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Ball, Annahita; Skrzypek, Candra – Children & Schools, 2020
Educational disparities and disproportionalities for oppressed children signal the need for an educational justice movement that focuses on macro-level changes within and outside of the educational system. School social workers are uniquely trained to engage in activities that promote educational justice, yet most school social workers focus on…
Descriptors: School Social Workers, Social Work, Equal Education, Social Justice
Gregory, Joshua R. – Children & Schools, 2020
In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory…
Descriptors: Violence, School Safety, Critical Theory, White Students
Bowen, Natasha K.; Lucio, Robert; Patak-Pietrafesa, Michele; Bowen, Gary L. – Children & Schools, 2020
To support student success effectively, school teams need information on known predictors of youth behavior and academic performance. In contrast to measures of behavioral and academic outcomes that are commonly relied on in schools, the School Success Profile (SSP) for middle and high school students provides comprehensive information on…
Descriptors: Success, Predictor Variables, Behavior, Expectation
Andrews, Jack H.; Cho, Evelyn; Tugendrajch, Siena K.; Marriott, Brigid R.; Hawley, Kristin M. – Children & Schools, 2020
Evidence-based assessment, which requires the use of reliable and valid measurement tools, is an essential component of many services that school social workers provide to promote the social, emotional, and behavioral health of students. A wide variety of psychometrically sound assessment tools exist to choose from, but it can be difficult for…
Descriptors: Evaluation Methods, Measurement Techniques, Mental Health, Mental Disorders
Waasdorp, Tracy Evian; Lindstrom Johnson, Sarah; Shukla, Kathan D.; Bradshaw, Catherine P. – Children & Schools, 2020
Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and…
Descriptors: Educational Environment, Middle School Students, High School Students, Measures (Individuals)
Bradshaw, Catherine P.; Kush, Joseph M. – Children & Schools, 2020
There is a growing need for valid measures that can be administered efficiently in school settings to assess the impact of school-based preventive interventions. The current article aimed to establish a balance among assessment efficiency, reliability, and the measurement properties of an instrument widely used to assess the impact of school-based…
Descriptors: Prevention, Intervention, Program Effectiveness, Test Validity
Anderson-Butcher, Dawn; Amorose, Anthony; Bates, Samantha M.; Iachini, Aidyn L.; Ball, Annahita; Henderson, Tasha – Children & Schools, 2020
The aim of this article is to describe the Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES). The CAYCI-SES measures are free and available to use with permission. The tools include valid and reliable surveys, assessments, and scales to help school stakeholders to identify and assess school climate and other…
Descriptors: School Surveys, Educational Environment, Educational Assessment, Evaluation Methods
Ball, Annahita; Skrzypek, Candra – Children & Schools, 2019
This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest-posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys…
Descriptors: Learner Engagement, Family School Relationship, Grade 4, Grade 5
Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children
Rishel, Carrie W.; Tabone, Jiyoung K.; Hartnett, Helen P.; Szafran, Kathy F. – Children & Schools, 2019
Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or…
Descriptors: Trauma, Elementary Schools, Elementary School Students, Intervention
Knight, M. Amaris; Haboush-Deloye, Amanda; Goldberg, Pamela M.; Grob, Kelly – Children & Schools, 2019
Social-emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs…
Descriptors: Middle School Students, Prevention, Social Development, Emotional Development
Keeney, Annie Jane – Children & Schools, 2019
Engaging in ethical decision making is foundational to the social work profession. However, ethical responsibilities become unclear with the variety, speed, and exposure that electronically shared information brings to users. This study sought to explore school social workers' perceptions of the kinds of ethical dilemmas related to electronic…
Descriptors: School Social Workers, Counselor Attitudes, Ethics, Information Security
Wells, Melissa; Mitchell, Kimberly J.; Jones, Lisa M.; Turner, Heather A. – Children & Schools, 2019
This study examines how youths with different types of disabilities, mental health diagnoses, and special education services experience peer harassment victimization (PHV). This analysis examines how these youths experience harassment that only occurs in person, only through technology, and both in person and through technology…
Descriptors: Bullying, Youth, Learning Disabilities, Mental Health
Cuellar, Matthew J.; Mason, Susan E. – Children & Schools, 2019
The purpose of this study was to examine the shared concerns and remedies school social workers have about safety in their schools. A sample of school social work practitioners across the United States (N = 260) provided a response to the qualitative prompt: "In general, how do you think school safety in the United States can be…
Descriptors: Social Work, Counselor Attitudes, School Safety, School Community Relationship
Whitlow, Darcie; Cooper, Robyn; Couvillon, Michael – Children & Schools, 2019
Research on inclusion for students with emotional-behavioral disabilities (EBD) has typically focused on male participants, because data are limited on female students who fit the criteria for having an EBD and are often misdiagnosed. This qualitative case study adds to the very limited research on the inclusion experiences of girls with EBD.…
Descriptors: Student Empowerment, Inclusion, Adolescents, Females
Joyce, Hilary D. – Children & Schools, 2019
Strong teacher support is associated with and predictive of fewer depressive symptoms among youths. However, school connectedness may play a role in explaining this relationship. Using the National Longitudinal Study of Adolescent to Adult Health, this study examined the mediating role of school connectedness on the relationship between teacher…
Descriptors: Correlation, Depression (Psychology), Student School Relationship, Adolescents