A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students.

Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students.

Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health.

Social-emotional learning (SEL) curricula, such as Second Step, are increasingly being adopted and implemented as universal supports in schools in order to prevent social-emotional and behavioral problems and promote wellbeing and success. Notwithstanding the empirical support for SEL as a universal prevention strategy, a closer look at the literature indicates that students display differential responses to SEL based on their behavioral functioning at baseline; those students with the highest need benefit the most from SEL. The primary purpose of this study was to evaluate whether a widely-adopted SEL program produces significant effects for different theoretically-constructed groups of students who are representative of the full spectrum of students in a school.

Brief teacher training improves student behavior and student-teacher relationships in middle school.

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports.

Evaluation of second step on early elementary students' academic outcomes: A randomized controlled trial.

Research has consistently linked social-emotional learning to important educational and life outcomes. Early elementary represents an opportune developmental period to proactively support children to acquire social-emotional skills that enable academic success. Using data from a large scale randomized controlled trial, the purpose of this study was to investigate the impact of the 4th edition of Second Step on early elementary students' academic-related outcomes.