As a classroom teacher for the past twelve years and a school board member for the past three, I have seen many authors attempt to create the "right" method for improving education, the cities, and the family structure. Most of them have been dismal failures or mere "flashes in the pan." At first glance, All Kids Are Our Kids seemed to be another of these attempts, but more in depth reading leads me to believe that Peter L. Benson may be on the right track.

I work at the largest middle school in the United States (ADA 4100), and I coordinate a support group program that serves 900—1000 students per year. Interviewing these children to place them into the appropriate groups has led me to believe that something is fundamentally wrong or missing in the manner in which we are raising our children. There are serious developmental deficits that we are creating that make it difficult for our kids to think critically, solve problems effectively, avoid becoming victimized, and deal with conflict without violence.

A principal I once worked for called me into his office to complain that we are utilizing too many resources on our "at-risk" students and not enough on our other students. I told him that I asked the student who was not "at-risk" if he needed any help, but he declined. The answer was somewhat facetious, but not altogether untrue. Mr. Benson validates my point in saying, basically, that all our children are at risk for some problem if we, that's all of us, fail to provide them with the basic foundation for a successful life. His title tells it all All Kids Are Our Kids!

In this book, Peter L. Benson presents a call-to-arms for all of us concerned with kids. The first part of the book, "Bringing Out The Best In All Kids," outlines a plan for just that. He introduces his "Forty Building Blocks of Human Development" that he feels are necessary to aid in the healthy development of our children. We are invited to look at external and internal developmental assets that need to be developed early and carried on throughout adolescence and adulthood. A few of the many goals of this approach is to help each child feel supported, valued, empowered, and competent.

Part One ends with a chapter that is truly a call to action. It is one thing to identify a problem, but it is another thing—a major one—to present ideas for alleviating it. Benson calls for twelve critical culture shifts ranging from changing the descriptive language we use from negative to positive, to moving from some youth to all youth, to shared responsibility from self-interest, to civic engagement from disengagement.

"What We All Can Do" is the title Benson gives to Part Two of his book. The first chapter in this part is a framework for uniting communities around youth. He talks about the major task facing our society is rebuilding a sense of community, of village, in which everyone accepts their share of responsibility to nurturing the youngest generation. Goals are laid out, and strategies are suggested for accomplishing this that go beyond creating programs.

Empowerment is an oft-used term in Mr. Benson's book, and for good reason. He presents a way for the different segments of our society to create change—individuals, families and communities. Each of us has a role and an investment, and we all reap benefits. This empowers us all.

"We are losing our way..." claims Peter L. Benson, but all is not lost. All Kids Are Our Kids presents some hope in our future. But, there is a lot of work to be done, and reading this book is a good way to start on the right road to finding our way once more.

I was prepared not to like Mr. Benson's book. A cursory review of the chapters, tables, and charts made me feel that this was not going to be very interesting to, or usable by, the average person who is not intimately involved in the developmental education of today's youth. I was wrong, and this book has changed not only my mind, but my approach as well.

School board members are the only elected officials who have the sole job of advocating for children. As a teacher, I feel that is also part of my job. I support, counsel, teach and advocate on a daily basis, and I feel that children are getting needier every year. I have filed 150—200 child abuse and neglect reports over the last few years, and I feel the need for change to occur in how we deal with the children in our society.

I know that the book has made me reflect more on how I want to deal with the students in my classes, and I know that I will be doing more research into how to apply this to approaches we can take as school board members.

All Kids Are Our Kids is not a panacea nor is it the definitive work in guiding communities to care better for their children. However, it is the first time I have seen the problems expressed in a format that is user-friendly no matter at what level you engage with children. I strongly recommend it to parents, educators, politicians, and all those who really and truly care about the condition of children.

Stewart Bubar is a middle school teacher in Los Angeles Unified School District teaching science, peer counseling, and conflict resolution. He also coordinates a support group program serving 900—1000 students per year. Stew was elected to the Culver City Unified School District in 1995 and is currently President of the Board. He holds degrees in Biology and Counseling. He has also taught religious school for over 27 years.