School-community partnerships refer to partnerships between schools and other community resources by integrating academics and community involvement to foster the learning and well-being of youth and their families.
Conversations with parents about YouTube: What are kids watching, and what are they learning?
Toddlers and preschoolers today are spending more time watching videos on online streaming services like YouTube than in any other format.
Continue reading →BEST in CLASS: What Coaches and Teachers Say About It. Part 2: Teacher Perspectives
Practice-based coaching (PBC) promotes a strong collaborative partnership between teachers and coaches to facilitate the use of effective instructional practices. The PBC process includes skills instruction on BEST in CLASS practices, shared goals and action planning, implementation support, classroom observation, and reflection and feedback.
Continue reading →Coaching Early Educators on Behavioral Interventions: Coach and Developer Perspectives
In this presentation, we share coach and program developer perspectives on barriers and facilitators of coaching educators to deliver behavioral interventions in early childhood settings.
Continue reading →Promoting Mental Health and Well-Being in Schools: An Action Guide for School and District Leaders
Schools are prioritizing students’ mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students’ mental health and find new strategies to ...
Continue reading →2024 School Mental Health Quality Guides
These 2024 editions contain major updates and an and easy-to-follow format complete with action steps, best practices, examples from the field, and more.
Continue reading →BEST in CLASS: What Coaches and Teachers Say About It. Part 1: Coach Perspectives
BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is a tier 2 (targeted) evidence-based intervention for young children with persistent and intensive challenging behaviors.
Continue reading →Replication Study of BEST in CLASS: Coaches’ perspectives on implementing an evidence-based practice in typical settings
BEST in CLASS is a tier 2 intervention to prevent and reduce challenging behaviors and promote appropriate behaviors in preschoolers. Through coaching, early childhood teachers are empowered to deliver evidence-based practices with children at risk for social-emotional and behavioral delays. In this presentation, we will share coaches’ perspectives about the ...
Continue reading →How to Really Include Student Voice: Lessons from Youth-Led Focus Groups
In fall 2022, the SRI research team worked with a student-led advisory group as part of our work with Santa Clara County Office of Education to assess the behavioral health needs of children and youth. This blog post, one in a series, provides the participating youth’s perspectives on conducting and ...
Continue reading →Handle With Care: Expanding and evaluating trauma supports for students
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.
Continue reading →Guiding Principles and Best Practices in School Discipline to Support Students’ Social, Emotional, Behavioral, and Academic Needs
In March of 2023, the U.S. Department of Education released Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates for students and school staff, featuring specific recommendations for evidence-based practices that allow students to learn, grow, and be successful.
Continue reading →