A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and…

Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the…

Objectives: Extant studies document a prospective link between early childhood trauma and internalizing symptoms, such as anxiety and depression. Less is known regarding specific cognitive-affective mechanisms. The current study sought to examine distress intolerance (DI) as a mechanism that may explain the relation between early childhood…

The current study conducted in Pakistan aimed to test if parental stimulation practices modify the effect of general child health status on early developmental risks in hospitalized children. Development was assessed using the Survey of Well-being of Young Children. Child health status was a global rating on a Likert scale. Parental engagement was…

Social and emotional (SE) skills are known to be linked to many important life outcomes, some of which fall in the academic domain. For example, meta-analytic analyses show that conscientiousness (a trait related to self-management, perseverance, and being organized and planful) accounts for 28% of the explained variance in academic performance…

Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that…

The Advanced Placement (AP) program created by the College Board offers college-level curricula and examinations to high school students. The AP course curriculum program comprises a panel of college-level educators and experts in a particular field of study. Colleges and Universities may grant placement and course credit to those students who…

The purpose of this qualitative study is to explore teachers' perception of the impact of the switch to emergency remote teaching on students with disabilities during the coronavirus disease 2019 (COVID-19) pandemic, as well as the factors that helped or hindered their academic and social-emotional achievement levels and motivation. A secondary…

Positive youth development has been extensively documented in contexts such as the family, school, and afterschool. Emerging theory and research indicate that digital contexts such as social media may also be venues through which young people develop skills and attributes associated with the 5 Cs model of positive youth development and thriving.…

The psychological and cognitive impacts of COVID-19 on children are still unfolding; however, several researchers have noted negative effects of quarantine on youth (Orgilés et al., 2020) and parents (Fontanesi et al., 2020). The abrupt departure from preschool due to social distancing and potential family disharmony associated with financial and…

Although researchers have explored social-emotional learning (SEL) in schools, the research on rural schools is limited. In this study, the authors explore parents' feedback on the impact of an SEL program on their children in rural schools.

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…

Background: Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). Aims: This longitudinal study investigated possible bidirectional associations…

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The "Early Childhood Longitude Study--Birth Cohort" was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically…

A primary aim of any comprehensive democratic education is to prepare citizens for full and active participation in the public sphere. Crucial to meeting this aim is the development of key cognitive-emotional skills, such as perspective-taking. At the same time, many of the social institutions in which cognitive-emotional skill training might be…