International Journal of the Whole Child
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)
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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.
Copyright (c) 2026 Wilson, Tiffany http://creativecommons.org/licenses/by-nc-nd/4.0
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.
Copyright (c) 2026 Meyer, Carla, Sobolak, Michelle, Crawford, Patricia, Bartow Jacobs, Katrina http://creativecommons.org/licenses/by-nc-nd/4.0
From Chore to Adventure: How Adults and Children Experience Snow Differently
The authors present the difference in how adults and children experience snow.
Copyright (c) 2026 Burriss, Kathleen, Burriss, Larry http://creativecommons.org/licenses/by-nc-nd/4.0
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.
Copyright (c) 2026 Stone, Sandra http://creativecommons.org/licenses/by-nc-nd/4.0
Do Outside of School Activities Affect Children's Learning?
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.
Copyright (c) 2026 Snead, Donald http://creativecommons.org/licenses/by-nc-nd/4.0
Culturally Responsive Counseling for BIPOC Children with Autism in Rural Areas: A Literature Review of Barriers and Interventions
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.
Children and Families: Health and Wellness
Copyright (c) 2026 Chaney, Isha, Michael, Tony http://creativecommons.org/licenses/by-nc-nd/4.0
Books as Bridges: Using Award-Winning Children's Literature to Connect Young Readers with Nature
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.
Copyright (c) 2026 Mangione, Katherine, Burch, Sophia http://creativecommons.org/licenses/by-nc-nd/4.0
Seeing is Not Believing: Helping Children Differentiate Real and AI-Generated Images
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.
Science, Technology, Engineering, Art, and Mathematics: STEAM
Copyright (c) 2026 Wilson, Tiffany, McDonald Harris, Sannyu, Wilson III, Frank Marshall http://creativecommons.org/licenses/by-nc-nd/4.0
Developing AI Literacy in Education: Foundations, Responsibilities, and Practical Resources for K-12 Classrooms
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.
Copyright (c) 2026 Caukin, Nancy http://creativecommons.org/licenses/by-nc-nd/4.0
The Perceptions of Mothers Regarding the Child Support Grants in Intsika YethuMunicipality in the Eastern Cape Province of South Africa
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.
Copyright (c) 2026 Pele, Nolundi, Douglas, Mbuyiselo http://creativecommons.org/licenses/by-nc-nd/4.0
Digital Parenting in Eswatini: Navigating Technology, Culture and Family in the 21st Century
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 safety, and cultural preservation. Recommendations include enhancing parental digital literacy, targeting infrastructural inequalities, and developing culturally grounded, community-centered interventions that empower parents while, at the same time, promoting children’s safe and meaningful engagement with technology.
Copyright (c) 2026 Mpofu, Phumuzani, Dlamini, Mathokoza R. http://creativecommons.org/licenses/by-nc-nd/4.0
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 procedural reform but 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. Article #3 Digital Parenting in Eswatini: Navigating Technology, Culture, and Family in the 21st Century Phumuzani Mpofu This qualitative study examined how 25 Emaswati parents from urban and rural communities navigate raising children in the digital age. Guided by Ecological Systems Theory and Parental Mediation frameworks and using a Participatory Action Learning and Action Research (PALAR) approach, the study found that digital technologies present both opportunities and challenges. While technology enhances educational access, digital literacy, and cultural continuity through intergenerational learning, parents expressed concerns about screen time, online safety, and cultural erosion. Findings also highlighted significant urban–rural disparities driven by unequal access to devices, internet connectivity, and digital skills. Parents reported using both restrictive and relational mediation strategies, including rule-setting, co-use, and participatory learning. The study underscores the need for improved parental digital literacy, reduced infrastructural inequalities, and culturally responsive, community-based supports to promote safe, meaningful, and culturally grounded digital engagement for children. Article #4 The Perceptions of Mothers Regarding the Child Support Grants in the Intsika Yethu Municipality of the Eastern Cape Province in South Africa Nolundi Pele, Mbuyiselo Douglas 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 was 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. Tech Talk Developing AI Literacy in Education: Foundations, Responsibilities, and Practical Resources for K-12 Classrooms Nancy Caukin 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. Science, Technology, Engineering, Art, and Mathematics: STEAM Seeing is Not Believing: Helping Children Differentiate Real and AI-Generated Images Tiffany Wilson, Sannyu Harris, Frank Wilson III 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. Nature, Nurture, and Childhood Books as Bridges: Using Award-Winning Children's Literature to Connect Young Readers with Nature Katherine A. Mangione, Sophia J. Burch 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. Families and Children: Health and Wellness Culturally Responsive Counseling for BIPOC Children with Autism in Rural Areas: A Literature Review of Barriers and Interventions Isha Chaney, Tony Michael 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. Education by the Numbers Do Outside of School Activities Affect Children’s Learning? Donald Snead 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. Education: Words and Meanings Exploring the Term: “Imagination” Sandra Stone 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. Pictures for Reflection Snow: From Chore to Adventure Kathleen Burriss, Larry Burriss The authors present the difference in how adults and children experience snow. Page Turners: Books for Children Carla K. Meyer, Michelle J. Sobolak, Patricia Crawford, Maria Genest, Katrina Bartow Jacobs 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.
Beyond Reactive Protection: Building Child-Safe Systems for Hong Kong's Future
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.
Copyright (c) 2026 Wong, Emily http://creativecommons.org/licenses/by-nc-nd/4.0
Perceived Impact of Child Labor on Pupils' School Attendance and Performance
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.
Copyright (c) 2026 Anidi, Amaechi Charles, Nwune, Emmanuel Chibuike, Ebom, Chizoba Favour http://creativecommons.org/licenses/by-nc-nd/4.0
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
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 Editor: Donald Snead, Professor Emeritus, Middle Tennessee State University Emergent Student Scholars Editors: Kathleen G. Burris, Professor Emeritus, Middle Tennessee State University Sandra J. Stone, Professor Emeritus, Northern Arizona University
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
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.
Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-nd/4.0
Beyond Inclusion: A Conceptual Framework for Cultivating Authentic Belonging for Middle School Students of Color and First-Generation Immigrants
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.
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.
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.
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).
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.
Embedding Mental, Behavioral Health and Social Emotional Literacy Services into an After Care Program
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.
Play: Development, Learning, and Therapy
From Access to Empowerment: School Counselors Supporting AI Literacy in Underserved K–8 Communities
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.
Children Growing Up Digital: Applying Bronfenbrenner’s Ecological Systems Theory to Technology and Play
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.
Balancing Benefits and Barriers: Exploring the Impact of School Cellphone Bans on Student Engagement, Well-Being, and Learning
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.
Predictors and Outcomes of Eighth Grade Math Acceleration in a Florida District
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).
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.
Supporting the Mental Health of School Children During the Summer Months
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.