Perfectionism is commonly associated with gifted females, yet little research examines perfectionism across racial groups. Although gifted Black girls' perfectionistic tendencies mirror other females, they experience perfectionism uniquely at the intersection of race and gender. Perfectionism can contribute to gifted Black girls' desire to exceed…

Purpose: Although motor skill interventions often improve fundamental motor skills (FMS) during preschool, the extent of individual children's success in development of FMS still varies among children receiving the same intervention. Temperament is multifaceted and includes negative affect (high levels of frustration or anger), effortful control…

Teachers are the primary deliverers of Social-Emotional Learning (SEL) program, and therefore their beliefs, attitudes, and support towards SEL influence the adoption, sustainability, and impacts of this program. The aim of the present research is to measure the perception of social emotional learning education among Vietnamese primary school…

The present study examines the effects of a family support program on children's socio-emotional and language development. We analyze how participating in courses that aim to improve the relationship between parents and their children is associated with child development. Two different course formats (parenting skills-focused and parent-child…

This study presents the descriptive data of a family context assessment carried out using a new instrument which includes a wide range of variables identified in recent scientific literature as influencing children's psychological development. Participants were 772 families with children aged between 7 and 11. The results reveal variability…

Outdoor orientation programs are not a new idea. They date back to programs at Dartmouth College in 1935. Since then, these programs have continued to expand to now include over 191 programs at private and public institutions. The effects of these programs, including developing emotional autonomy, mature relationships with peers, a sense of place,…

Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous…

With an increased appreciation of students' social-emotional skills among researchers and policy makers, many states and school districts are moving toward a systematic process to measure Social-Emotional Learning (SEL). In this study, we examine the measurement properties of California's CORE Districts' SEL survey administered to over 400,000…

As a society we want our children and young people to thrive and fulfil their potential. How then, can we best identify and respond to their needs in order to achieve this? In this lecture, Professor Claire Cameron takes the case of children in state care and the longer-term impacts on those young people of having been in care. In particular, she…

Students today can enter classrooms lacking the social and emotional skills needed to achieve academic and behavioral success in school. As the need for the classroom-based social and emotional interventions and supports grow, the need to identify the perceptions of teachers involved in the identification and implementation of these interventions…

Black teachers in Canada, Kenya, and the United States share how they have supported minoritized students, even as they themselves experienced marginalizing societal forces, and delineate three guiding principles for affirming the social-emotional and mental health needs of all learners.

This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights…

Educators' efforts at fostering social and emotional learning are grounded in, and closely related to caring: a belief that developing social and emotional skills will help students to flourish both personally and academically. Yet, research has shown that many middle grades students do not feel cared for in school and find educators' efforts at…

A 17-year longitudinal follow-up of 56 American gifted children investigates and gives examples of a variety of social, emotional, and career outcomes for children who are in the same intellectual ranges. Evaluated for 5 Levels of Giftedness as children, the subjects' intellectual abilities are compared within and across five ability levels of…

Background: Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important. Further, rigorous assessment of interventions prior to widespread dissemination is crucial. Objective: This study assesses the…