This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and…

Program designers develop a wide range of intervention programs to address the social challenges faced by children and youth with autism spectrum disorder (ASD) but it is not clear how those programs are perceived by families of youth with ASD and the extent to which those programs are accessed. To explore the perceptions of families of youth with…

Three out of four jobs now require education or training beyond high school, yet some students face formidable barriers to attending college. Disruptions to K-12 education, trauma, loss, food insecurity, and housing instability are known impediments to the educational success of youth who have been in foster care. These types of challenges may…

The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. The study, conducted by RAND, uses a randomized controlled trial and other analytic methods to assess the…

Recent research suggests that building teachers' social-emotional competence, including via mindfulness training, can improve teachers' overall effectiveness and well-being, help equip them with the tools needed to respond to the unique stressors of the teaching profession, and potentially reduce burnout and attrition. This article reports on a…

Successful inclusive education creates a learning environment that supports not only the cognitive abilities of all children but also their social and emotional development. The present study focuses on the development of social participation of students with and without special education needs (SEN). A longitudinal study with two measurement…

This is the final report of a large-scale independent evaluation of the Building Assets and Reducing Risks (BARR) model in ninth grade in eleven high schools in Maine, California, Minnesota, Kentucky, and Texas. This sample of schools included large and small schools in urban, suburban, and rural areas, serving students from a wide range of…

Since facilitating the fullest development of each student in terms of enriching their intellectual development as well as their personal, social, and emotional development has become an important objective, social and emotional guidance has become an integral part of education. This recent acknowledgment has stimulated research interest into how…

Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize…

Parental perceptions of the importance of friendship development in comparison to other outcome priorities are examined in this research. Parents of children with high functioning autism between the age of 5-10?years (N?=?74) were asked to rate and rank the importance of the following six outcome priorities: friendship, social skills, physical and…

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and…

This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups,…

Mounting research evidence points to social and emotional skills as playing a central role in shaping student achievement, workplace readiness, and adult wellbeing. This report describes the rigorous, collaborative work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children's development and wellbeing,…

In an experimental design, we examined the effects of middle-term training in social information processing (SIP) and in Theory of Mind (ToM) on preschoolers' social cognition and social adjustment. 48 preschoolers took part in a pre-test and post-test session involving cognitive, socio-cognitive and social adjustment (direct and indirect)…

This report is part of a larger body of work by the WestEd Justice and Prevention Research Center focusing on restorative justice (RJ) as an alternative to traditional responses to student misbehavior in schools across the United States. This work seeks to document the current breadth of evidence on the subject, provide a more comprehensive…