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Provides guidance and resources for developing a model mental health training program in response to state policies. In particular, it walks through selecting and implementing training on a range on mental health related topics.
Presents data and reports on the implementation of the Gun-Free Schools Act (GFSA) across U.S. states and other jurisdictions with the goal of strengthening the quality of GFSA data submissions. Features the development of a formal quality review process, including developing a set of business rules to detect issues related to data completeness and accuracy.
Highlights results from the Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District. What Works Clearinghouse found that this study meets WWC standards with reservations.Learn more about WWC Individual Study Reviews.
Highlights results from the Illustrating the Promise of Community Schools: An Assessment of the Impact of the New York City Community Schools Initiative. What Works Clearinghouse found that this study meets WWC standards with reservations.Learn more about WWC Individual Study Reviews.
Highlights results from the Investigating Causal Effects of Arts Education Experiences: Experimental Evidence from Houston's Arts Access Initiative. What Works Clearinghouse found that this study meets WWC standards without reservations.Learn more about WWC Individual Study Reviews.
Discusses three IES-funded projects that highlight the importance of school-based mental health services and why we need to carefully consider school-based mental health as a logical and critical part of success in school.
Studies how the District of Columbia Public Schools (DCPS) could use the results from the annual surveys that they distribute to students, teachers, and parents to improve students’ outcomes.
Provides information and guidance to individual and districts Comprehensive School Counseling Guidance (CSC) Programs, which are now mandatory in the state of Rhode Island.
Describes the use of a multi-tiered systems of support (MTSS) framework to support students, families, and educators during the transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
Refines previous, pioneering work on the integration of SEL with academics and specifically addresses 10 educator practices that promote social, emotional, and academic development.