One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to…

Teachers are obligated to support students with developmental writing disorders, referred to as dysgraphia, in line with policy and legislation related to disability. Dysgraphia is a relatively unknown writing disorder within English classrooms, with an estimated 3-5% of school-aged students bearing this hidden disability. Within the field of…

In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural…

Response to intervention (RTI) allows schools to support the academic success of English learners (ELs) while helping educators rule out cultural or linguistic differences and educational background as the root of ELs' academic or behavioral struggles. However, in rural schools, insufficient training in how to effectively instruct ELs and limited…