Why Cybersecurity Is Now a Core Leadership Responsibility
Cyber threats are no longer a technical issue, they’re a boardroom concern. Over the past year alone, reported data breaches increased by 20%, and according to a recent industry survey, 75% of cybersecurity professionals say the threat landscape is now the worst it’s been in five years.

This isn’t just a matter of firewalls and malware detection. It’s about business continuity, brand reputation, customer trust, and regulatory exposure. Cybersecurity has become a strategic risk, one that leaders can no longer delegate away.

When a Breach Happens, It's Not Just IT That Takes the Hit
In today's digital economy, trust is currency. A single breach can erode it overnight. Consumers expect their data to be protected. Stakeholders expect resilience. Regulators expect compliance. And when those expectations aren’t met, the fallout affects every corner of an organization from operations to legal to PR.

Yet only half of cybersecurity professionals believe their organization has the tools in place to respond effectively to a breach. This gap between rising threats and internal preparedness points to a deeper issue: cybersecurity isn’t just about the tools you have. It’s about the leadership you cultivate.

Cyber Risk Is Business Risk
Modern cyber threats, from ransomware and phishing to insider threats and nation-state attacks, don’t respect departmental boundaries. They impact entire ecosystems. That’s why executive leaders must understand:

• How cybersecurity aligns with overall enterprise risk management.
• The fundamentals of governance, compliance, and response frameworks.
• The ethical and legal dimensions of data use and digital defense.
• The business case for investing in cybersecurity, not just as a cost center, but as a value-preserving function.

Cybersecurity leaders are no longer just technologists. They’re educators, risk stewards, communicators, and strategic advisors.

From Awareness to Action: Building Resilient Organizations
Effective cybersecurity leadership requires a multidisciplinary mindset. Yes, it involves technical awareness—but more importantly, it demands strategic vision, ethical grounding, and organizational fluency. Leaders must be equipped to:

• Evaluate cybersecurity posture at the enterprise level.
• Communicate risk and resilience strategies to non-technical stakeholders.
• Foster a security-aware culture across all teams.
• Make informed decisions when, not if, an incident occurs.

These are leadership skills. And like all leadership skills, they can be taught, refined, and applied across industries.

Preparing Leaders to Face What’s Next
As the threat landscape becomes more complex, organizations need leaders who can meet the challenge head-on—not just with technical knowledge, but with the clarity and confidence to guide others through it.

At Northwestern College, our MBA specialization in Cybersecurity prepares professionals to stand out. Through a uniquely Christian perspective, students examine governance, risk management, compliance, and even ethical hacking principles, students learn how to lead resilient, security-conscious organizations in a high-stakes digital world. Learn more here.

Because the cost of a breach isn’t just data. It’s trust. And rebuilding that starts at the top.

Sources:
ISC2. (2023). Cybersecurity workforce study 2023. https://media.isc2.org/-/media/Project/ISC2/Main/Media/documents/research/ISC2_Cybersecurity_Workforce_Study_2023.pdf

Madnick, S. E. (2023, December). The continued threat to personal data: Key factors behind the 2023 increase (White paper). Apple. https://www.apple.com/newsroom/pdfs/The-Continued-Threat-to-Personal-Data-Key-Factors-Behind-the-2023-Increase.pdf

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In an age where nearly every action, transaction, and interaction generates data, you might expect that most organizations are thriving in a data-driven culture. But the reality tells a different story.

A 2024 survey of Fortune 1000 CIOs revealed that over 60% of companies still haven’t established a truly data-driven culture. Despite access to vast amounts of information, many businesses are struggling to translate raw data into meaningful decisions. It’s not for lack of dashboards or reports, it’s for lack of leadership that knows how to use them.

The Data Deluge Isn’t the Problem. The Disconnect Is.
Most organizations don’t need more data. They need better ways of understanding, communicating, and applying it. In high-performing businesses, data isn’t locked in a silo, it’s embedded in everyday decision-making. That’s not something software alone can solve. It requires a shift in how people lead, collaborate, and think.

Strategic leaders today must be able to:

• Ask the right questions of their data.
• Understand what their analytics tools can, and can’t, reveal.
• Translate insights across departments, from IT to marketing to operations.
• Balance intuition with information in decision-making.

Analytics Is a Leadership Skill
Business analytics is often misunderstood as a purely technical field, but its true power lies in its strategic use. The organizations exceeding their goals, 77% more likely to do so, according to the same 2024 survey, are those where leaders drive a culture of curiosity, accountability, and evidence-based thinking.

Being data-driven doesn’t mean replacing human judgment with algorithms. It means equipping decision-makers at every level with the literacy and confidence to work with data intelligently. And that only happens when leaders champion both analytics and communication.

Bridging the Gap Between Insight and Action
The gap between data and decisions is where many businesses stall. They may invest in tools but fail to build the internal capacity to use them well. That’s why the future of business analytics isn’t just technical, it’s transformational.

What today’s organizations need are professionals who:

• Understand how to model and interpret data.
• Can spot patterns others miss.
• Know how to build trust in analytics across teams.
• Can clearly communicate complex findings to drive action.

This combination of literacy and leadership is what turns analytics from a function into a force multiplier.

The Opportunity Ahead
As industries continue to digitize and automate, analytics is no longer a specialized corner of business, it’s at the center. But turning insight into advantage will depend on who’s interpreting the numbers, telling the story, and making the call. Because data doesn’t lead. People do.

That’s why more professionals are seeking advanced education that goes beyond technical training. At Northwestern College, our MBA in Business Analytics is designed for leaders who want to drive impact, not just through numbers, but through influence in a Christian Academic Community. The program equips students to understand data deeply, communicate insights clearly, and foster a culture where evidence-based decisions thrive. It’s an MBA for those who want to lead the change—across industries, across teams, and across the complex challenges ahead. Learn more here.

_{Sources:
Wavestone. (2024). 2024 Data & AI Executive Leadership Survey. Retrieved June 11, 2025 from https://www.wavestone.com/en/insight/data-ai-executive-leadership-survey-2024/.} 

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Some experiences stay with us long after we leave the room. The following reflection was shared by a Northwestern College PA student and offers a raw and reverent glimpse into the reality of life, loss, and duty in a clinical setting. Shared with permission, this moment reminds us of the quiet humanity behind every alarm and protocol.

Code
Manage compressions, ensure correct placement, depth, rate. Place the pads, set up a 12 lead, record meds. Identify pulses, charge the defibrillator, assess the rhythm. Breath, breath. Respond and act quickly. Work as a team. Minutes feel like seconds, and things happen faster than you’d expect. The rhythmic pumping of compressions and beeping of monitors takes up most of the air in the room. Chaos would be expected, with so many tasks simultaneously being completed, but the room is calm. In all of that, I am caught up. Each person does their job, we do it well, we know our protocols. We all seamlessly identify a need and fill it. In that moment we all have the same focus. I found myself looking at her open eyes, green and distant, quickly I redirected to focusing on my 120 beats per minute pace. Only listening for a new instruction from the doc. Compress, recoil, compress.

But what happens after this. The doctor directs “stop compressions”. I lift my hands off the chest I had spent 10 cumulative minutes compressing, I did not even know her name. I found myself thinking “wow my hands hurt” as I noticed an extra electrode was placed right in the center of her chest. Immediately I felt guilty for this. I looked toward her face and was caught up in a wave of remembering her humanness. Her husband entered the room. We

had been pushing medications, administering shocks. The doctor gave the word and all of that stopped. Wires and monitors were disconnected. The room was still quiet. Now there were only a few of us cleaning the room. It felt anticlimactic. He walked over and held her hand. He said “I hear you’re from Minnesota” and a tear fell from his eye. She lay there. We walked out of the room and went back to work. A new patient in room 5. We did not know her, nor did we know him, but we could feel the weight of her loss. The contrast of logic and focus, to the sadness witnessed just after was confusing. And yet, we keep on going.

Later, when I get in my car and turn on a song that makes me think of the life she had lived, I will cry. And cry a lot. But, here and now I will see that patient in 5. And I will give them the same attention I gave her.

Healthcare professionals carry the weight of both urgency and emotion each day. It's a reminder that, behind the precision and professionalism, there are hearts that feel deeply, even when the world outside doesn’t see it. If you feel called to serve with both skill and compassion, explore what it means to become a PA through our Physician Assistant program at Northwestern College.

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In a courtroom, every word counts. Legal interpreting is more than just translating; it’s the vital link that ensures justice is not lost in communication. As the U.S. population grows increasingly diverse, so does the demand for skilled interpreters who can uphold the integrity of our legal system while serving individuals with limited English proficiency.

Northwestern College’s Legal Interpreting Certificate equips bilingual professionals with the tools they need to thrive in this high-stakes, high-impact profession. Rooted in academic excellence and Christian values, this 15-credit online program prepares students to serve in courtrooms, law enforcement settings, legal offices, and beyond.

Designed for working adults, the program offers:

• Flexible online coursework taught by experienced practitioners
• Focused training in courtroom procedures, legal terminology, and ethics
• Preparation for the NCSC certification exams
• Supportive Christian academic community that champions both skill and service

For Spanish/English bilingual professionals, this program is more than a credential, it’s a calling. Legal interpreters don’t just interpret words; they ensure others are heard. Northwestern’s program makes this essential work accessible, affordable, and mission-driven.

Whether you're already working in interpretation or are ready to enter the legal field with purpose, our certificate provides the foundation to stand out and serve others.

Ready to make your voice, and theirs, count?
Explore Northwestern’s Legal Interpreting Certificate →

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Why Leaders Can’t Afford to Ignore AI

In every industry, artificial intelligence is shifting from novelty to necessity. What was once the domain of engineers and data scientists has quickly become a boardroom priority. And yet, many business leaders still feel unprepared to make sense of AI, let alone lead with it.

That’s a problem.

We’re at a point where key business decisions increasingly involve AI-driven insights, automation tools, and predictive models. Whether you're overseeing marketing strategy, supply chain logistics, customer experience, or product innovation, AI is in the room. The question is: are you ready to lead when it is?

It’s Not About Coding, It’s About Clarity 
There’s a common misconception that understanding AI requires deep technical knowledge. But leadership doesn’t demand code, it demands comprehension. Leaders don’t need to build algorithms, but they do need to ask the right questions about how AI is developed, how it’s applied, and what its limitations might be.

For example:

• Can we trust the data this model is based on?
• What kind of bias might be built into this system?
• Is this tool enhancing or undermining our strategic goals?

These are not technical questions, they’re leadership questions.

Strategic Leadership in an AI-Driven World
As AI continues to evolve, so do the expectations placed on those at the helm of organizations. We’re moving beyond “What is AI?” and into “How do we integrate AI in a way that is ethical, transparent, and aligned with our values?” This means:

• Leaders must understand AI's capabilities and constraints.
• Teams need guidance to work effectively with AI tools.
• Organizations must create frameworks for responsible use.

It’s no longer enough to delegate “the AI stuff” to a tech team. Leaders are being asked to engage directly in decisions about automation, data governance, AI procurement, and policy. And they’re being asked to do so with confidence, not caution.

Preparing for What’s Next 
The future of leadership is not about mastering every new tool that hits the market, it’s about developing the mindset and literacy to lead through change.

AI isn’t replacing leaders. But it is reshaping what effective leadership looks like.

Organizations that thrive in this next era will be those led by individuals who can bridge the gap between technical innovation and human-centered strategy. These are the leaders who stand out in guiding teams with clarity, ask smarter questions, and make decisions that are not only efficient, but wise. As the landscape evolves, our challenge is to keep pace not just with the technology, but with the trust and responsibility that come with it.

Ready to Meet the Moment? 
Explore how Northwestern College’s MBA with a specialization in Artificial Intelligence can help you lead with purpose and clarity through a uniquely Christian world-view in a rapidly evolving business landscape. Learn more about the AI specialization in our MBA program.

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How Faith-Informed Leadership and Strategic Change Can Help You Stand Out
In today’s fast-moving business environment, innovation is often celebrated as the engine of growth and competitive advantage. But what happens after the brainstorming session? After the product launch? After the strategy pivot?

The truth is, innovation without effective change management often fails to deliver lasting impact. Ideas may be groundbreaking, but without the right leadership and process to embed them into an organization’s culture and operations, they rarely stick.

This is where today’s business leaders have an opportunity to Stand Out by combining strategic thinking with the emotional intelligence and resilience needed to guide teams through change.

The Hardest Part of Innovation? Implementation.
It’s easy to focus on the creative side of innovation—generating new ideas, developing disruptive technologies, or exploring fresh business models. But turning innovation into sustainable change requires a different skill set. Leaders need to:

• Navigate organizational resistance
• Communicate change effectively across teams
• Align innovation efforts with company strategy
• Monitor and adapt change initiatives over time
• Foster a culture that welcomes, not fears, change

And for leaders shaped by a Christian academic community, these responsibilities come with an added layer of purpose: leading change in ways that reflect integrity, care for others, and a commitment to ethical decision-making.

Change Leadership Is Now a Core Business Competency
Forward-thinking organizations are placing greater value on leaders who can manage both sides of the equation: innovation and change management. Today’s most effective business leaders are not only idea generators, they’re change champions and they know how to bring people along for the journey, build buy-in, and sustain momentum long after the initial launch. In short, they Stand Out by making change not just possible, but successful and lasting.

Preparing Leaders to Move Ideas from Concept to Reality
At Northwestern College, our MBA specialization in Innovation & Change Management was designed with this leadership gap in mind and it’s offered within a Christian academic community that encourages students to align professional leadership with personal values.

Students in the program don’t just learn how to develop innovative strategies, they gain the tools to implement them effectively, ethically, and with empathy. Through real-world application, the curriculum covers areas like organizational development, strategic planning, change communication, and systems thinking.

In today’s business world, it’s not enough to have good ideas. Leaders must know how to turn those ideas into action and action into lasting results. If you’re ready to Stand Out as a leader who can both envision change and deliver it, check out our flexible and affordable MBA today. Learn more about Northwestern’s MBA and Innovation and Change Management Specialization.

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Two related and very similar qualities can lead to success for all of our students. They are relatively simple concepts and parents and school personnel have frequent opportunities to teach, develop and reinforce them. 

The first of these qualities is what Stanford professor and psychologist, Carol Dweck calls a “growth mindset.” Those with a growth mindset believe that success comes from effort. On the other hand, people who believe that success comes from being born with the gift of intelligence or talent have a “fixed mindset.” 

The second, related quality, is “Grit,” which University of Pennsylvania professor and psychologist Angela Duckworth defines as, “persistence, determination & resilience.” 

Having a growth mindset is a great start. It gives us hope that we can affect the outcome of any situation. It gives us a reason to try and a reason to take risks. When we follow up with grit, we are able to deal with the disappointments and setbacks that inevitably come. We are able to focus on the benefits of the journey and not get discouraged when obstacles arise. 

As parents, one of the most difficult things is watching our children struggle. Our instinct tells us to protect them from any pain and hurt that comes from failure. In some cases, we do need to step in, but in more, we need to put our energy into encouraging them to persist and believe that their efforts will make a difference. We also need to continually focus on learning—whether it is in a classroom, in relationships, or in an athletic or fine arts activity. 

If our real expectation is that our children do their best, learn as much as they can, and act with character and integrity, we will praise and focus on those things and remove the focus and emphasis on a specific grade or an expectation for a certain amount of playing time. A’s and playing time are nice, but they are secondary to developing grit and adhering to a growth mindset. 

These same principles of grit and a growth mindset are just as essential for educational leaders as they are for students. Pursuing a master's degree in educational administration requires the belief that leadership skills can be developed through effort and continuous learning. It also demands perseverance in the face of complex challenges, from navigating policy changes to supporting diverse student needs. As future administrators, modeling these qualities not only contributes to personal success but also sets the tone for a school culture that values resilience, growth, and the ongoing pursuit of excellence for all. If you're ready to take the next step in your leadership journey, learn more about Northwestern College’s M.Ed. in Educational Administration Program. 

About the author
Russ Adams has served as the program director for Northwestern's Master of Education in Educational Administration and Principal Endorsement programs since 2024. Adams is also the assistant director for Northwestern's Center of Innovation and Leadership. Serving as superintendent of the MOC-Floyd Valley school district for 11 years, Adams was the recipient of the 2020-21 Iowa Superintendent of the Year, he previously served as principal of MOC-Floyd Valley High School from 2003 to 2013. He was recognized as the 2009 Iowa Secondary Principal of the Year and a 2003 recipient of the prestigious Milken Educator Award.

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Let's take time to pause during Teacher Appreciation Week to consider the profound calling and vital work of our teachers. In a rapidly evolving world, their dedication extends beyond the transmission of rote knowledge; it reflects a commitment to nurturing the hearts and minds of the young people entrusted to their care.

Our teachers navigate a complex landscape, integrating new technologies and addressing the diverse needs of their students. They are not merely instructors; they are often the hands and feet of compassion, offering guidance, social and emotional support, and a steady presence in a world that can feel increasingly uncertain. 

It's also vital to acknowledge something profound: teaching is a uniquely human endeavor that AI cannot replicate. Our teachers are instrumental in fostering not only intellectual development but also character, resilience, and a sense of purpose. They are planting seeds of wisdom and truth in order to cultivate a harvest of thoughtful and engaged citizens. They are preparing students for a future we can only begin to imagine.

Therefore, our appreciation must be rooted in a respect for their vocations and more than a fleeting observance. Let it be a consistent outpouring of prayer, support, and gratitude, recognizing the profound responsibility and sacred calling they embrace as they shape the next generation within our community. May we, as people of faith, be a source of strength and encouragement for them in this vital work.

At Northwestern College, we believe that honoring teachers means equipping them for longevity, growth, and leadership in their calling. Our fully online Master of Education programs are designed to support educators at every stage of their journey—whether deepening classroom practice, stepping into new areas of leadership, or responding to the evolving needs of today's learners. As we celebrate Teacher Appreciation Week, we reaffirm our commitment to empowering those who shape the future, one student at a time. Explore our M.Ed. programs here. 

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Earlier this month the Northwestern Physician Assistant program welcomed about forty kindergarteners into our classroom to learn about our profession. As to be expected, each kindergartener brought tons of energy and excitement. I was impressed to find how much these kids already knew about the PA profession. They gave examples like, “PAs are kind,” “PAs help people when they are sick,” and “PAs like working with others.” They were exactly right; these qualities exemplify what a PA is, and we were happy to share our skills with them. We broke into stations and focused on sharing with the kids the tools we use to do our job. The kids were able to practice taking blood pressures, using a stethoscope, and looking in ears. A major hit with the kids was the opportunity to look at our bone models and practice splinting broken limbs. Ideally, after having this exposure, the kids will be more comfortable at future medical appointments because they understand what tools are being used. I thoroughly enjoyed our time with the kids, and was glad to see they had a blast.

It was important for us to expose the kindergarteners to our program, and show them how school can be challenging and exciting at the same time. You never know, maybe there were some future PA students in the group. Another goal of this visit was to continue in community outreach, forming connections between the college and groups around town. This is great practice for me and my classmates, as we see community involvement being intertwined with our career at a PA. As a current student, I can see the support our program has from the community, and I am thankful to be surrounded by so many amazing people.

-Taylar Boerema, PA-S '26, Class President

About the Author
Taylar is a member of the Northwestern College Physician Assistant class of 2026. She is currently studying to earn her Master of Science in Physician Assistant Studies and serves as Class President for her cohort. 

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Research has shown that a child’s spiritual foundation and view of the world is developed within their first six years of life (Gillian, 2007). When children hear consistent messages about Christianity at home, at church, and at school, it solidifies their understanding of God and they can practice His teachings in a variety of settings. Early childhood educators help to share these messages and model behaviors for young children in their care.
Master of Education instructor and early childhood consulant, Dr. Jennifer Sturgeon shares applicable lessons or ideas for early childhood teachers working in Christian schools and in a public school setting.

While engaging in class discussions at Northwestern College, graduate students who work as early childhood educators shared their experiences of working in Christian schools. Stories shared included kindergartners pointing out God’s creations while on a nature walk, preschoolers praying for a classmate who was at a grandparent’s funeral and creating artwork representing Heaven, and first graders playing a Bible detective game to better understand the Word of God.

When reflecting on their experiences in the classrooms, these early childhood educators pointed out a strong positive impact of faith-based education on academics and behaviors. I decided to investigate this further and had the opportunity to gather input from focus groups of educators from grades Pre-Kindergarten to Grade 2 on the positive impact that faith-based education has on both individual students and the overall culture of their environment. 

 Developing Faith-Based Routines 

 When we think about our youngest learners, students in preschool or in the primary grades, they often do things out of routine and habit. There are certain habits that we have as Christians to help build and strengthen our faith. Praying is modeled for children and becomes a habit early on. Our youngest learners may not fully understand or comprehend the significance of Christian values, however, we do not need to wait until they fully understand (Brim, 2016). The teachers that participated in the focus groups mentioned that they are setting the stage for the child’s future and helping them to develop those faith-based habits to prepare them for when they reach an age where they can begin to reflect on and understand the different aspects of faith. 

Teachers include prayer as part of the school day and teach children that through prayer, we can communicate with God. Children are encouraged to offer a silent prayer to God each day and are taught the importance of sharing a prayer with peers in their classrooms. When our youngest learners pray, it strengthens their faith and unity and helps them know that they are one before The Lord (Covey, 2018). Prayer is also used to help children take a deep breath, calm down, handle social situations, and complete challenging academic tasks.

The children also take on different roles and responsibilities related to prayer to help take ownership of their faith. For example, classroom jobs assigned to students include setting up the daily prayer space, writing out the petitions, and choosing the Biblical story or song.   

 Academics

 According to the  Council for American Private Education, students who attend religious schools score at an academic level about 12 months ahead of their counterparts (2020). This begins with the strategies used and the curriculum implemented at an early age.  After listening to the teachers in the focus groups discuss academics, it became clear that in faith-based programs or schools, academic achievement was a priority at a young age. There were consistent findings that the focus was on preparing children for the next grade level and beyond. 

The educators stressed that religion and faith-based practices can be effectively embedded using an interdisciplinary approach. There are countless ways to include faith in all areas of the curriculum. Several examples related to literacy were shared. One teacher described an activity that they did related to descriptive writing. Each student created a Saint Journal and wrote about the characteristics of the saints and then shared their writing with their classmates. Another example focused on teaching the literary elements, such as plot, characters, story sequence, and conflict, and how teachers can use stories from the Bible and have the students draw or write in response the story and the lessons taught.

In addition, the teachers spoke at great lengths about how the students’ talents and gifts from God are promoted, as well as individualization of learning styles. Those teachers who work in early childhood settings have a wide range of children enter their classrooms, with a variety of needs, skills, and background experiences. They focus on the unique potential of their students and modify the curriculum to meet the needs of all students and support each student to reach their potential. They felt that in faith-based settings, the educators were truly there for the students and were willing to go above and beyond. This led to more of a collaborative spirit and everyone coming together to help the students that needed extra assistance. 

 The focus group participants also noted that the students in faith-based classrooms appeared to be more comfortable taking risks and speaking up in the large group because a culture of kindness and love that had been created in their classrooms. They noted that students were more willing to raise their hand to ask and answer questions without embarrassment or fear. When working with a partner or in a small group setting, peers were helpful and assisted their classmates without judgment. They noted that these peer interactions gave students more confidence.

Positive Social-Emotional Skills

The teachers shared common themes that connected faith-based learning to positive social-emotional skills, a culture of kindness and collaboration, and a safe learning environment. Christian morals set children up for a lifetime of success. Between the ages of two and five, children begin to display morally-based behaviors and beliefs (McKay, 2014). When children are in settings where they are taught these morals, their social-emotional skills and their daily behaviors are impacted. The teachers who explicitly taught Christian values and spoke openly about faith daily in the classroom saw an increase in positive social-emotional behaviors when they compared their experiences in faith-based classrooms to other teaching environments.

 In faith-based classrooms, early childhood educators serve as role models in faith by teaching the values of Christianity, establishing trusting relationships where children can reflect on actions and learn from mistakes, and encouraging kindness and friendship (Holloway, 2006). The teachers noted that most of the children in their faith-based classrooms excelled at turn-taking, sharing, and using of kind manners. They shared that children as young as three-years-old could manage their emotions and problem solve when frustrated or upset. They attributed this to both teaching those Christian morals as well as children feeling they are cared for and safe in their classrooms. Children are instructed to calm down, take deep breaths, and pray. They are respected as valuable members of the classroom and are taught how to handle their emotions in a constructive way. The teachers in the classroom model appropriate behaviors and guide them through the process.

Culture of Kindness and Gratitude

 Learning about God and listening to Bible stories at an early age helps children to develop empathy (Oswalt, 2021). This increases their understanding of other’s perspectives and leads to more productive and positive communication. The graduate students mentioned that children are taught forgiveness at a young age. We all sin, and everyone makes mistakes, but we must forgive one another.

In faith-based classrooms, children are taught to live like Jesus. At a young age, students are taught about gratitude and focus on being thankful for what they have. Through a variety of projects, they provide service to others. A common theme shared was service-based learning projects, in which the children collected donations for others, created art for others, or did a variety of good deeds around the school.

Safe learning environment 

 Faith-based early childhood classrooms provide our youngest learners with a safe emotional and spiritual environment. Children are taught to be respectful and to love one another and conflicts are discouraged. The children are taught that bullying is not kind and practice different ways to solve problems as they arise. The teachers in the focus groups mentioned that students are consistently allowed to be themselves and to express their ideas freely without being judged by their schoolmates or teachers.

Specifically mentioned were the children who had experienced high levels of stress and trauma in their lives. Teachers shared that part of creating a safe environment included teaching children to trust in God, which led to less anxiety in the classroom setting. Young children experience big emotions. One shared a story where the child who had experienced several challenges came to school crying and the difference it made when during their opening routine when the teacher asked for petitions, someone prayed that she had a better day.

Although the majority of the focus group participants were employed in faith-based settings at the time of the discussions, the consensus of the group was that these values can still be instilled in our youngest learners in a public-school setting. When teachers cannot lead the class in prayer or directly speak about Jesus and His teachings, they still find ways to model kindness, compassion, and other key values from the Bible.

   About the Author

Dr. Jennifer Sturgeon is a Master of Education Instructor in Northwestern's online M.Ed. program and consults with administrators and teachers across the country who are using curriculum and assessment materials produced by Teaching Strategies, LLC, and trains staff on the best practices for early childhood education.

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