Now more than ever, many children and youth are exposed to potentially traumatic events, whether it be from community or school violence, natural disasters, or the sudden loss of a loved one.
Bullying occurs when children experience unwanted and aggressive behavior from more powerful peers repeatedly over time.
The popularity of social media is widespread and continues to rise, especially among youth. According to a recent general advisory report released by the Office of the U.S. Surgeon General, up to 95% of youth aged 13-17 regularly use at least one social media platform.
CASEL defines social-emotional learning (SEL) as “…the process through which young people and adults acquire and apply the knowledge, skills, and attitudes that help us to understand ourselves, connect with others, achieve our goals and support our communities”.
We highlight strategies educators can use to reduce implicit bias when responding to challenging behaviors, which is one of the five key components to reduce disproportionality in school discipline when implementing a PBIS approach.
With the emergence of the COVID-19 pandemic, we have seen a significant increase in symptoms of mental health problems among school-aged youth. Most notably, the percentage of children with symptoms of depression and anxiety has become much larger
Since 2019, we’ve not only engaged with educators, community members, and mental health service providers to co-author blogs about their challenges and accomplishments on the ground, but we also compiled helpful resources from our colleagues to promote collective work in the field and across the country.
In a recent descriptive study of high school students who are multilingual learners (MLs) with disabilities, SRI researchers found that these students attribute fewer self-determination behaviors to themselves than MLs without disabilities or students who are not MLs.
In this second post in this series, we will discuss how to elevate the voices of students and families – one aspect of implementing a positive behavior framework that is preventive, multi-tiered, and culturally responsive.
Students who are Black, Latinx, and Native American are more likely than White students to be suspended or expelled – even when comparing consequences for the same infractions.