Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs…

In the wake of the COVID-19 pandemic, PK-12 school buildings across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus. As educational leaders navigate the complexities for providing instruction during the 2020-2021 academic…

Interventions that promote parent and child well-being in families with children with intellectual and developmental disabilities (IDD) are important, given the caregiving burden often associated with supporting children with developmental and behavioral challenges. This article summarizes a presentation made at the 2019 AAIDD annual conference…

This report highlights the following four matters that warrant particular attention as the 2021-2022 school year gets underway: (1) Outreaching and reengaging disconnected students; (2) Improving differentiated instruction; (3) Broadly embedding social emotional learning and development; and (4) Reorganizing student/learning supports. To address…

Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of…

The style of parenting a child receives has profound long-term impacts on that child's life. Yet, the rates of child maltreatment globally are high (in both developing and developed countries), indicating that many children around the world are being raised in toxic environments. Evidence-based parenting programs (EBPPs) have been demonstrated to…

The COVID-19 pandemic has had an unprecedented impact on education and the ways in which teachers engage their students. Given the individual and collective traumatic nature and impact of this global health crisis, we provide specific strategies for addressing the needs of young adolescents while teaching remotely. Specifically, we posit that…

Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive…

Statistics on K-12 students with mental health challenges almost guarantee that teachers will encounter these students in their classrooms. Educators will be more prepared and successful if they have feasible strategies to promote student well-being and avoid exacerbating existing problems. This article presents research-based classroom practices…

This research-to-policy resource list compiles publications from 2010 to the present on early care and education workplace conditions and teacher stress. Much of the research focuses on teachers in center-based settings and preschools. There is little research examining this issue for home-based providers. Resources are grouped under the following…

This list of tools was compiled to assist states and programs with identifying assessments that can be administered when the assessor cannot be in the room with the child. This is a list of screening tools that can be completed remotely when the practitioner cannot be in the room with the child. Screening tools assess the possibility of a…

Schools can view challenging student behavior in one of two ways: (1) as a failure on the part of the student or teacher that distracts from the work of learning, or (2) as a normal developmental occurrence that provides an opportunity for the student to practice new or emerging skills. The authors of this article, researchers at the Harvard…

Second Substitute Senate Bill 5903 (2019) directed the Department of Children, Youth, and Families (DCYF) to contract with an organization providing coaching services to early achievers program participants, i.e., Child Care Aware of Washington (CCA WA), to provide statewide Infant-Early Childhood Mental Health Consultation (IECMH-C) to Early…

"Diversity, Inclusion and Engagement" presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging preservice teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the…

This protocol guides the review of research that informs What Works Clearinghouse (WWC) intervention reports in the area of student mental health and well-being. This review-specific protocol is used in conjunction with the WWC Procedures and Standards Handbook (Version 3.0). This review focuses on interventions for middle, high school, and…