This research note summarises the existing evidence on the benefits of extracurricular activities, how they can be used to support social inclusion, and how access for disadvantaged children can be improved.
This weekly recap focuses on the risk of sexual assault to sexual minorities in the U.S. military, making treatment more accessible to people struggling with opioid addiction, countering Russian propaganda, and more.
Homeland Security Operational Analysis Center researchers present a systems approach to school safety in which physical security elements integrate to provide benefits with minimal negative effects on schools' missions, operations, and climates.
In this study, we try to understand the causal role that school resource officers play in school safety and the day-to-day practice of school discipline by using incident-level administrative data from North Carolina public schools.
We examined whether the number of competitive food and beverage items available for purchase in school, overall and by type (unhealthy, healthy, neutral), was associated with in-school food purchases, dietary behaviors, and body mass index outcomes.
President Biden's plan calls for $130 billion to help schools safely reopen and identifies summer school or other supports to help students compensate for lost learning time as permissible uses of this funding. Recent RAND research can shed light on how Congress might consider divvying up these funds to support students over the next year.
This seventh report in a series presents longitudinal findings on the effectiveness of voluntary summer learning programs in five school districts. The authors also offer implications for policy on narrowing the achievement gap between students.
Do children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning (SEL)? Lessons from six communities that made such efforts can help school districts and out-of-school time providers implement their own SEL programs.
In this summary, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities.
Schools will likely need to modify their practices so that their teachers, staff, and students maintain social distancing standards whenever they reopen. If a federal agency would create guidance, then educators could focus on teaching students.
One quarter of principals and 31 percent of teachers surveyed identified discipline reform as one of the top three most important interventions needed in their secondary schools. And those in high-poverty schools were more likely than those in low-poverty schools to do so.
Children's needs extend beyond the purely academic. It is important that their social and emotional well-being is supported as instruction moves online during the COVID-19 pandemic. A whole-child view of what students need could benefit them now more than ever.
A study of New York City's community schools found improved academic performance, higher attendance, and other positive outcomes for disadvantaged students. This model could benefit similar efforts underway in Los Angeles, where 80 percent of students live in poverty.
The New York City Community Schools Initiative is based on a holistic strategy of education reform. Academics, health and wellness, youth development, and family engagement are integrated into each school. This approach had positive effects on most of the examined student outcomes.
This report presents the impact of the New York Community Schools Initiative (NYC-CS) through the 2017--2018 school year by assessing the effects along seven outcome domains based on student- and school-level characteristics.
Based on my analysis, I extend theory on the role of neighborhood organizations in creating overlap and connection between the school and the community and extend work on organizational members' sense-making about the organizational field.