Many prior studies have documented disparities in school discipline practices across racial, economic, and other student characteristics. The primary purpose of this study was to determine the extent to which students affected by intergenerational poverty (IGP) received infractions (incidents) and experienced exclusionary disciplines (suspensions…

Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies.…

In European studies, immigrant-origin adolescents report more mental health symptoms than natives do. The school is an important developmental context for them, and more research is needed about how their school experience is related to their mental health symptoms, and whether these relations vary by group. The aim of this study was to assess the…

Cyberbullying perpetration has become an international public health concern among adolescents. Based on the general aggression model, the present study sought to examine whether deviant peer affiliation was significantly related to adolescents' cyberbullying perpetration, and whether moral disengagement mediated this association and self-control…

This study applied a theory of bystander intervention to teachers and has proven to have much utility in understanding how other bystanders may influence a teacher's direct intervention in instances of school bullying. Middle-school teachers (n = 63) completed an online survey, which utilized video scenarios, and quantitative methods were utilized…

Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school-related factors most contribute to explaining students' perception of school safety, and how they relate to community-related factors such as neighborhood safety. The purpose of this study…

Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

This study examined the social preference nominations (i.e., "liked most" and "liked least") in relation to peer group and classroom social dynamics in a sample of 622 fifth graders from 11 schools in a southeastern state. Liked most and liked least nominations were given to a small concentration of students within classrooms.…

Peer-mediated approaches represent the largest and most empirically supported type of social intervention for children with autism. In this article, we discuss peer-initiation strategies, the peer-mediated intervention that has been most used to teach typically developing peers or siblings to improve the social play skills of children with autism.…

Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out-of-classroom disciplinary…

Discusses the Brain Power Program, an attribution retraining intervention to reduce peer-directed aggression. Results suggest that improvements in behavior are related to changes in subjects' attributions. Intervention effects are moderate to strong for many students but not evident at all for some students. Treatment effects diminished over time.…

Fifth graders were assigned to peer status groups after completing a peer nomination technique. The next school year, 45 of the subjects (now sixth graders) were interviewed to assess reactions to the sociometric procedures. Subjects liked participating, although they did not like the negative nomination technique. Comments were analyzed by peer…

This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant…