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.
SRI Education researchers are conducting an evaluation of the Pyramid Model, a three-tiered framework that supports early childhood education (ECE) teachers in preschool classrooms. The main goals of the Pyramid Model are to support ECE teachers as key figures in promoting the social-emotional skills and competence of children with and without disabilities so that all children can learn, develop, and grow in a positive and safe environment.
One intervention, BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success), was specially designed to address young children’s persistent and intensive challenging behaviors.
Issues of race are deeply ingrained in every facet of our history and society. As researchers, we strive to promote children’s development and opportunities to succeed both in and out of school, but our work is not immune from a legacy of racism.
Going back to the classroom this year will be tough. That’s why we’re focusing on bringing you resources to help with recovery from all sorts of trauma.