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.
(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.
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.
After a turbulent 2020-2021 school year, it is more important than ever that educators have feasible and effective options to support students’ foundational social-emotional skills. Prior studies have found that students who participate in social-emotional learning (SEL) programs improve their behavioral and academic functioning and reduce their challenging behaviors.1 When selecting an SEL program, educators … Continue reading Social-Emotional Learning Program Study: Tools for Getting Along
What strategies can educators use to facilitate safe and meaningful discussions on race, racial (in)justice and racism? This toolkit from Learning for Justice (formerly Teaching Tolerance) offers specific strategies, as well as tips for managing student responses, in order to create a safe environment for difficult conversations. https://www.learningforjustice.org/magazine/spring-2015/toolkit-for-talking-about-racism-and-police-violence-with-students
As schools begin a post-pandemic transition, educators should consider how to strengthen the social, emotional, and behavioral supports for students. Three foundational components are important to keep at the forefront of efforts to support students, regardless of the learning environment…
This school year has presented many uncertainties for teachers as they continue to navigate virtual, hybrid, and in-person learning environments. Using clear and positive communication can build trusting and supportive teacher-student relationships, especially with students who experience behavioral challenges. But what exactly does effective educator-student communication look like, particularly in a virtual space? Below, we … Continue reading Strategies for communicating effectively with students across learning environments
In the context of the COVID-19 pandemic, we adapted strategies from the “Common trauma symptoms in students and helpful strategies for educators” handout to help educators address student’s social-emotional and mental health needs associated with trauma in virtual settings.
This award-winning 5 minute video from the Association for Positive Behavior Support (APBS) offers a clear explanation of Positive Behavior Supports as well as ways that families can use them at home. Positive Behavior Support at Home from Association for PBS on Vimeo.
Multi-tiered systems of support (MTSS) typically include school-wide or universal support (tier 1), targeted interventions for at-risk students (tier 2), and individualized services for students with intensive needs (tier 3). Read our post for more information about multi-tiered frameworks. MTSS have been increasingly adopted across schools in the U.S. and show promising social-emotional, behavioral, and … Continue reading Questions to ask before implementing a school-wide program