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The Responsive Classroom Approach

A Caring, Respectful School Environment as a Context for Development

Jie-Qi Chen

Suzanne L. Wagner

Erikson Institute for Advanced Study in Child Development

Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories.

Education and Urban Society, Vol. 34, No. 3, 365-383 (2002)
DOI: 10.1177/0013124502034003006


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