Screening is necessary to detect risk and prevent reading failure. Yet the amount of screening that commonly occurs in U.S. schools may undermine its value, creating more error in decision making and lost instructional opportunity. This 2-year longitudinal study examined the decision accuracy associated with collecting concurrent reading screening…

This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injunctive norms (peer victimization behaviors and bullying-related beliefs, respectively) in explaining defending behavior. For this purpose, we used a…

The concurrent associations between students' perceptions of cognitive-behavioral and emotional engagement in schools and three factors aligning with the major aims of the school-wide social-emotional learning (SEL) approach (i.e., teacher-student relationships, student-student relationships, and teaching of social and emotional competencies) were…

Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated…

There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among…

Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we…

There is growing interest in the use of a multi-tiered system of supports framework to address issues related to school climate and bullying. Positive Behavioral Interventions and Supports (PBIS) is one such model that has received considerable attention; however, nearly all of the extant literature has focused on elementary and middle schools,…

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…

We report on a randomized controlled trial of Targeted Mental Health in Schools (TaMHS), which is a nationally mandated school-based mental health program in England. TaMHS aimed to improve mental health for students with, or at risk of, behavioral and emotional difficulties by providing evidence-informed interventions relating to closer working…

Drawing from an ecological framework, there has been growing attention on the role of peers in accounting for adolescents' homophobic behavior. In this study, we considered whether individuals' homophobic behavior could be attributed to their peers' collective levels of aggression, sexual prejudice, and importance placed on their sexual…

First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…