The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement.

Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g.

Fostering school equity: A racial socialization approach to creating an equitable school climate and reducing disciplinary infractions.

Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers.

Employment status and psychosocial adjustment among adolescents and parents during the COVID-19 pandemic: Multi-informant data from ecological momentary assessments.

During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S.

Adolescent psychological adjustment and social supports during pandemic-onset remote learning: A national multi-wave daily-diary study.

In spring 2020, U.S. schools universally transitioned to online learning due to the COVID-19 pandemic's onset, thus creating a natural experiment for examining adolescents' risk and resilience during an ongoing school crisis response.

Family resilience during the COVID-19 onset: A daily-diary inquiry into parental employment status, parent-adolescent relationships, and well-being.

COVID-19 changed the landscape of employment and financial security in the USA, contributing to multi-systemic disruptions in family life. Using dyadic, daily-diary parent-adolescent data from a nationwide American sample (18,415 daily assessments; 29 days: 4/8/2020-4/21/2020 and 5/18/2020-6/1/2020; = 635 parent-adolescent dyads), this intensive longitudinal study investigated how COVID-19-related job loss and working-from-home (WFH) arrangements influenced parents' and children's daily affect indirectly through family functioning (i.e.

Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents' academic achievement.

The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (-student = 558; -classroom = 41; = 12.

Adolescent Psychosocial Adjustment during COVID-19: An Intensive Longitudinal Study.

Objective: COVID-19 has presented threats to adolescents' psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e.

Social Distancing and Adolescent Psychological Well-Being: The Role of Practical Knowledge and Exercise.

Background And Objectives: This intensive longitudinal study investigated 1) the extent to which engaging in social distancing predicted adolescents' same- and next-day stress and positive affect and 2) whether COVID-19-related knowledge and exercise moderated these links during statewide stay-at-home orders that mandated schools and nonessential businesses to close during the coronavirus pandemic.

Methods: Over the course of 28 days at the onset of the COVID-19 pandemic, a nationwide sample of 349 adolescents (Mean age = 15.0; 40% male; 44% Black, 39% White, 9% Latinx, 6% Asian American, 2% Native American) completed daily surveys about their social distancing behaviors, knowledge about the coronavirus, and exercise habits.

COVID-19 Employment Status, Dyadic Family Relationships, and Child Psychological Well-Being.

Purpose: COVID-19 has led to soaring unemployment rates and the widespread adoption of working-from-home (WFH) arrangements that have disrupted family relationships and adolescent psychological well-being. This longitudinal study investigated how parental employment status (i.e.

The roles of stress, coping, and parental support in adolescent psychological well-being in the context of COVID-19: A daily-diary study.

Background: COVID-19 has introduced novel stressors into American adolescents' lives. Studies have shown that adolescents adopt an array of coping mechanisms and social supports when contending with stress. It is unclear, though, which strategies are most effective in mitigating daily pandemic-related stress, as few micro-longitudinal studies have explored adolescents' daily affect during COVID-19.

Safely Social: Promoting and Sustaining Adolescent Engagement in Social Distancing During the COVID-19 Pandemic.

Purpose: Adolescents are at risk for violating COVID-19 social distancing measures owing to salient developmental needs for autonomy and relatedness. This intensive longitudinal study investigated the initiation and sustainment of adolescents' daily social distancing behaviors.

Methods: Focus group and daily-diary approaches were used to collect 6,216 assessments from a nationwide American adolescent sample (n = 444; M = 15.

Socially Anxious Science Achievers: The Roles of Peer Social Support and Social Engagement in the Relation Between Adolescents' Social Anxiety and Science Achievement.

Socially anxious youth are at an increased risk for academic underachievement, withdrawal from school, and negative peer relationships. Given that learning tasks in science classes rely heavily on peer collaboration and social skills, this study aimed to investigate the link between high-school adolescents' social anxiety and their science achievement while also determining whether and how peer social support and social engagement mediated the relation. Data was collected from 805 high-school students (48.