Topic

Partner Blog Post: College and Career Pathways Measuring School Climate

Authors : Editorial Team

The well-established connection between positive school climate and student success means that educators need to know how the climate at their school is faring. This information is particularly important now, after the prolonged disruptions in schooling from the COVID-19 pandemic. Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?

Why Participate in Research with SRI?

Authors : Maddie Cincebeaux

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.

The Trauma and Learning Policy Initiative’s New Blog Series Highlights Key Take-Aways from Trauma-Sensitive School Leaders

Authors : Editorial Team

In the coming weeks, TLPI will share a series of blog posts highlighting key take-aways that we have heard from discussions with trauma-sensitive school leaders as they reflect on how utilizing the trauma lens guides them in their response to  the ongoing challenges.

How empowered do multilingual students with disabilities feel to make their own choices?

Authors : Elisa Garcia

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.

Promises and Pitfalls of PBIS Part 2: Engaging Students and Families in Equity-Focused PBIS

Authors : Jennifer Nakamura , Elisa Garcia , Kirby Chow

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.

Promises and pitfalls of PBIS Part 1: Importance of an equity-centered approach

Authors : Elisa Garcia , Kirby Chow , Jennifer Nakamura

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.

What to Say When Tragedy Strikes (Consejos para Abordar Problemas Sociales Actuales)

Authors : Kirby Chow

(Available in Spanish and English.) Our team at SRI Education is deeply saddened and concerned about the wars, violence, and climate destruction sweeping the world. Adults and children may be grappling with feelings of fear, worry, anxiety, anger, and confusion in response to what they are seeing and hearing in the news and social media about displaced families and loss of life.

Effectiveness of Tools for Getting Along: Teaching Students Problem-Solving Skills

Authors : Carl Sumi , Jennifer Nakamura

(NASP 2022) This presentation described results from an effectiveness study of the Tools for (NASP 2022) Getting Along (TFGA) social problem-solving program. Findings show robust positive effects of TFGA on social–emotional and behavioral outcomes of Grade 4 students in geographically and demographically diverse areas.

Supporting Transgender Staff and Students

Authors : Patti Schank

The National Center for School Mental Health (NCSMH) at the University of Maryland School of Medicine (UMSOM) compiled the following list of websites and free resources to help support transgender youth and adults.

Practice-Based Coaching on the Pyramid Model: “It builds you up and finds your strengths”

Authors : Maddie Cincebeaux , Erika Gaylor

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.