When students or others don't know how to report a threat or aren't willing to do so, important opportunities to protect students may be missed. Schools receive little guidance about how to implement an effective reporting program or how to build a robust reporting culture. A recent research effort helps to fill this gap, highlighting seven key implications for school safety planning.
This case study explores how Dallas's Webster Elementary School and its out-of-school-time program, Thriving Minds After School, formed a social and emotional learning committee that became more effective over time, focusing on daily activities.
This case study explores how Palm Beach County's Diamond View Elementary School and its out-of-school-time program increased adult awareness of social and emotional learning practices to promote positive interactions with children throughout the day.
This case study explores how the Russell Elementary School and the Boys & Girls Clubs of Dorchester partnered in Boston to provide social and emotional learning enrichment off campus as part of the school day.
This case study explores how Denver's Cowell Elementary School and its out-of-school-time partner, Discovery Link, worked together to find time for social and emotional learning (SEL) and to provide consistent SEL instruction during and after school.
This case study explores how Whitman Elementary in Tulsa, Oklahoma, and its out-of-school-time program partner, Youth at Heart, learned to first invest in adults so that they are equipped to support students' social and emotional learning.
This case study explores how Lister Elementary School in Tacoma, Washington, established social and emotional learning and equity as a nonnegotiable foundation for its work with students, staff, and families.
Children benefit when schools and out-of-school-time programs partner to improve social and emotional learning (SEL). Case studies from six communities illustrate approaches to implementing SEL. Shared themes include committed leaders and focusing on adult SEL before children's.
This weekly recap focuses on the benefits of increasing and maintaining diversity in the armed forces, the challenges of telemedicine abortion, whether Indo-Pacific countries are backing China or Taiwan, and more.
The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program helps students exposed to traumatic events who are experiencing emotional or behavioral problems. This tool is an adaptation of the CBITS program for American Indian youth.
In this eighth report in RAND's Summer Learning Series, the authors chronicle early efforts in four communities to create coordinated approaches to summer programming, noting their challenges, enablers, and early outcomes.
The authors examine the first three years of operation for the Center to Improve Social and Emotional Learning and School Safety (CISELSS) and offer insights that might help guide efforts to continuously improve CISELSS's provision of supports.
This research for EPIC examines the available evidence behind the provision of free or subsidised meals to children via schools across the EU. It includes an overview of rationales, evidence, facilitators and barriers in their provision.
Some popular approaches to supporting low-performing schools include helping schools collect and use data to guide their planning. This tool helps education leaders assess potential costs of some of the more popular and research-supported approaches.
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.