Teachers must be encouraged to expand curriculum plans to help place students in a receptive frame of mind to learn. A positive social context Prevention education focused on developing pro-social skills needs to be an integral part of the regular classroom curriculum. Cultural attitudes toward gender, family, community, religion and many other facets of life need to be taken into account when planning the curriculum so that a more direct connection can be made between what goes on at school and what happens in students' lives outside school. When those who plan school curricular programs are sensitive to the realities children face gender relationships, conflict and violence, inclusion and respect they offer children information that is pertinent, motivational and helpful for making healthy choices. Teachers cannot assume that the children they face every day in classrooms have needed coping skills.
Many children only receive messages about what they do wrong rather than how special they are.
Often today's students are surrounded by sadness, violence and disapproval rather than support and empowerment. Although educators' schedules are busy and their lesson plan books are filled, teachers need to understand that they cannot afford to avoid building students' well-being. Part of being proactive is understanding that all students can learn if their strengths are recognized and encouraged. The child's inability to focus in class may well stem from stress due to various causes, not from lack of ability, interest or desire to do well. Educators have distinct opportunities to encourage students to share their feelings and to recognize their own worth, strengths and uniqueness.