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Provides guidance that emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports.
Examines the experiences of LGBT students with regard to indicators of negative school climate and the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being.
Presents results from phone interviews with principals and LEA coordinators for readers interested in the details of the Iowa Safe and Supportive Schools (IS3) evaluation. Includes detailed qualitative and quantitative data and themes learned about each question asked.
Summarizes a variety of lessons of administering the New York City School Survey and presents both the Research Alliance’s and the NYC DOE’s reflections about the process of improving the School Survey.
Provides results from a recent study, surveying over 150,000 college students from more than 100 institutions regarding mental health issues on their campus.