First generation college students (FGCS) of all racial/ethnic backgrounds graduate from college at lower rates than their non-first generation peers. However, FGCS who are also Black or Hispanic graduate at even lower rates than FGCS who are White or Asian/Pacific Islander. Out of all racial/ethnic groups, students of Hispanic background are…

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student…

This chapter reviews youth mental health interventions that promote behavioral, emotional, and cognitive engagement among school-aged youth within a three-tier framework. We first summarize empirical relationships between positive indicators of student engagement (e.g., subjective well-being; SWB) and negative indicators (e.g., internalizing and…

The book examines the shift needed to our systems and society to enable lifelong, experiential, interconnected learning journeys. The book outlines the vision for a learning ecosystem that spans technology, learning science, policy, and organizational factors. "Modernizing Learning" is the outcome of a multi-year study recently completed…

This essay discusses the institutional dysfunction that has resulted from the misguided belief that a market forces approach leads to the improvement of teaching quality and learning outcomes. Because the market forces approach is based on a simplistic input-output model that pays scant attention to teaching and learning processes, it is an…

Behavior rating scales are indirect measures of emotional and social functioning used for assessment purposes. Rater bias is systematic error that may compromise the validity of behavior rating scale scores. Teacher bias in ratings of behavior has been investigated in multiple studies, but not yet assessed in a research synthesis that focuses on…

Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it remains the case that the underlying reasons for student engagement and, indeed, the notion itself of "student…

Stories in one form or another have been used for thousands of years to influence social behaviour. A social story is a short story created specifically for an individual with an autism spectrum disorder (ASD) and focuses on social skills (e.g. initiating conversations) that need to be developed for him or her or on helping the individual adjust…

Young children with autism often experience limited social motivation and responsiveness that restricts establishment of crucial social momentum. These characteristics can lead to decreased opportunities for parental engagement and the social learning associated with these moments. Early social interventions that capitalize on pre-existing…

Aims: to develop and observationally evaluate a multi-component programme for the reduction of risk behaviours in vulnerable adolescents. Methods: the programme was theoretically informed by Catalano and Hawkins' social development model. It was developed using a combination of participatory consultation with young people and a review of evidence…

Purpose: The purpose of this paper is to investigate similarities and differences between the UK and Malaysian undergraduates in terms of perceived social and emotional competencies (SEC), their effect on academic performance and to make recommendations on curriculum development or teaching and learning interventions to make students more SEC…

In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…

Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a culturally adapted social and emotional learning (SEL) program. Data were analyzed from 20 culturally and linguistically diverse high school students who participated in a school-based 12-lesson SEL intervention and…

The authors discuss an urban public school district's efforts to reinsert play after its mandated disappearance for fourteen years under a scripted curriculum imposed to meet the goals of the No Child Left Behind law. The authors analyze field notes, teacher and administrator interviews, coaching records, and surveys to chart the impact on…

Research supports the inclusion of children with disabilities in general education classrooms as a way to boost academic and social development, not only for children with disabilities, but also for typically developing children. A wide variety of perspectives and abilities in the classroom builds empathy, understanding, and creativity--all…