In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes.

While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses.

Needs of Youth Enrolled in a Statewide System of Care: A Latent Class Analysis.

Objective: Access to wraparound care coordination within systems of care (SOC) is increasing nationwide for youth with emotional and behavioral disorders and their families. Though wraparound care coordination serves a broad population of youth who experience a variety of complex needs, less is known about the impact of wraparound services based on these specified needs. Using latent class analysis, the current study aimed to first identify classes of youth based on their presenting needs and then examine the impact of class membership on treatment experiences and outcomes at baseline and six-month follow-up.

Needs of Caregivers of Youth Enrolled in a Statewide System of Care: A Latent Class Analysis.

Objective: Systems of care (SOC) provide a coordinated array of services to youth with serious emotional and behavioral problems and their families. Little is known about what caregiver-specific needs at presentation to care may contribute to use of and engagement with care coordination and subsequent youth and family outcomes. This study aimed to determine latent classes of youth enrolled in wraparound care coordination within a statewide SOC based on caregiver needs impacting youth functioning and identify the relationship between class membership and characteristics of participation in Child and Family Team meetings (CFTs) and mental health outcomes at six-month follow-up.

Measuring social and emotional learning implementation in a research-practice partnership.

The measurement of social and emotional learning (SEL) implementation is a critical part of enhancing and understanding the effects of SEL programming. Research has shown that high-quality SEL implementation is associated with social, emotional, and academic outcomes. Schools achieve these outcomes in part through organizational practices that emphasize ongoing communication, collaboration, coordination, shared decision making, and strategic planning, processes that are ideally informed by evidence.

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions.

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement.

"What Does it Mean to be Trauma-Informed?": A Mixed-Methods Study of a Trauma-Informed Community Initiative.

Trauma during childhood has the potential to adversely affect one's physical, cognitive, emotional, and social development across the life span. However, the adverse effects of trauma can be prevented and mitigated through holistic services and supports that are trauma-informed. The Pottstown Trauma-Informed Community Connection (PTICC) is a community-based initiative that aims to build a trauma-informed community through training diverse stakeholders (e.

Educators' implementation and use of social and emotional learning early in the COVID-19 pandemic.

The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning-an unprecedented disruption to academic, social, and emotional instruction. Social and emotional learning (SEL) skills play an important role in human development by supporting academic success and overall well-being, including skills for effectively coping with stressors such as those imposed by the COVID-19 pandemic.

Experiences With COVID-19 Stressors and Parents' Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States.

Objectives: To estimate household exposure to COVID-19 related stress and the association with parent report of neglectful, harsh, and positive discipline practices.

Methods: Cross sectional survey data was collected from 2,068 parents in the Northeastern US. Parents reported personal and household experiences of COVID-19 stressors, their level of distress, and use of neglectful parenting and discipline practices for a randomly selected child in their home.

A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma-Informed Community.

Adverse childhood experiences, or ACEs, may be mitigated by trauma-informed social environments-programs, services, systems, communities-that offer responses to trauma that promote healing, recovery, and resilience. However, there is currently little empirical evidence to support the use of specific approaches to do so. Guided by a population health perspective, this paper describes a participatory community change process in response to ACEs that seeks to build a resilient, trauma-informed community in Pottstown, PA.

Population Health and Trauma-Informed Practice: Implications for Programs, Systems, and Policies.

Population studies indicate that trauma exposure is ubiquitous and has a significant impact on health. Trauma-informed practice seeks to address the health consequences of trauma through integrative responses that incorporate an understanding of the effects of trauma, the multiple pathways to recovery, and the potential for re-traumatization. Current trauma-informed practice considers trauma exposure an individual clinical problem rather than a societal problem with population health consequences.

Reflections on a Community Psychology Setting and the Future of the Field.

The 50th anniversary of the Swampscott Conference offers an opportunity to reflect on a community psychology setting, The Consultation Center at Yale, that was formed in response to the 1963 Community Mental Health Act and the 1965 Swampscott Conference. The Center has flourished as a community psychology setting for practice, research, and training for 39 of the 50 years since Swampscott. Its creation and existence over this period offers an opportunity for reflection on the types of settings needed to sustain the field into the future.

Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood.

The present study, which included 124 children ages 5-11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory.

Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education.

The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R.