Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership

2024-9-11

Soft Expulsion: What Happens When School-Based Supports aren’t Enough

2024-9-10

The Role of Teachers in Fostering Resilience After a Disaster in Indonesia

2024-9-5

Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools

2024-9-4

Factor Structure and Criterion Validity of the 15-item Network Relationship Inventory-Social Provisions Version (NRI-SPV-15) in Chinese Children and Adolescents

2024-9-2

Promoting Partnership and Impact through Implementation Science and Human-Centered Design: A Commentary on the Special Issue

2024-9-1

A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention

2024-8-30

Research-Practice Partnerships for the Development of School Mental Health Interventions: An Introduction to the Special Issue

2024-8-24

A Schoolwide Social Emotional Learning and Student Mental Health Initiative: Influences on Implementation During a Transition Back to In-Person Learning

2024-8-23

Multilevel Factors of School-Based Mental Health Service Utilization Among Middle and High School Students

2024-8-22

Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue

2024-8-21

Author Correction: Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach

2024-8-16

Supporting Innovative Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education’s Institute of Education Sciences (IES)

2024-8-15

Developing Optimized School-Based Mental Health Interventions: National Institute of Mental Health (NIMH) Priorities and Opportunities

2024-8-14

Associations Between Belonging and Peer Victimization and Internalizing Symptoms Among Middle School-Age Youth

2024-8-12

Early Identification of Social, Emotional, and Behavioral Difficulties in Primary Schools: Explanations for Special Educational Needs Coordinators’ Different Practices

2024-8-2

A University-School District Partnership to Develop Well Connected©: An Integrated Student Wellness Approach in High Schools

2024-7-31

Academic Pressure or Emotional Detachment? The Complex Effect of Compulsory Boarding Due to the School Merger Policy

2024-7-31

Children’s Reentry to School After Psychiatric Hospitalization: A Qualitative Study

2024-7-29

The Role of Social Support in the Transition from Lower- to Upper-Secondary School in Slovenia: Anxiety in Focus

2024-7-29

A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation

2024-7-27

Suicide Attempt and Its Correlates Among School-Going Argentinian Adolescents with Suicidal Thoughts: Insights from a National Survey

2024-7-26

Author Correction: “Allowing Space for Voice…All Our Voices”: Understanding Ho‘ouna Pono Implementation Through Educational Leadership Perspectives in Rural Hawai‘i Schools

2024-7-26

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal

2024-7-22

Community Recommendations for Adapting an Evidence-Based Mental Health Intervention for Racially/Ethnically Diverse Schools: A Qualitative Study

2024-7-22

Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students

2024-7-17

Smartphone Addiction is Associated with Poor Sleep Quality, Increased Fatigue, Impaired Cognitive Functioning, and Lower Academic Achievement: Data from Tunisian Middle School Students

2024-7-13

Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders

2024-7-10

A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown

2024-7-8

A School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students

2024-6-29

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes

2024-6-27

Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation

2024-6-24

Are Elementary Educators Prepared to Address Student Mental Health in Title 1 Schools? An Examination of Role Breadth, Self-Efficacy, and Attitudes Toward Trauma-Informed Care

2024-6-23

Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications

2024-6-22

Understanding Teachers' Attributions and Responses to Student Misbehavior: The Roles of Explanatory Rationale and Personal Beliefs

2024-6-22

Predicting Teachers’ Burnout: Trauma Experience and Attitudes Towards Trauma-Affected Students

2024-6-20

The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives

2024-6-19

A Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions

2024-6-18

The Feasibility and Acceptability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) in a Rural Community Impacted by Environmental Trauma and Covid-19

2024-6-17

“It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations

2024-6-17

Understanding the Attacks on Social–Emotional Learning: Strategizing on the Response and Advocacy of School Mental Health Practitioners

2024-6-11

A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents: A Controlled Study

2024-6-4

Bringing Mental Health Knowledge to Schools Through Academic-Community Partnership: A City Year Tale of Equal Service to Training and Research

2024-6-2

Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

2024-5-24

Supporting Educators and Students: A University–Community Partnership to Implement Trauma-Informed Practices in Schools

2024-5-23

Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom

2024-5-22

Brief Meditation on Test Anxiety of Eighth Grade Chinese Students: Chain-Mediating Roles of Mindfulness and Self-Efficacy

2024-5-20

A Screening Instrument for Trauma-Related Behavior Among Young Primary School Students: Development and Validation of the RaPTOSS

2024-5-13

Socially Prescribed Perfectionism and Depression: Roles of Academic Pressure and Hope

2024-5-6

Adolescents’ Covitality Patterns: Relations with Student Demographic Characteristics and Proximal Academic and Mental Health Outcomes

2024-5-4