As eating disorders symptomatology often begins during adolescence, schools have a unique and essential role. Specifically, schools can be at the forefront in the intervention and prevention of eating disorders to implement programs that work. In addition, schools can reach students at individual and universal levels, positively impacting those at…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

Responsive Parenting is a program designed to use parents in helping teach other parents to apply a behavior analysis approach in managing the behavior of their children. A description and evaluation of the adaptations for single-parents are discussed. Guidelines for program development and implementation are provided. (Author/RL)

This article explores common, recurrent themes in the development of our understanding of approaches to emotional and behavioral disorders. It identifies the following eternal verities: behavior can change, intervention is second to prevention, instructional reactions, transparency in communications, empathy and equity, boundaries and challenges,…

States that a sharper profile of environmental education is needed. Argues that environmental education should focus on developing students' action competence. Includes a discussion on the MUVIN (Environmental Education in Nordic Countries) Project that has investigated the concept of action competence. (CMK)