The author explores the overrepresentation of Black and Latino students in special education in the United States and offers critical strategies to begin to address the issue with culturally responsive teaching and minimization of subjectivity.

According to the U.S. Census Bureau (2019), approximately half of U.S. children come from nontraditional families, such as those with divorced parents, multiracial families, one-parent families, and families with same-sex parents. Although family structures have diversified dramatically (Powell et al., 2010), the traditional family remains the…

To allay the increasing rates of serious mental and emotional problems among college students, the author proposes taking a gap year before starting college, which could have potential benefits.

Teachers can learn a lot from John Dewey's approach to teaching science. The author contends that his thoughts are still relevant and applicable to today's classrooms.

Integrating physical activity into the academic classroom not only supports overall health but also provides learning benefits: motivation, enjoyment of learning, decreases in behavior problems, and improvements in attention, on-task behavior, and academic performance.

The author offers practical strategies to introduce and maintain a mindfulness practice with middle-grade students and discusses ethical implications of employing mindfulness in the classroom.

Teachers interacting with stressed and traumatized children are susceptible to secondary traumatic stress. Unlike college coursework in other social service disciplines, a dearth of literature on this topic informs teacher preparation programs. Prevention and intervention strategies for educators are suggested in this article.

By integrating the model presented here into instruction, teachers can help students develop the knowledge, skills, and mindset necessary to become effective global citizens. The model is called Global Citizenship 1-2-3, and it is based on a three-step approach to educate students (citizens) who (1) learn, (2) think, and (3) act in globally…

How can teachers encourage productive struggle in mathematics and yet minimize the exposure to shame often associated with struggle? In this article, the authors offer constructive ways to position struggle in the classroom to minimize shame and promote doers of mathematics.

Use these practical recommendations to mentor, guide, and support teacher candidates you are hosting in your classroom through four stages of clinical practice.

With the recommendations provided here, educators can better meet the needs of transnational students, particularly those U.S.-born children returning with their families to Mexico.

The authors of this essay provide a contextual overview of the California-Mexico border, raising questions about binational teacher education, particularly regarding the well-being of transnational children and youth.