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Educational Leadership5752
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Souers, Kristin – Educational Leadership, 2018
Exposure to trauma--which many experts view as include ongoing life stressors like poverty, parents divorcing, death of a family member, or drug abuse in the home--is prevalent among school-aged children. Teachers know that facing trauma impedes students' ability to focus and learn, but it can be challenging to keep responding caringly to a…
Descriptors: Trauma, Coping, Stress Management, Teacher Role
Whitlock, Janis; Hasking, Penelope – Educational Leadership, 2018
Non-suicidal self-injury--the deliberate destruction of body tissue without suicidal intent--has become relatively common among U.S. adolescents: 18 percent of school-based youth report self-injuring at least once. The authors give suggestions and vetted resources for how schools can safely address the issue of self-injury, in ways that let…
Descriptors: Self Destructive Behavior, Injuries, School Role, At Risk Students
Kelly, John; Rossen, Eric; Cowan, Katherine C. – Educational Leadership, 2018
Collaboration between students' families and the school is an essential component to promoting student mental and behavioral health. Many schools structure their mental health services using a Multi-Tiered System of Supports that offers three different tiers of support from universal supports to personalized help for students with serious…
Descriptors: Family School Relationship, Cooperation, Mental Health, Student Behavior
Benson, Jeffrey – Educational Leadership, 2018
Teachers who work with students who have mental illnesses face day-to-day challenges and high burnout rates. In this article, Jeffrey Benson argues that messages about teacher self-care and resiliency are not enough. Instead, the structures must change--by way of clinical consultations, mentorships, and in-school support systems--to best serve…
Descriptors: Teaching Conditions, Self Management, Teacher Burnout, Mental Disorders
Reilly, Nadja N. – Educational Leadership, 2018
To better support students with conditions like depression, schools must take steps to shift away from a silo approach in which academics and emotional health are seen as separate. To illustrate, Nadja N. Reilly outlines an integrated approach to social-emotional learning accommodates both students and teachers' needs for emotional safety and…
Descriptors: Social Development, Emotional Development, Depression (Psychology), Mental Health
Welsh, Justine W.; Rappaport, Nancy; Tretyak, Valeria – Educational Leadership, 2018
Opioid abuse has become an epidemic in America and exposure to the drugs often begins in high school. This article shares some facts about opioid use and some signs and symptoms to look for in students who may be addicted to the drug. The authors also offer tips for educators on how to deal with the legal issues involved in assessing, reporting,…
Descriptors: Drug Abuse, Narcotics, High School Students, At Risk Students
Merz, Sandy – Educational Leadership, 2018
With the National Alliance for Mental Illness estimating that 20 percent of 13-18 year-olds live with a mental health condition, it is essential for teachers to know their legal and ethical obligations in assisting their students and creating a welcoming environment for them to thrive. Merz, a middle school teacher for 30 years, discusses what…
Descriptors: At Risk Students, Mental Disorders, Teacher Role, Legal Responsibility
Cunningham, Katie Egan; Rainville, Kristin N. – Educational Leadership, 2018
Happiness leads to greater success and higher achievement, so it makes sense to infuse joy into school leadership to create positive results. Cunningham and Rainville offer up four key pieces of advice to school leaders on how to incorporate gratitude, compassion, and empathy into their leadership practice and, as a result, transform school…
Descriptors: Psychological Patterns, Instructional Leadership, Academic Achievement, Empathy
Tschannen-Moran, Megan; Clement, Davis – Educational Leadership, 2018
Drawing on their research in creating the Vibrant School Scale, Megan Tschannen-Moran and Davis Clement describe the three characteristics of vibrant schools: enlivened minds, emboldened voices, and playful learning. The authors also detail a four-step, strengths-based process called appreciative inquiry that can help school members have…
Descriptors: School Culture, Institutional Characteristics, Inquiry, Educational Environment
Ross, Flynn; Gendron, Marcia; Nogar, Dan; Queen, Marjorie – Educational Leadership, 2018
A high-poverty, previously low-performing elementary school in Maine shifted its from looking mainly at achievement and test scores to focusing on ways to create motivated, confident, engaged students. They created Rise and Shine, through which all 3rd-5th graders start each day with a fun, challenging activity chosen from a big menu--from…
Descriptors: Poverty, Low Achievement, Elementary Schools, Student Motivation
Fullan, Michael; Pinchot, Michelle – Educational Leadership, 2018
School change expert Michael Fullan and principal Michelle Pinchot collaborated on an experiment: As Pinchot tackled her first years turning around the culture of Heritage Elementary School in California--using ideas Fullan has promoted about school culture and leveraging teachers' power--she and Fullan checked in every few months on how the work…
Descriptors: School Turnaround, Educational Change, Sustainability, Elementary School Teachers
Donohoo, Jenni; Hattie, John; Eells, Rachel – Educational Leadership, 2018
When the members of a team of educators are confident they have the ability to make a difference in a school, it can have a significant impact on school culture and achievement. In this article, the authors discuss the ways that collective efficacy (or its absence) manifests in a school and offer suggestions for leaders on how to develop it. Key…
Descriptors: School Culture, Academic Achievement, Trust (Psychology), Teacher Role
Smith, Dominique; Frey, Nancy; Fisher, Douglas – Educational Leadership, 2018
Educators often encourage students to take risks and work hard to achieve well in school--an approach called "academic press." An assumption behind this approach is that students trust educators enough to take risks and embrace academic challenge; but when a safe, trustworthy environment isn't in place, students won't take risks and may…
Descriptors: Educational Environment, Instructional Leadership, Trust (Psychology), Risk
Griffith, Owen M. – Educational Leadership, 2018
Author and educator Owen Griffith shares how leaders can infuse small acts of gratitude to energize their schools and create a positive, thriving culture. Leaders must begin by practicing gratitude personally, then slowly introducing the practice to their faculty and eventually students. With the right attitude and creativity, the acts of…
Descriptors: Educational Environment, School Culture, Leadership Responsibility, Creativity
Safir, Shane – Educational Leadership, 2018
"Coming from complexity science, the term emergence describes the dynamic and unpredictable ways through which change unfolds in organizations," writes Shane Safir in this article about how teacher leaders can transform a school's climate and culture. Using Berkeley High School in California as an example, Safir explains how successful…
Descriptors: Teacher Leadership, School Culture, Educational Environment, Change Agents
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