Centering Social Pediatrics in Graduate Medical Education

This article problematizes the normalization of social pediatrics as extracurricular or optional rather than necessary for children's health care. Drawing on critical pedagogical frameworks like structural competency and accompaniment, this article illuminates clinical, institutional, and structural obstacles to mainstreaming social pediatrics training. This article also identifies examples of how training programs, health systems, and policymakers can facilitate and sustain care environments that support social pediatrics and advance health equity.