Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development.

Unlabelled: Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers ( = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke's six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules.

"I'm a security professional, a counselor, a leader, and sometimes a father figure": Transformative social emotional learning through the eyes of school security professionals.

Schools are increasingly hiring full-time, unarmed school security professionals (SSPs), who are different from School Resource Officers (SROs), to help facilitate safe and supportive school climates. However, there is a paucity of literature about how they describe and engage with social emotional learning (SEL), particularly equity-focused or transformative SEL. The current study is a secondary data analysis using qualitative responses to content embedded in two online professional development (PD) modules created for school security: SEL and cultural competence (CC).

Social-Ecological Predictors of Homophobic Name-Calling Perpetration and Victimization Among Early Adolescents.

Bias-based aggression at school in the form of homophobic name-calling is quite prevalent among early adolescents. Homophobic name-calling is associated with low academic performance, higher risky sexual behaviors, and substance abuse, among other adverse outcomes. This longitudinal study examined risk and protective factors across multiple domains of the social ecology (individual, peer, family, school and community) and levels of analysis (within- and between-person) associated with homophobic name-calling perpetration and victimization.

A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization.

Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization.

A meta-analysis of longitudinal partial correlations between school violence and mental health, school performance, and criminal or delinquent acts.

The daily challenges resulting from all types of school violence-such as physical aggression, bullying, peer victimization, and general threats-have the potential to affect, longitudinally, students' mental health, school performance, and involvement in criminal or delinquent acts. Across primary and secondary studies, however, variation in how and how much school violence relates to these outcomes, has persisted. The purpose of this systematic review and meta-analysis, therefore, was to clarify this uncertainty by synthesizing the longitudinal relations.

Locating unregistered and unreported data for use in a social science systematic review and meta-analysis.

Meta-analysts rely on the availability of data from previously conducted studies. That is, they rely on primary study authors to register their outcome data, either in a study's text or on publicly available websites, and report the results of their work, either again in a study's text or on publicly accessible data repositories. If a primary study author does not register data collection and similarly does not report the data collection results, the meta-analyst is at risk of failing to include the collected data.