The Skills Imperative 2035 is a five-year strategic research programme which is investigating future skills needs, skills supply and skill development, with a particular focus on the 'Essential Employment Skills' (EES) that are projected to be most vital across the labour market in 2035. The focus in this stage of The Skills Imperative 2035 is on…

Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to…

Everybody agrees that school bullying is a major problem, but considerable controversy exists over the best way to address the problem. The following discussion presents (a) a brief analysis and synthesis of the current state of the art, (b) underscores the need to avoid another piecemeal set of policy and practice initiatives, and (c) stresses…

A growing number of children are entering kindergarten without the skills that enable them to be successful in an academic setting. However, it is not children's cognitive skills that concern educators; it is their social and emotional skill deficits that are most troublesome. This article discusses how family and community risk factors can…

The National Research Council formed a Committee on Educational Interventions for Children with Autism and charged the committee with integrating the scientific, theoretical, and policy literature and creating a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with…