural reform by a reconfiguration of shared responsibility across families, professionals, and organizations. This discussion concludes with recommendations for strategic policymaking, cross-sectoral collaboration, research-informed practice. It also calls for strengthening societal parenting capacity enhancing families' knowledge, resources, and support networks to foster safe and nurturing environments alongside more strategic resource allocation. Together, these measures aim to consolidate a child-centered safeguarding system in Hong Kong and contribute to the global discourse on integrated, preventive approaches to children's rights and long-term social sustainability.
subject: Articles
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creator: Wong Shuk Wai, Emily
rights: Copyright (c) 2026 Wong, Emily http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 21
ending page: 43

Perceived Impact of Child Labor on Pupils' School Attendance and Performance
type: item
description: Given the alarming number of out-of-school children engaged in child labor in Nigeria and considering the consequences, this study sought to determine the impact of child labor on pupils' school attendance and performance. A descriptive survey, using a convenience sampling technique, collected rationalistic data regarding Nigerian teachers' perceptions (N=100). Findings reveal child labor negatively impacts pupils' school attendance and performance. Implications and recommendations are discussed.
subject: Articles
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subject: Array
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creator: Anidi, Amaechi Charles
creator: Nwune, Emmanuel Chibuike
creator: Ebom, Chizoba Favour
rights: Copyright (c) 2026 Anidi, Amaechi Charles, Nwune, Emmanuel Chibuike, Ebom, Chizoba Favour http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 11
ending page: 20

Table of Contents
type: item
description: Table of Contents Volume 11 Number 1 2026 Articles Perceived Impact of Child Labor on Pupils’ School Attendance and Performance 11 - 20 Emmanuel Nwune, Amaechi Anidi, Chizoba Ebom Beyond Reactive Protection: Building Child-Safe Systems for 21 - 43 Hong Kong’s Future Emily Wong Shuk Wai Digital Parenting in Eswatini: Navigating Technology, Culture, and Family 44 - 63 in the 21st Century Phumuzani Mpofu The Perceptions of Mothers Regarding the Child Support Grants in the Intsika Yethu 64 - 79 Municipality of the Eastern Cape Province in South Africa Nolundi Pele, Mbuyiselo Douglas Tech Talk Developing AI Literacy in Education: Foundations, Responsibilities, and Practical 80 - 86 Resources for K-12 Classrooms Nancy Caukin Science, Technology, Engineering, Art, and Mathematics: STEAM Seeing is Not Believing: Helping Children Differentiate Real and 87 - 96 AI-Generated Images Tiffany Wilson, Sannyu Harris, Frank Wilson III Nature, Nurture, and Childhood Books as Bridges: Using Award-Winning Children's Literature to Connect 97 - 106 Young Readers with Nature Katherine A. Mangione, Sophia J. Burch Families and Children: Health and Wellness Culturally Responsive Counseling for BIPOC Children with Autism in Rural 107 - 119 Areas: A Literature Review of Barriers and Interventions Isha Chaney, Tony Michael Education by the Numbers Do Outside of School Activities Affect Children’s Learning? 120 - 121 Donald Snead Education: Words and Meaning Exploring the Term: “Imagination” 122 - 127 Sandra Stone Pictures for Reflection Snow: From Chore to Adventure 128 Kathleen Burriss, Larry Burriss Page Turners: Books for Children 129 - 132 Carla K. Meyer, Michelle J. Sobolak, Patricia A. Crawford, Maria T. Genest, Katrina Bartow Jacobs IJWC Updates 133
subject: Introduction
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 4
ending page: 5

Editor Information
type: item
description: Editor: Tiffany Wilson, Department of Educational Psychology and Learning Systems, Florida State University Associate Editor: Pamela Kramer Ertel, Department of Elementary and Special Education, Middle Tennessee State University Children’s Literature Editors: Patricia A. Crawford, Department of Instruction and Learning, University of Pittsburgh Maria T. Genest, Department of Education, La Roche College Katrina Bartow Jacobs, Department of Instruction and Learning, University of Pittsburgh Carla K. Myers, Department of Instruction and Learning, Duquesne University Michelle Sobolak, Department of Instruction and Learning, University of Pittsburgh Nature, Nurture, and Childhood Katherine Mangione, Department of Elementary and Special Education, Middle Tennessee State University Families’ and Children’s Health and Wellness Editors: Christan Horton, Department of Rehabilitation Counseling, Winston-Salem State University Sannyu M. Harris, Counseling Department, North Carolina Agricultural and Technical State University Play: Development, Learning, and Therapy Editors: Susan Elswick, Social Work Department, University of Memphis Rachel Ross, College of Social Work, University of Tennessee Knoxville Tech Talk Editor: Nancy Caukin, College of Education, North Greenville University STEAM Editor: Brian Stone, College of Education, Northern Arizona University International Editor: James Hoot, Professor Emeritus, University of Buffalo Early Childhood Editor: Jane Seok Jeng Lim, Department of Elementary and Special Education, Middle Tennessee State University Pamela Kramer Ertel, Department of Elementary and Special Education, Middle Tennessee State University Elementary Grades Editor: Susan Brand, School of Education, University of Rhode Island Middle Grades Editor: Donald Snead, Professor Emeritus, Middle Tennessee State University Special Education Editor: Alicia Pence, Department of Elementary and Special Education, Middle Tennessee State University Education by the Numbers E…
subject: Introduction
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 2
ending page: 3

Title Page
type: item
description: Tennessee Association for Childhood Education International International Journal of the Whole Child Volume 11, Number 1 January 2026 – July 2026 ISSN 2474-297X Editor: Tiffany Wilson Florida State University, Associate Teaching Professor Associate Editor: Pamela Kramer Ertel Middle Tennessee State University, Professor
subject: Introduction
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 1
ending page: 1

Updates
type: item
description: Thank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. In our Summer 2026 issue, we will be introducing a new section titled “Nature, Nurture, and Childhood”. This section will highlight the impact nature has on child development and how nature can enhance learning, support social and emotional development, and promote overall well-being. When integrated with nurturing relationships, and intentional educational practices, these influences provide a robust framework for fostering resilience and the holistic growth in childhood. We are very excited to add this section to our journal. Again, we sincerely thank you for your continued support of the International Journal of the Whole Child. We look forward to seeing you in Summer 2026.
subject: IJWC Updates
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 84
ending page: 84

Beyond Inclusion: A Conceptual Framework for Cultivating Authentic Belonging for Middle School Students of Color and First-Generation Immigrants
type: item
description: The "whole child" approach emphasizes the need to nurture all aspects of a student's development. For middle school students of color and first-generation immigrants, a fundamental aspect of this development is a sense of authentic belonging. This conceptual paper critically argues for an understanding of belonging as more than mere inclusion or representation; it is the active, intentional cultivation of an environment where students’ identities are not merely seen, rather, they are affirmed as integral to the learning process. We synthesize theories of culturally relevant pedagogy (Ladson-Billings, 1995), the mirror and window framework (Style, 1988), and the psychology of belonging (Allen et al., 2021) to propose a multi-dimensional framework for fostering belonging. This framework posits that authentic belonging is achieved through the synergistic implementation of Representational Belonging (curriculum and environments), Pedagogical Belonging (instructional practices), and Relational Belonging (teacher-student and peer relationships). The paper concludes with implications for practice, urging educators to move beyond passive inclusion and toward the active and scholarly cultivation of spaces where every child’s cognitive, social and emotional development is rooted in a profound sense of being valued and connected.
subject: Emerging Scholars
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creator: Tsz Yu Cheung
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 80
ending page: 83

Page Turners: Books for Children
type: item
description: In this article, different children’s books are listed with descriptive summaries on each one. The books include: Almost Underwear: How a Piece of Cloth Traveled from Kitty Hawk to the Moon and Mars; And There Was Music; Buffalo Fluffalo; Luigi the Spider Who Wanted to be a Kitten; No More Chairs; Orris and Timble: The Beginning; A Mischief of Mice; Home.
subject: Page Turners: Books for Children
  topic: section
creator: Katrina Bartow Jacobs
creator: Carla K. Meyer
creator: Michelle J. Sobolak
creator: Patricia Crawford
creator: Mara Genest
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 77
ending page: 79

Pictures for Reflection
type: item
description: When we observe nature, we often only think of the five senses. However, feelings and emotions also play a role in our appreciation of the natural world.
subject: Pictures for Reflection
  topic: section
creator: Kathy Burriss
creator: Larry L. Burriss
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 74
ending page: 76

Exploring the Term: “Children’s Play”
type: item
description: The word “play” is, as play expert Brian Sutton-Smith (2005) explains, “a highly complicated phenomenon and has never yet been adequately explained in any agreeable scientific terms. On the other hand, the one thing that most scholars do agree about (and then forget) is that play is primarily intrinsically motivated . . . play is fun” (p. xiii). Elkind (2003) agrees that play does not have an aim other than the child enjoying the experience. As Johnson et al. (2005) state, “When playing, children are in a special state of being in which they are not concerned about adult evaluations of them or achieving an external goal. They are in a blissful state of play in which external pressures do not matter” (p. xviii).
subject: Education: Words and Meaning
  topic: section
creator: Sandra Stone
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 67
ending page: 73

Education by the Numbers
type: item
description: AI in education refers to the use of artificial intelligence technologies to support teaching and learning. While the present data on AI use in education is limited, research has shown that AI can improve teaching practices, motivate students to actively engage in learning processes, provide quality feedback that enhances learning, create individual learning modules, and aid in creating a favorable learning environment.
subject: Education by the Numbers
  topic: section
creator: Donald Snead
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 64
ending page: 66

Embedding Mental, Behavioral Health and Social Emotional Literacy Services into an After Care Program
type: item
description: Nadia Boulanger, who is referred to as music’s greatest teacher, said, “Art is the medium in which emotion is expressed” (Robin, 2021). The expression of emotion is a measure of our wellbeing. As this expression is nurtured and developed, we become in tune with ourselves and others. We can be in harmony with our emotions and the environment. Art provides a stage, a canvas, a story, a poem, a song, a dance, and many other forms of expression as an interpretation of our existence. In this paper, emotional literacy and its relationship to the arts will be examined. From the individual level to community concepts, these frameworks come together to support children, providing multiple avenues for discovering emotional balance and understanding.
subject: Play: Development, Learning, and Therapy
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creator: Jacob Womack
creator: Jennifer Bearden
creator: Susan Elswick
creator: Corey Latta
creator: Marissa Gray
creator: Jerry Watson
creator: Gregory Washington
creator: Bridgette Okunmokun
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 51
ending page: 63

From Access to Empowerment: School Counselors Supporting AI Literacy in Underserved K–8 Communities
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description: Artificial Intelligence (AI) literacy is no longer optional; it is a critical equity issue that directly aligns with the mission of the school counselors (and school counseling). As AI continues to rapidly transform K-8 education, access to AI literacy resources remains limited for underserved communities in rural areas. The lack of exposure to AI for students will juxtapose the mission and vision of the school counselors’ role in adequately preparing students for socio-emotional, academic, and career success, thereby widening existing educational gaps and inequities. This article examines a strategic plan for K-8 school counselors to promote AI literacy and career readiness among underserved student populations.
subject: Children and Families: Health and Wellness
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creator: Tyreeka Williams
creator: Michael Brooks
creator: Maylee Vazquez
creator: Shirlene Coopwood
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 40
ending page: 50

Children Growing Up Digital: Applying Bronfenbrenner’s Ecological Systems Theory to Technology and Play
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description: This paper investigates the impact of digital technology on childhood development through the lens of Bronfenbrenner’s ecological systems theory and his later bioecological model. As children grow up immersed in digital environments—from smart toys to online learning platforms—their experiences of play, learning, and relationships are increasingly shaped by technology. The article examines how each layer of Bronfenbrenner’s model (microsystem to chronosystem) is influenced by digital integration, highlighting both the benefits and risks of “technologized” childhoods. While technology offers opportunities for creativity, collaboration, and inclusion, it also poses challenges to traditional play, social-emotional development, and cultural diversity. The paper advocates for a balanced approach that preserves essential elements of unstructured, sensory-rich play while embracing the educational and developmental potential of digital tools.
subject: Science, Technology, Engineering, Art, and Mathematics: STEAM
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creator: Jennifer Sullivan
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 32
ending page: 39

Balancing Benefits and Barriers: Exploring the Impact of School Cellphone Bans on Student Engagement, Well-Being, and Learning
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description: Students in 2025 classrooms represent some of the first individuals to grow up entirely in the smartphone era, never knowing a world without apps, notifications, and constant online access. In response to concerns about student academic performance, engagement, and mental health, many U.S. states and school districts have implemented restrictions or bans on the use of cellphones during the school day. This article examines the emerging evidence on the benefits and challenges of such policies on students, parents, and teachers. Reported advantages include more time spent reading for pleasure, increased physical activity, more free play, and reduced classroom distractions and cyberbullying. At the same time, obstacles arise: parents express safety concerns, students rely on phones for academic functions such as multifactor authentication for dual enrollment courses, and teachers face the strain of enforcing bans. Importantly, some scholars argue that there is insufficient evidence to suggest that banning cell phones will achieve all that is hoped.
subject: Tech Talk
  topic: section
creator: Leslie Trail
creator: Nancy Caukin
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 26
ending page: 31

Predictors and Outcomes of Eighth Grade Math Acceleration in a Florida District
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description: Students who take higher level math coursework during high school have increased chances of entering a four-year college or university, specifically in the science, technology, engineering, and mathematics (STEM) related fields (Miller 2012; Schneider et al., 1990). Students demonstrating exceptional mathematics performance are often encouraged to take algebra during Grade 8, setting them on a pathway to complete higher-level college-level mathematics coursework in high school (Clotfelter et al., 2015; Dougherty et al., 2017; McEachin et al., 2020; Penner et al., 2015). For several decades, there has been a nationwide push to increase student enrollment in advanced math coursework during middle school (Loveless et al., 2008). The impacts of math acceleration in Grade 8 (e.g., taking algebra or higher by Grade 8) has demonstrated heterogeneous effects across studies, with some demonstrating unintended negative consequences of acceleration (e.g., Clotfelter et al., 2015; Penner et al., 2015) compared with positive long-term impacts to math performance and even English language arts (Rickles, 2013; McEachin et al., 2020). Moreover, the relations of acceleration to later achievement may vary considerably across schools as acceleration decisions may be somewhat dependent on contextual factors that shape individual schools’ decision-making criteria (McEachin et al., 2020).
subject: Articles
  topic: section
creator: Sara Comella
creator: Garret J. Hall
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 9
ending page: 25

Introduction
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description: This Fall issue provides readers with insight on the implications of cell phone bans in school, the impact of children growing up in digital world, and how school counselors can support AI literacy in rural school districts. Moreover, readers will have the opportunity to explore the outcomes of an eight-grade math acceleration program that is supported MTSS and understand the numerous definitions of play. Lastly, readers will experience the benefits of connecting art and social emotional literacy in an afterschool program and the power of inclusion for middle school students of color and first-generation immigrants. The International Journal of the Whole Child continues to be committed to promoting holistic learning and the development of the whole child.
subject: Introduction
  topic: section
creator: Wilson, Tiffany
creator: Kramer Ertel, Pamela
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-23
publication date: 2026-01-23
starting page: 6
ending page: 8

Supporting the Mental Health of School Children During the Summer Months
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description: The summertime, though a time for children to relax from the stresses that come with attending school, also poses a challenge for maintenance of their mental health due to loss of routine and regular social interaction, increased access to electronics, and the possible exposure to unsafe environments and food insecurity. This manuscript explores research discussing the risks that students may encounter through the loss of school-based supports and structure including higher rates of mental illness, increased social isolation and increased sedentary behavior. Content includes strategies stakeholders may consider and employ to best support students’ mental health, such as leveraging community programming, ensuring continued access to mental health services and encouraging outdoor play throughout the summer months. Accessibility of summer support strategies is considered as well as options appropriate for children across the economic spectrum are provided.
subject: Emerging Scholars
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creator: Brigny Objio
creator: Susan Garcia
creator: Tiffany Wilsone
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-07-21
publication date: 2025-07-21
starting page: 103
ending page: 111