Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the…

"Effects of a Targeted Art Program on Social Emotional Learning in Students with Emotional Behavioral Disorders" will address the topics of Social Emotional Learning and Emotional Behavioral Disorder, as well as various structures for targeted arts programming. Using a qualitative research approach, the effects of one specific targeted…

This article focuses on the effects of an arts-based intervention for young people deemed at risk of school exclusion because of social, emotional and behavioural difficulties. Using a range of qualitative methods, including observations and interviews, the study explored from the perspective of 11 young people (aged 11-16) the potential for…

This brief provides education administrators and partners (providers, intermediaries, funders) with strategies and examples from seven school districts nationwide that have successfully funded, implemented, and sustained evidence-based social and emotional learning (SEL) programs. School administrators from these districts were interviewed and…

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in…

This paper presents a longitudinal mixed methods study tracking 11 children (aged 5-7 on entry), defined as disadvantaged in multiple ways, i.e. social, behavioural and economic. They attended weekly Forest School and outdoor learning sessions over three years. The study investigates the project's impact on the children in terms of their academic…

This study investigated teachers' perspectives about two interventions designed to promote kindergarteners' attitudes toward peers with disabilities. Interviews with teachers were conducted following the 6-week interventions. Teachers shared views on the best and most difficult aspects of the interventions, perceived benefits for teachers and…

The aim of this study was to evaluate the effectiveness of using a social story intervention to improve social interaction skills in three students with autism aged between 7-8 years. A multiple-baseline-across participants design was used. To achieve the purpose of the study, the social stories were implemented. The intervention included reading…

Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory…

This article presents the results of a small-scale research project that aimed to evaluate the effectiveness of a part-time nurture group recently established in one primary school. Qualitative interviews were used to gather staff, pupil and parental perceptions about the nurture group. These focused not only on what difference the nurture group…

Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…

The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is…

Parents' perspectives on a home-based, parent-implemented social-pragmatic communication intervention for young children aged 37 to 60 months with limited expressive language are presented in this report. The researchers analyzed the perspectives of seven parent participants in the Institute of Education Sciences-funded Parent-Implemented…

Innovations in pedagogy are, at their core, aimed at improving the educational experiences and outcomes of learners. Being as many countries are embracing a philosophy of inclusive education, designers of educational reform must be mindful of the effects of any proposed innovations on the experiences and outcomes of a broad range of diverse…

Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This…