Assesses stakeholder perspectives on Qatar's school transportation system (STS), identifies a vision and goals for the STS, and discusses strategies to achieve the vision and better align Qatar's STS with international norms. This is the Arabic-language version.
Considering the challenges associated with continued growth and demographic changes, the government of Qatar is interested in updating its school transportation system (STS). This volume assesses the perspectives of parents and school administrators, identifies a vision for the STS, and discusses strategies to achieve it.
If prevention researchers build programs with developmentally relevant content, and provide this content in an engaging, confidential, and non-judgmental way, it can help middle school-aged children avoid alcohol.
The Juvenile Justice Crime Prevention Act funds programs that curb crime among juvenile probationers and young at-risk offenders. This report summarizes, for fiscal year 2009-2010, state- and county-determined outcome measures from each program.
The Cognitive-Behavioral Intervention for Trauma in Schools Program (CBITS) is a targeted intervention for school children who have experienced a traumatic or violent event and have symptoms of posttraumatic stress disorder.
RAND experts Catherine Augustine and Jennifer McCombs discuss the loss of knowledge and educational skills during summer, how summer programs can disrupt this loss, and how students who attend these programs perform better than peers who do not.
This study examined teacher roles in the implementation of a district-wide suicide prevention program through focus groups and interviews with middle school teachers, administrators, and other school personnel.
The large cross-school variation in the cost of implementing Project CHOICE (a voluntary after-school prevention program for adolescents) highlights the importance of collecting cost information from multiple sites.
Boys and men of color—in particular, young African American men—are particularly vulnerable to racial and ethnic disparities. That such disparities exist should surprise no one. Nor should the fact that such disparities diminish the life chances of those affected, writes Lois M. Davis.
Summer learning programs can prevent the summertime loss of knowledge and skills that disproportionately affects low-income students. A study of existing programs resulted in targeted recommendations for school districts, policymakers, and funders.
The loss of knowledge and educational skills during the summer is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students. Those who attend summer programs can disrupt that loss and do better in school.
Through a collaborative partnership between school staff and researchers, preliminary evidence suggests that receiving a school trauma intervention soon after screening compared to delaying treatment can result in better school grades.
The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) reduces symptoms of post-traumatic stress and depression in students exposed to violence. Free web-based training to deliver CBITS is available for mental health professionals.
A nonreligious after-school program, Spirituality for Kids (SFK) seeks to build resilience in children. Interestingly, it improves not just social and internal outcomes but also school-related outcomes, even though it is not an academic intervention.
Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.
Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.