This study addresses the moral and behavioral decline among Mauritian youths that followed introduction of the CPP Value-Based Differentiated model which integrates moral and spiritual values into teaching practices. Evaluation involving university and high school students, along with instructors, indicates the model's effectiveness in instilling…

Preschool children exhibiting externalizing behavior problems are frequently subjected to harsh disciplinary measures, such as expulsion, which can have lasting negative effects. Teachers have the potential to better support these children by fostering their development of social-emotional skills. In this study, the researcher collaborated with a…

The purpose of this study was to investigate the behavioral training programs/frameworks and Professional Development (PD) delivery methods that certified staff - including teachers, speech-language pathologists, school psychologists, occupational therapists, and teachers on special assignment - as well as administrators, believe to be necessary…

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…

"Statement of the Problem": Almost half of children in the United States have been exposed to childhood trauma (McIntosh, 2019). Discipline practices in many schools are often ineffective with and inappropriate for students who have experienced trauma. For example, students who are disciplined in traditional ways often continue to…

The purpose of this qualitative descriptive case study was to focus on teachers' perceptions regarding professional development training for early childhood education. The problem addressed in this study was the inadequate amount of professional development training available for early childhood teachers to address children with challenging…

Children exposed to the risk factors associated with parental mental illness are seen to be at risk of developing cognitive, emotional, and behavioural difficulties in preschool and later in life. Given that educational settings are seen as optimal for early intervention, preschool teachers have an important role to play in identifying and…

School climate is a widely researched concept because of the influence that school climate can have on student outcomes such as academic achievement, attendance and discipline (Thapa et al, 2013; Wang & Degol, 2016;), as well as staff member outcomes such as job satisfaction and teacher retention (Cohen et al, 2009; Thapa et al, 2013). A…

The consequences of trauma and chronic toxic stress on young children's social and neurobiological developments are numerous and well-documented in the literature (Centers for Disease Control and Prevention [CDC], 2020; Jimenez et al., 2016; Sciaraffa et al., 2018; Statman-Weil, 2015; Zeng et al., 2019). Children exposed to trauma during early…

Social, emotional, and behavioral interventions are often complicated to implement in school settings. Empirical and practical evidence suggests that educators need support to implement interventions with treatment integrity or as intended. Treatment integrity is comprised of multiple dimensions that capture quantity of the intervention delivered,…

Research documenting the effects of trauma in early childhood describes the profound and long-term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more 'trauma-informed' in…

Teachers feel inadequate to face pupils' behavioural problems in schools, yet teachers are expected to play significant roles in providing and supporting pupils' appropriate social behaviour. Unfortunately, teacher education in Finland and globally seems to offer little content for behavioural support, and in-service training sessions are filling…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments…