Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Belinda E. Hernandez | 2 |
| Dustina Gill | 2 |
| Jessika H. Bottiani | 2 |
| Kate Joshua | 2 |
| Garber, Carol Ewing | 1 |
| Hecht, Mindy Feldman | 1 |
| Lora Henderson Smith | 1 |
| Lora J. Henderson | 1 |
Publication Type
| Information Analyses | 2 |
| Journal Articles | 2 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 3 |
| Middle Schools | 3 |
| High Schools | 2 |
| Junior High Schools | 2 |
| Secondary Education | 2 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Canada | 2 |
| United States | 2 |
| New Jersey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkLora J. Henderson; Belinda E. Hernandez; Kate Joshua; Dustina Gill; Jessika H. Bottiani – Grantee Submission, 2022
Indigenous communities demonstrate immense cultural strengths despite being impacted by mental health and academic disparities due to ongoing systemic racism and historical trauma. Given that schools are a context in which indigenous youths' needs have potential to be met through preventive intervention, this scoping review explores and summarizes…
Descriptors: Literature Reviews, Prevention, Indigenous Populations, Minority Group Students
Lora Henderson Smith; Belinda E. Hernandez; Kate Joshua; Dustina Gill; Jessika H. Bottiani – Educational Psychology Review, 2022
Indigenous communities demonstrate immense cultural strengths despite being impacted by mental health and academic disparities due to ongoing systemic racism and historical trauma. Given that schools are a context in which indigenous youths' needs have potential to be met through preventive intervention, this scoping review explores and summarizes…
Descriptors: Literature Reviews, Prevention, Indigenous Populations, Minority Group Students
Hecht, Mindy Feldman; Garber, Carol Ewing – Journal of School Health, 2021
Background: High volumes of school-based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function. Methods: Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2…
Descriptors: Executive Function, Physical Activity Level, Principals, Administrator Attitudes
