Actionable solutions to support well-being for students and educators in new series, Grand Challenges and Opportunities

In today’s fast-paced and demanding world, the mental health and well-being of students, educators and school leaders are more important than ever. Recognizing this crucial need, USC Rossier will launch the new six-part speaker series, Grand Challenges and Opportunities, this fall in an effort to address current challenges and provide actionable insights for nurturing socioemotional growth among students and educators.

“Together, we’re going to deepen our understanding of wellness challenges—especially around social isolation—and engage in robust dialogue about how to make a positive impact in practice,” said USC Rossier Professor Zoë Corwin, who is on the series planning committee. Developed by Corwin and fellow USC Rossier faculty Eric Canny and Cory Buckner, the focus this fall will be on the student experience with mental health and wellness. Part one focuses on students in the K–12 setting, part two examines undergraduate and graduate students, and the last session looks at third spaces, or spaces where informal learning occurs. The spring semester will focus on teachers and faculty, staff and practitioners, followed by school administrators.

The first fall session, Bolstering Support for Socioemotional Learning in K-12 Spaces on Oct. 1, will feature esteemed speakers Pedro Noguera, dean of USC Rossier; Rafael Angulo, USC Suzanne Dworak-Peck School of Social Work professor; Xiomara Mateo-Gaxiola ’14 EdD, USC Rossier director of community engagement; Shanta Smith, USC Rossier associate professor; and Tiffany Y.W. Bong, USC Kaufman School of Dance assistant professor. The panelists will share practical examples and human-centric approaches aimed at enhancing the well-being of K–12 students.

Focusing on human-centric design, the goal of the series is to generate ideas and solutions that are practical with measured outcomes in the learning and teaching environment, according to Canny. “Human-centered design, or human-centric design as we’re calling this, is really about putting people first,” he said. “By putting people first, we start to think about the disparities that might affect historically marginalized groups.” Canny added that this leads to questions of how we value and respect the cultural contexts in which we work, and how we interrogate the systems of power.

The series is another opportunity to build community for individuals seeking knowledge and “next practices” in education, added Buckner. “‘Next practice’ is not the same as best practices,” he explained. “‘Next practices’ are emerging strategies that arise from meaningful discussions about the challenges and opportunities. Our focus in this series is on prioritizing the human experience—especially regarding mental health and well-being—and supporting all constituents, including students, staff, faculty and educators.”

Research has shown that students who have strong socioemotional skills are better equipped to handle challenges, build positive relationships and achieve academic success. “By focusing on mental health and well-being, educators, parents and community members can help students thrive academically, socially and emotionally,” said Noguera. “The importance of well-being in education cannot be overstated. By prioritizing mental health and well-being for students and educators, we can create a supportive and nurturing environment for all.”