Welcome to the Prioritization of the Ecosystem map

The prioritization tool is designed to help formulate an action strategy at the ecosystem level to promote social mobility at ages 0-18.

In the tool, you will find a list of the 28 environmental factors that have the power to promote or impend social mobility. Investing in a particular factor in the ecosystem may directly or indirectly strengthen other factor, as shown on the Ecosystem page.
Using the prioritization tool you can identify potential scales of impact in the ecosystem. Just mark the items from the list on the right. With each factor you mark, the affected factors will be marked directly or indirectly.

 

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On the left, you will see a summary of the results and a legend to identify the types of effects. Note that the same factor may be affected both directly and indirectly several times.
Total Influenced Factors – Each factor is counted once.

In addition, you will find on the left a legend of the three types of special factors.
Please note – not every factor has an impact on others and not every factor is influential. However, there are factors that have a broad and even surprising impact.

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Prioritization Tool

Children from birth to 18

Total influenced factors 0/28

Out of them

Factors chosen - 0
Factors affected directly - 0
Factors affected indirectly - 0

Aces

Most Affected

Unaffected

Clear options

Educational environment

  • School & classroom climate

    A respectful and safe learning environment that contributes to the students' mental well-being, their sense of belonging, and their sense of being protected in their scholastic program.

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  • Teachers’ characteristics

    Quality teachers are characterized by high levels of self-efficacy, knowledge in their academic field, familiarity with effective teaching methods, knowledge of the normative development of children, monitoring and evaluation skills regarding children’s difficulties and barriers, responsiveness to children's needs, and an adaptive and set of expectations that encourages student progress.

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Home environment

  • Parental well-being

    A general state of mind consisting of of joy, satisfaction, and prosperity, and a lack of depression, loneliness, and anxiety.
    Violence

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  • Domestic conflict

    A charged domestic atmosphere that includes conflicts, verbal violence and/or physical violence.
    Violence welfare

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  • Safe and appropriate physical environment

    A home environment that provides age-appropriate intellectual and sensory stimuli, is equipped with safety facilities, and is free of safety hazards to which the child might be exposed.
    Disabilities (physical) welfare

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  • Chronic parental tension and stress

    Strong doubt of the parent regarding his or her ability to overcome certain situations (difficulty in raising children, financial difficulty, coping with crises, etc.) in a certain period of time. This has physiological, functional, physical, and mental manifestations.
    Health (physical and mental) Violence welfare

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  • Material resources

    The cases in which economic ability alone constitutes an obstacle (direct or indirect) to ensuring minimal conditions for optimal child development, such as difficulty in buying safety equipment, handling developmental problems and delays, etc.
    Health (physical and mental) welfare

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  • Time resources and availability

    The ability of parents to invest time and mental resources for needs of education, nurturing, discussion, and general spending of time with their children.
    Disabilities (physical) Violence welfare

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  • Social Capital

    The social network of the parents, including close family and friends who provide emotional support, knowledge, daily assistance, and financial assistance.
    Disabilities (physical) occupation

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  • Parental involvement

    Maintaining a stable relationship between the parents and the teacher/caregiver; parents’ monitoring of their child’s activities and educational progress in school; participation of parents in their child's activities in various frameworks; parental awareness of the child’s activities and his/her social world outside the home, etc.
    Education (formal and Informal) Health (physical and mental) Violence

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  • Parental knowledge

    Theoretical and practical knowledge of topics such as the characteristics and elements of a safe environment and ways to implement them at home, milestones of optimal development, ways to support and encourage optimal development, etc.
    Health (physical and mental)

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  • Warmth & emotional support

    The ability of parents to correctly identify and interpret the child's needs, with an emphasis on emotional needs, and to respond in an appropriate manner.
    Disabilities (physical) Education (formal and Informal) Health (physical and mental) Violence

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  • Parental neglect

    Difficulty in providing for the basic emotional, physical, and health needs of a child.
    Violence welfare

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  • Parental health & lifestyle

    Parental health, absence of harmful behaviors (such as smoking and the abuse of alcohol and drugs), and a healthy lifestyle that includes physical activity and proper nutrition.
    Health (physical and mental) welfare

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  • Early detection of developmental delays & problems

    The ability of the parent to identify "red flags" – signs that may indicate difficulties and barriers to their child’s optimal development (physiological, cognitive, linguistic, or communicative), and to respond by contacting the appropriate professionals.
    Disabilities (physical) Health (physical and mental) welfare

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  • Quality interactions

    Verbal and nonverbal communication between the infant/toddler and his/her primary caregivers (the adults responsible for raising the child). The adult is sensitive to the feelings, actions, and abilities of the child, exhibits positive feelings towards him/her, and enables him/her to learn from his/her experiences by actions such as mediation, focusing attention, asking questions, etc.
    occupation Violence

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Neighborhood/city characteristics

  • Infrastructure and pollution

    A physical residential environment characterized by noise pollution, dirt, dilapidated buildings, bad road conditions, lack of sidewalks, a scarcity of open spaces, etc.
    Disabilities (physical) Violence welfare

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  • Community services

    A variety of accessible community institutions and responses, offering diverse and high-quality services.
    Disabilities (physical) Health (physical and mental) occupation Violence welfare

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  • Multiple role models

    The exposure of children and adolescents to adults in their immediate vicinity that provide them with diverse examples of normative life, and shape their horizon of possibilities.
    Disabilities (physical) Education (formal and Informal) occupation Violence

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  • Positive peer group

    Peers who manifest positive behavioral patterns (e.g., avoiding smoking, drugs, alcohol, and dangerous behavior) and positive norms (importance of effort and success), with who a child socializes.
    Education (formal and Informal) occupation Violence

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  • Collective capability

    A quality of a community that is perceived by its members as having control over public order and as having the ability to work together to advance common causes and solve problems, out of the willingness and desire of its members to promote the common good.
    Violence

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  • Civic involvement

    Holding an active and rich public discourse, and a willingness on part of the neighborhood’s/city’s residents to invest resources of time and money in community civic activities such as voting in local elections, community volunteering, participation in public/local committees, etc.
    Violence welfare

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  • Residential stability

    Low turnover rates and higher resident retention rates in a neighborhood.

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  • Public services

    A wide range of high-quality and accessible public services (such as community clinics, caregiving and educational frameworks, rehab facilities, welfare services, etc.) that maintain mutual relationships of cooperation and caregiving continuity.

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  • Norms and expectations

    A community whose members share values and norms relating to the importance of making an effort, investing hard work, and setting goals, and who expect their children and teenagers to behave in accordance with these norms and values. This requires the youth "to be busy" – participate in after-school activities, work during summer vacations, etc.

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  • Economic segregation

    An environment or residential area characterized by a high proportion of individuals and/or families of low socioeconomic status.

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  • Public order and sense of security

    Objective security refers to uncommon events that threaten public order and the well-being of the residents of the neighborhood, such as acts of vandalism and violence. Subjective security refers to the feeling of the residents in the neighborhood that walking around the neighborhood does not threaten their safety.
    occupation Violence

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  • Trust, connectedness and sense of belonging

    Trust, connectedness, and sense of belonging characterize a community in which its members see the community as an element of their identity, trust other people in the community, and are connected with them by resilient ties of mutual help.

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About
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