School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…

In this follow-up to "Guidance for Every Child," author Dan Gartrell, EdD, expands on the advice broached in that book -- that children need guidance rather than discipline. Guidance is teaching for healthy emotional and social development. On a day-to-day basis as conflicts occur, guidance is teaching children to learn from their…

The purpose of this study was to examine the pre-college leadership skills of first-year students and examine differences by gender on eight distinct scales. The Student Leadership Outcomes Inventory defined these eight scales. A total of 296 participants were chosen to participate in the study from a population of all first-year students at a…

This booklet informs teachers, administrators and other educational personnel about how students learn to regulate their own behaviors, which kinds of behavior are pertinent to successful learning in schools, and what processes can bring about agreement on behavioral standards among students, parents and school personnel. A review of theory and…

This book presents an alternative way of thinking about school discipline policy. It advocates the establishment of a school environment that supports good student behavior and provides an organizational look at how to build good school discipline, based on actual experiences. Punitive approaches, whether based on rewards or punishment, simply…