Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children's academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children's social-emotional development…

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…