We recognize the vital role that mental health plays in academic success and social-emotional development of students and well-being of educators. This newsletter describes some of our resources, research, and training that support mental-health awareness and trauma-informed practices in schools and communities.
This quick reference guide is an introduction to inclusive language principles and provides guidance on how to put these principles into practice. Inclusive language refers to the practice of consciously choosing language that promotes the inclusion of communities that have been historically marginalized.
Our team of experts is committed to tackling the most pressing challenges facing learners and educators, including ensuring children receive high-quality early education, improving STEM education, and advancing equity and inclusion in the classroom.
Please join us for a FREE webinar series each month from March through June 2023. Each webinar will focus on a different topic in early childhood state systems building such as needs assessment and strategic planning, coordinated eligibility and enrollment, engaging partners in planning for data systems, and family engagement.
Through our STEM & CS program area, we supports all students to learn concepts and practices they need to engage productively in society as citizens. We have projects focusing on curriculum design, assessment design, design of teacher supports, learning sciences research, multidisciplinary STEM and computing (STEM+C) integration, impact studies, and external evaluation of domestic and international STEM & CS projects and district-wide STEM & CS initiatives.
Hear about what IES is doing to address COVID-19 learning loss and learn from LEARN Network team members about scaling educational innovations.
With the emergence of the COVID-19 pandemic, we have seen a significant increase in symptoms of mental health problems among school-aged youth. Most notably, the percentage of children with symptoms of depression and anxiety has become much larger.
An important part of our work is actively connecting with educators and researchers in the field and leading networks to share best practices and useable findings. We also share our findings and resources in journals, reports, and articles across our websites and blogs.
Back in 2019, we had an idea to create the Student Behavior Blog as a way to disseminate our work and initiate discussions with our community about issues they face in supporting students’ well-being. Our Behavior Research Team swung into action to make that dream a reality—and the response has been incredible. Our team not only engaged with educators, community members, and mental health service providers to co-author blogs about their challenges and accomplishments on the ground, but we also compiled helpful resources from our colleagues to promote collective work in the field and across the country.
Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?
The full impact of the COVID-19 pandemic on students at all levels of education is still emerging. The recent release of the 2022 NAEP Long Term Trends report shows what many educators and researchers feared: significant education progress was lost because of the pandemic.
In this Knowledge Alliance (KA) blog post, KA’s summer intern, Julianna Collado, met with Michelle Woodbridge and Nancy Perez from SRI International to discuss their work identifying and implementing better mental health support for educators. Please read the full blog post on the Knowledge Alliance’s site.
The imperatives facing public education right now—given all the issues laid bare by the pandemic and centuries of barriers systemically rooted in racism and White supremacy—require complex equity-and relationally driven partnership approaches.
Successful early learning transitions for children, with and without disabilities, require collaboration and discussion. Families, current providers or teachers, and new providers or teachers all come together to plan the support children need to move to the next stage of their learning and development.
Our research continues to focus on ways to strengthen critically important transitions so all students, from early childhood to college and careers, feel supported and ready to move forward