Examining the long‐term impact of bullying can facilitate using retrospective bullying experiences questionnaire (RBEQ) which provides information regarding bystander, bully and victim through childhood to adolescence. This study aimed to investigate the validity and reliability of this questionnaire in Iranian samples. A total of 92 male and 283 female university students participated in this study

The underrepresentation of Black youth in high‐achieving academic settings places significant importance on examining their daily experiences. This study investigated the relationship between school discrimination, well‐being in academic settings, the risk for anxiety and depression, and school mental health help‐seeking intentions. Participants included 110 Black high school students (66% women; mean

This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity

The emergence of terrorism against girls' education continues to prevent a large number of girls from attending school. The imminent fear of terrorist attacks also infiltrates the female teaching fraternity through their perceived job risk, job anxiety, and death sensitivity. This study echoes the female teachers' vulnerability through time‐lagged data gathered from Pakistan's terrorism‐affected areas

Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without

Youth in foster care can experience educational success. Yet, studies have tended to focus on their educational challenges and achievement gaps. Compared to their counterparts, youth in foster care lag behind on many academic outcomes. Research is needed to understand the academic and nonacademic indicators of educational resilience (i.e., the increased likelihood of school success despite adverse

Continuous exposure to stress has psychological and physiological consequences for employees, especially for mental health professionals whose professions are known as demanding and stressful. The current study focuses on the relationship between role stress and burnout in the contemporary school counselors' role. We also aimed to examine whether professional identity might serve as a protective mechanism

Compared to their school peers, Asian American youth report more internalizing symptoms, peer victimization, and higher rates of suicide, yet they underutilize mental health services at school. This study investigated the feasibility and effectiveness of a culturally responsive parent training program called Parent–Child Connect for Asian American parents at school. Forty‐eight Asian American parents

This study uses the minority stress model to examine the relationship between sexual and gender diverse youth's (SGDY's) emotional and peer problem outcomes with their school setting (i.e., attending school in an urban or nonurban setting) and consent type (i.e., parental/guardian or waived consent). The study also explores how social support can alter these relationships as a protective factor. The

Managing students' problem behaviors in the classroom is a difficult challenge for many teachers. A teacher's ability to empathize with students' perspectives and life experiences could impact their approach to the student's problem behaviors; however, few previous studies examine teacher empathy. This study adapted an existing empathy measure to assess educators' cognitive and affective empathy for

Measurement of resilience is important within schools to support student mental health and well‐being. Resilience is defined as the healthy integration, adaptation, and positive functioning over time in response to the experience of adversity and challenge. This study explored the relationship between a subjective and objective measure of resilience and the respective predictability of psychophysical

This study examined the association between school climate and bystander responses to bullying. Participants included 26,176 secondary students (grades 8–12; 13,224 girls) from 76 schools across Western Canada, who were asked to complete a self‐reported, district‐wide, school‐based survey. Results from a contextual effects model in a two‐level multilevel modeling framework revealed that certain aspects

This study examined the mediating role of self‐esteem on the relationship between parental attachment security and social anxiety in children, separating maternal and paternal attachment. A total of 298 Korean children in 5th and 6th grade participated. Using structural equation modeling, results showed that the research model fit the data well and the mediating effects of self‐esteem were statistically

Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to paraprofessionals is often ad hoc, infrequent, and not based on

Young carers (YCs) are children and adolescents who provide a significant help to family member(s) with a disease or a disability. They often remain hidden, especially in France where awareness levels and policy responses regarding YC are just emerging. Several studies show that YC often have difficulties at school because of their situation. However, school staff seems to have difficulties to identify

The purpose of this study was to examine parent–teacher congruent perceptions of middle school structures to support parent monitoring of children's behavior. We examined family educational involvement and school's communication and support to families as predictors of congruence, as well as congruence as a predictor of children following school rules and expectations. Participants were 415 teachers

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over‐representation of quantitative studies conducted mostly in the United States and an over‐representation of majority White, cisgender

There is a lack of Polish‐language assessment instruments measuring resilience in preschool children. One of the most comprehensive instruments is the Devereux Early Childhood Assessment (DECA): a parent‐ or teacher‐report instrument that measures children's protective and risk factors. It is used to guide resilience training, and to screen for behavioral problems. We validated the Polish adaptation

This study explores the mediating role of psychological capital (PsyCap) in the association between learning goal orientation (LGO), academic satisfaction, and performance among college students. We suggest that PsyCap provides positive psychological resources through which learning‐oriented students sustain the effort in academic achievement situations, contributing to academic satisfaction and performance

A shortage of school psychologists has been evident since the profession was initially recognized as a distinct field, and there is insufficient research on what current administrative supervisors are doing to address this problem. This qualitative study examined the perceptions of district level administrative supervisors regarding recruitment and retention of school psychologists. Participants reported

Examining school psychology trainees' perceptions regarding school psychologists' key role and function is important because inaccurate perceptions may lead to unmet professional expectations, reduced job satisfaction, and burnout. One hundred and eighty two first‐year school psychology graduate students enrolled in National Association of School Psychologists (NASP) approved and/or American Psychological

Sports participation has been shown to positively affect youth well‐being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school‐related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, (N = 15,813), this study examined LGBTQ

The present investigation aims to test the validity of scores on the math homework purpose scale (MHPS) for high school students. Factorial results found that the MHPS contained three subscales: academic purpose, self‐regulatory purpose, and approval‐seeking purpose. Furthermore, the MHPS had a sufficient level of measurement and latent factor mean invariance across gender and grade level. Additionally

This study explored the beliefs of early childhood educators about a child's current behavior and potential adult adjustment based on a description of the child's gender and play interests. There were 451 early childhood educators from a US sample who, after reading a brief vignette describing a child's play and behavior, responded to questions related to the child's current and future behavior. Respondents

Despite efforts to embed mental health supports within schools, few models exist to facilitate the implementation of targeted (Tier II) evidence‐based interventions in schools. To address this gap, a collaborative partnership was formed between a pediatric teaching hospital and a large urban public school district. The current exploratory study details the development and implementation of a training

This descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale

The study examined the validity of the scores produced by the Albanian version of the Olweus Bullying Questionnaire‐Revised (OBQ‐R), a self‐reported measure for assessing the phenomena of bullying among school students. A sample of third to ninth grade students (N = 3262) completed the OBQ‐R and the data were analyzed using an exploratory factor analysis, a confirmatory factor analysis, and a measurement

The good behavior game (GBG) is a classroom management intervention that employs a group contingency to support appropriate behavior and reduce classroom disruptions. To date, the majority of GBG research has included participants of typical development in mainstream education classrooms or alternative schools. The current study evaluated the GBG across two classrooms in a special education school

Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of

The focus of this study was to explore children's evaluations of healthy peers and peers with cancer. A racially and ethnically diverse group of fourth‐ and fifth‐grade children (n = 109) viewed a story about a child engaged in a physically challenging rock climbing tower activity at camp. The way the child (healthy or with cancer) ascended and descended the climbing tower (independently or with assistance)

This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview‐Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the topic and explicit instruction of passage vocabulary using

Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health‐related difficulties. Strengthening students’ social and emotional competencies through the delivery of school‐based Social and Emotional

Although collegiate athletes underutilize mental health programming, investigators have rarely examined factors that may influence their participation in such programs. The current study examined how structured interviews and demographic factors influence collegiate athletes to use psychological programming. Two‐hundred and eighty‐nine collegiate athletes were referred to the study. They were screened

This study assessed students' preferences and perceptions of physical safety and psychological comfort related to the use of Crime Prevention through Environmental Design (CPTED) in school facilities. Participants included middle and high school students (N = 900; 54% female) from four school districts in the U.S. Southwest. All participants contributed data electronically and a matched‐paired research

This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this

Tier 1 implementation of Positive Behavioral Interventions and Supports (PBIS) focuses on developing, teaching, and reinforcing school‐wide behavioral expectations. Yet, it is unclear whether expectations align with the cultural experiences of students from diverse backgrounds. The Personal Matrix Activity (PMA) provides students with an opportunity to describe behavioral expectations across settings

The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate

The present study investigated the psychometric properties of the Scales for Assessing Emotional Disturbance – Third Edition: Rating Scale (SAED‐3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED‐3 RS scores between White and African American students and

Retention of current school psychologists is a vital strategy for addressing shortages in the field. Understanding what contributes to why school psychologists stay in the field has the potential to influence leaders and administrators to ensure that they are targeting what matters most to school psychologists. Survey results from 134 school psychologists indicated that they stay in the field because

Guided by the social‐ecological perspective, we examined familial, peer, and school‐related predictors of bullying victimization among a large sample of U.S. White, Black, and biracial adolescents. Data were drawn from the Health Behavior in School‐aged Children study, drawn from adolescents who self‐identified as White, Black, or biracial. Of the total sample, 3211 were White, 1188 were Black, and

Cyberbullying is a significant problem among school‐aged youth. Although a growing body of literature has documented the association between cyberbullying victimization and mental health risks, there is limited research examining the impact of witnessing cyberbullying, particularly among elementary school students. To address this gap, we conducted a cross‐sectional study with elementary school students

A team of behavioral consultants applied the Behavioral Analytic Consultation to Schools model while working with educators in a public school setting to evaluate and treat elopement behavior of an 11‐year‐old student with autism spectrum disorder. Assessment conducted by the consultants included interviews, descriptive analysis, preference assessment, trial‐based functional analysis of elopement,

The What Works Clearinghouse (WWC) is a source that is used to report the empirical evidence for interventions. The purpose of this review was to understand the presence of Black children in research that has been classified as Meeting the Standards With and Without Reservations by the WWC. Results indicated that 16 interventions met the WWC standards with specific outcomes focusing on positive behavioral

The literature on school dropout indicates a set of predictors of dropout. These factors are fundamentally grouped into three dimensions: behavioral, academic, and social. This study aims to analyze the relationships between of dropout. It is proposed that students' socialization abilities in the classroom affect their behavioral engagement, and that family support mediates the relationship between

All individuals possess an inner voice that helps them to navigate life and its challenges. However, little is known about how children use self‐talk to maintain their momentary engagement during academic tasks. Using qualitative methods, this study investigated how 19 children (aged 8–12 years) from one primary school prospectively used self‐talk to maintain their motivation. Vignettes were used to

In 2009, School‐Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student outcomes. The purpose of this study was to examine the

This study evaluated whether an implementation support package using collaborative goal setting, nondirective consultation, feedback, and reinforcement would result in an increase in the implementation of planned speech and language programs in a classroom for students with autism spectrum disorders. Additional measures were collected to assess generalization to other skill‐building programs in the

This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence‐based practices (EBP) occurred

Research has shown that anxiety in adolescents has a negative impact on a wide range of psychosocial variables, including academic performance. This study explored the role of parental emotional expressivity during conflict interactions with their children as a potential moderator of the relationship between anxiety symptomatology and academic performance in adolescents. The sample consisted of 54

Adaptive behavior rating scales are widely used assessments that ask teachers and parents to rate how well students care for themselves, interact with others, and exhibit practical and academic skills. While adaptive rating scales have yielded reliable and valid results, it is unclear how the readability of the rating forms may impact the results, especially for parents who may have lower literacy

Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in

This study examined gender differences in the psychometric properties of the Student Risk Screening Scale for Internalizing and Externalizing behaviors (SRSS‐IE) using item response theory methods among a sample of 2,122 middle school students. The SRSS‐IE is a screening instrument used to identify students who are potentially at risk for emotional and behavioral disorders (EBD). Differential item

This study examined the relationships between school‐level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self‐reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school

In a sample of 216 high school students, we explored the relationship between hope and school belonging to executive functioning (EF). This examination was carried out to better understand how these, and potentially other psychosocial factors, relate to the neurocognitive decision‐making process of adolescent students. This study had several findings. First, after controlling for demographics and previous

Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective

Developmental dyscalculia (DD) is a specific mathematical learning disability, with a prevalence of around 3%–7% in the school‐aged population. It negatively affects individuals, and even the national, development. Previous DD‐intervention programs usually targeted on numerosity, number, simple arithmetic, or even general cognitive ability. The current study investigated the effect that a long‐term

The dual‐factor model (DFM) of mental health affords educators an expanded view of student social–emotional and behavioral functioning and may help identify students in need of school‐based mental health services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well‐being into the conceptualization of mental health, the DFM may be one paradigm

To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4‐year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's response and identified error patterns for items answered

Academic achievement is a known predictor of career trajectory and future earnings. Thus, a great deal of research has been devoted to understanding the variables that impact academic achievement. The purpose of the current study is to extend existing scholarly work by examining the predictive power of both cognitive and noncognitive variables on first‐year academic achievement of students at a military

Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self‐efficacy