Meeting The Needs of Students
Every day, students come to school for one thing and that is to learn. What if they are not ready to learn? Why would we even ask this? This statement is asking about whether or not the student is mentally or physically able to “do it today.” Their experiences outside of school (whether they have access to food, stable housing, hygiene resources, or emotional support) directly influence how they show up and learn each day. So, why does this matter? When these foundational needs are unmet, the effects are seen quickly and repeatable. The student may have decreased focus, inconsistent attendance, increased behavioral challenges, and more issues arise as the academic year goes by. As educator leaders, recognizing this reality quickly can assist in classroom conflict.
To emphasize the importance of meeting students’ basic needs, the following video provides a powerful example of how these factors influence student learning and behavior by seeing how a teacher does check-ins with her students. Check it out below:
This video reinforces the idea that students cannot fully engage in academic tasks when they are experiencing unmet needs. It demonstrates how these challenges can appear in the classroom and how the teacher addresses (or supports) these needs.
Rather than presenting this information in a traditional format, I designed an infographic to communicate these needs clearly and visually. Check it out below:
In creating this graphic, I was able to make the message more accessible to educators and stakeholders in a quicker and easier manner. Designing this infographic required intentional decisions in planning, researching, and designing. Jones and Kennedy (2023) explain that digital leaders must use technology strategically to communicate priorities and shape school culture. In this case, the infographic serves as a tool for advocacy, helping to bring attention to needs that may otherwise go unnoticed. By organizing information into clear categories and presenting it visually, the message becomes more immediate and impactful for a wider audience.
Recent scholarly research supports the importance of meeting these needs. Schwartz et al. (2024) found that schools implementing integrated student support systems (such as including access to food programs, mental health services, and basic care resources) experienced improvements in attendance, behavior, and the overall school climate. These findings suggest that when schools intentionally address non-academic barriers, students are more likely to feel supported and engaged. Similarly, Reardon et al. (2023) highlight how external factors such as socioeconomic conditions and access to resources significantly impact educational outcomes. Their research reinforces the idea that addressing students’ basic needs is not separate from academic success but is a critical part of it.
Connection to OPL Record
To make a connection with this researched activity in accordance with my OPL log required for the Instructional Technology Program, I chose Standard 3E, serving as the leader. Standard 3E states, “Maintain safety of students and staff.” As a leader of peers, I created ways to educate, maintain, and (one day) enforce the safety of all students and faculty members. Through completing this work, I have come to understand safety as more than physical protection. It also includes creating an environment where students feel stable, supported, and ready to learn. By creating an infographic to support these findings, I provided a clear and accessible way to communicate how unmet needs can influence both student behavior and the school climate by advocating for change. As Jones and Kennedy (2023) note, digital tools are most effective when they are used to influence decision-making and support school improvement efforts. Through the use of digital tools such as infographics, leaders (like myself) can communicate messages effectively.
Conclusion
When students experience unmet needs, it can impact both their individual well-being and the overall classroom environment. Addressing these not only helps support the students but also supports the faculty members of your school as well. By addressing these needs, schools take a proactive role in meeting the needs of every student. By creating this infographic, I was able to work with digital tools to convey a message addressing the safety (and well-being) of students and staff.
Resources
This really hits the heart of what teaching actually looks like day to day. You made it clear that learning doesn’t start with content—it starts with whether students are even in a position to receive it. That connection between basic needs and academic performance is critical, and your infographic approach makes that message quick, visible, and actionable.
ReplyDeleteYour alignment to Consortium for School Networking Standard 3E is strong because you framed safety beyond just physical space. Creating a stable, supportive environment is part of protecting students, and your work reflects that broader definition. Research supports this too, showing that when schools address non-academic barriers like food, mental health, and stability, student engagement and outcomes improve (Schwartz et al., 2024; Reardon et al., 2023).
Overall, you showed that meeting students’ needs isn’t extra work—it’s the foundation that makes everything else possible. And using digital tools like infographics to communicate that? That’s leadership in action, just like Effective Technology Tools for School Leadership: Understanding Digital and Data-Driven Strategies emphasizes.
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References
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding digital and data-driven strategies. Routledge.
Reardon, S. F., Kalogrides, D., & Shores, K. (2023). The geography of educational inequality and opportunity. Educational Researcher, 52(3), 123–134.
Schwartz, H. L., Grant, D., Leschitz, J. T., & Hunter, G. (2024). Supporting student well-being through integrated systems. Educational Evaluation and Policy Analysis, 46(1), 45–67.
Hunter,
ReplyDeleteYou are so spot-on about our students not being ready to learn when their needs are not met. It’s sad to say that even 2026, we have students who do not get their basic needs met. It’s not just our K-12 students-“Various studies on postsecondary students revealed that food insecurity is prevalent among 14% to 59% of postsecondary students, depending on the scope, location, and assessment tools of these studies (Henry, 2017; Nazmi et al., 2019)” (Jangjou, 2024, p. 104). Your infographic needs to be shown to those who make monetary decisions in education, as well as to those who don’t understand that it takes money to teach students. And if students are not getting their needs met at home, the school is the one trying to meet those needs! Jones & Kennedy (2023) cited an Equity and Citizenship Advocate standard that explained that technology can and should be used to meet student needs by skilled teachers. Addressing these needs is not a benefit but a necessity in the world of educating students.
References
Jangjou, Elmira. (2024). The Role of Postsecondary Students’ Citizenship/Residency Status in Facing Basic Needs Insecurity. Journal of Postsecondary Student Success, 4(1), 102–146.
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding digital and data-driven strategies. Routledge.