Each day, teachers come to work ready to teach and serve the needs of children. Students arrive curious and eager to learn. Unfortunately, in addition to the small group of students who are a perfect fit for our institutions’ academic mold and other groups of young people who eventually figure out how to squeeze in and get by, many of our nations’ children find themselves the wrong shape entirely: stuck on the outside desperately trying to find a way in until, defeated, they lose confidence, accept negative labels such as slow or stupid, and simply give up.

A new book “shows how schools can, and must, develop expertise in ‘learning variation’ and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation puts the focus on discovering kids’ learning strengths (not just deficits) that can lead to academic success even for struggling students.”

According to book reviewer and Great Schools president, Bill Jackson, “When students don’t ‘get it,’ teachers (and parents) need a better answer than, ‘Try harder!’ This book gets teachers pointed in the right direction by asking and answering the questions: ‘What is the underlying brain process that needs to be strengthened to help a particular student progress?’ and ‘How can I do that?’”

One cloud hanging over the All Kinds of Minds program is strong data vs. anecdotal evidence based on case studies. Independent research firms hired by All Kinds of Minds found that teachers rated the organization’s strategies as useful, but were unable to provide statistical evidence for a clear impact on either special education or overall academic achievement. What was cited as meaningful was how the program enhanced teacher understanding of, and therefore ability to address, students’ learning differences.

Where in the past a teacher might have labeled a student lazy or unmotivated, once both student and teacher were able to identify the student’s strengths and weaknesses, teachers were better prepared to help struggling students succeed (Chapter 4: Consider how gaining a deeper understanding of your students can help you avoid faulty assumptions, misinterpretations, and unwarranted labels). As better understanding between students and teachers is fostered, teachers found they had more empathy and sympathy for struggling students and were therefore better able meet their needs.