Key points:
- In schools, an asset-based approach encourages partnership by celebrating progress and growth
- Shifting away from this deficit-based approach requires leaders to change the way they see their students
- See related article: How to focus on classroom accessibility
Since the pandemic began, the number of technologies districts use has nearly tripled, but not all of these tools have been effective. As education leaders review the utility and effectiveness of those solutions, an asset-based approach is an essential criterion in the evaluation process.
Leaders should be wary of products that convey urgency and impact through deficit-based design. A deficit-based approach emphasizes the weakness of groups or individuals, calling attention to negative outcomes such as falling behind or missing out. Although it is a pervasive advertising tactic, studies show that a deficit-based approach can affect students’ long-term resilience and lead them to feel isolated when they are seen as “the problem.”
Shifting away from this deficit-based approach requires leaders to change the way they see their students. Rather than highlighting students’ inadequacies, an asset-based approach values their existing competencies. Rather than asking, “What’s wrong with our students?” it empowers educators to ask:
- What are our students doing well?
- What opportunities exist to strengthen what they’re doing well?
- What is within our scope of control?
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