The Center for the Study of Social Policy (CSSP) developed the "Strengthening Families Approach and Protective Factors Framework" (SF) and the "Youth Thrive Protective and Promotive Factors Framework" (YT) in response to an urgent need in the fields of child maltreatment prevention and youth services to shift from a primary…

Neurodivergent children and children with special educational needs and disabilities (SEND) are significantly over-represented in the school-excluded and youth justice populations both internationally and in the UK. Given the wealth of knowledge established about the 'school to prison pipeline', it is crucial that we understand why this…

Providing early literacy training for children is a vital part of establishing the foundation for the learning they will do for the rest of their lives, so it is important that we do the right work from the start. Unfortunately, too many children are still reading below grade level by third grade, and instead of reading to learn new materials,…

This article presents findings from research focusing on family engagement within alternative provision. With the existing literature on alternative provision scant, this article analyses the extensive assemblage of family engagement within settings as practitioners navigate complex family environments often characterised by poverty, crime and…

Children from disadvantaged families are at greater risk of developing regulation difficulties. Research suggests that family-level resources such as parental education or income are related to self-regulation development. However, most studies looking at the role of family resources have used single estimators of socioeconomic status or applied a…

Children living in poverty frequently enter kindergarten lacking critical cognitive, academic, and social-emotional skills, and this gap predictably widens through 12th grade. Several researchers have developed intervention programs intended to close the academic gap by building foundational curricular skills. These interventions may not be the…

Twenty-two percent of students at United Tribes Technical College (UTTC) in Bismarck, North Dakota, have dependents. UTTC offers a wide array of family support, including a wellness center complete with fitness classes and personal trainers, a full-time safety and security department, childcare from infants to school age, housing with multiple…

This report provides an overview of major provisions of the Elementary and Secondary Education Act (ESEA). It also includes a table showing annual appropriations for ESEA programs for FY2017 through FY2022, as well as a table showing the transition in authorized programs and related appropriations from FY2016, when No Child Left Behind Act of 2001…

In 2014, the Administration for Children and Families (ACF) granted funds to establish Early Head Start-Child Care Partnerships (EHS-CCPs) to expand families' access to high-quality child care. Through these partnerships, Early Head Start grantees have worked with center-based and family child care providers to implement Head Start Program…

Approximately 1.3 million K-12 public school students across the United States were identified as experiencing homelessness in 2019-20. In all cases, the stress, instability, trauma, and school mobility created by homelessness increase risks to physical, social, and emotional health and to educational engagement and achievement. Districts play an…

This study is an ethnographic case study that focuses on three family members from Mexican migrant farmworker households (a father, a grandmother, and mother), their discussions around the topic of educating their children, and their engagement in the seasonal early childcare programs that serve farmworker children. This study takes a…

This study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family…

The aim of this paper is to present an action research project focusing on refugee children's integration to the formal Greek education system as it relates to their mothers' Greek language learning. Drawing on the interrelation between formal and non-formal education, this project took place at the Open Reception facility of Eleonas in Athens and…

Research Findings: Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically…

Limited research has focused on the unique needs of military families and their preschool-age children and even less work focused on military families whose preschool children have special needs or disabilities. Researchers implemented a multicase qualitative research design conducted at two sites to gain the perspectives across all service ranks.…