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
During the summer, we look forward to students moving to the next stage in their journeys—from preschool to kindergarten, middle school to high school, or high school to college or careers.
Students who are Black, Latinx, and Native American are more likely than White students to be suspended or expelled – even when comparing consequences for the same infractions
Students who feel greater self-determination – the attitudes and abilities to act as a causal agent and make independent choices – tend to do better as they transition to life outside of secondary school.
Researchers from SRI and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.
This month, we highlight SRI Education’s participation in recent, current, and upcoming conferences. We’re excited to share our work on topics ranging from artificial intelligence and STEM and computer science research to promoting students’ well-being and successful transitions and improving outcomes for students with disabilities.