The COVID-19 pandemic disrupted learning for millions of students, educators, and families who had to navigate modified in-person and virtual schooling, often in difficult circumstances. The pandemic's effects continue to reverberate across the nation and produce challenges for schools that will likely be felt for years to come. In many respects,…

Negative outcomes for students of color and those who are economically disadvantaged are troubling patterns in schools nationwide. Systemic racial disparities, including disproportional poverty, are part of the problem. Regardless of their race, however, children who live with poverty often have heightened exposure to adverse experiences.…

"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom…

Enumerates negative emotions that early childhood teachers may feel when first encountering the handicapped child and suggests ways to overcome these feelings. (KS)

This study examined social problem-solving motivations and abilities, concurrent levels and types of distress, and personal problems among 688 high school students. Surveys of student stress and problem solving indicated that as problem-solving scores increased, distress and personal problems decreased. Negative attitudes greatly influenced…