• CONTINUING EDUCATION MODULES (also see Books, Chapters, and Articles)
  • Addressing Barriers to Learning: A Comprehensive Approach to Mental Health in Schools

  • Addressing Barriers to Learning: New Directions for Mental Health in Schools

  • Addressing Violent Behavior at Schools

  • Developing Resource-Oriented Mechanisms to Enhance learning Supports

  • Engaging and Re-engaging Students and Families: Four Units for Continuing Education

  • Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling
    • Accompanying Readings & Tools for Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling

  • Enhancing School Staff Understanding of MH and Psychosocial Concerns: A Guide

  • Leadership Training: Moving in New Directions for Student Support

  • Mental Health in Schools: New Roles for School Nurses

  • Personalizing Learning and Addressing Barriers to Learning:Two Units for Continuing Education

  • RTI and Classroom & Schoolwide Learning Supports: Four Units for Continuing Education

  • Revisiting Learning & Behavior Problems: Moving Schools Forward

• QUICK TRAINING AIDS & TUTORIALS
  • Addressing Barriers to Learning: Overview of the Curriculum for an Enabling (or Learning Supports) Component

  • Assessing & Screening (SP)

  • Attention Problems in School

  • Behavior Problems at School

  • Bullying Prevention

  • Case Management in the School Context

  • Classroom Changes to Enhance and Re-engage Students in Learning

  • Community Outreach: School-Community Resources to Address Barriers to learning

  • Confidentiality (SP)

  • Creating the Infrastructure for an Enabling (Learning Support) Component to Address Barriers to Student Learning

  • Crisis Assistance and Prevention: Reducing Barriers to Learning

  • Financing Strategies to Address Barriers to Learning

  • Home Involvement in Schooling

  • Re-engaging Students in Learning

  • School-Based Crisis Intervention (SP)

  • School Interventions to Prevent and Respond to Adolescent Affect and Mood Problems

  • School Staff Burnout

  • Students & Family Assistance Programs and Services to Address Barriers to Learning

  • Suicide Prevention

  • Support for Transitions to Address Barriers to Learning

  • Violence Prevention

• FACT & INFORMATION RESOURCES, and BRIEF AIDS
  • About Anxiety, Resilience, and Schools
  • About Online Mental Health Assistance for Students: Discussing the Pros and Cons from a School Perspective
  • About Empirically Supported Therapeutic Relationships
  • About Positive Psychology
  • About School and Classroom Climate

  • About School Engagement and Re-Engagement

  • About Youth Development in Schools

  • Annotated "lists" of Empirically Supported/Evidence Based Interventions for School-aged Children and Adolescents
  • Barriers, Buffers, & Youth Development

  • Costs of Not Addressing Barriers to Learning

  • Data About Youth in the United States

  • Data on the Plateau or Leveling Off Effect of Achievement Test Scores

  • Data Related to the Need for New Directions for School Improvement

  • Data Related to Iowa's Work on Developing a Comprehensive System of Learning Supports

  • Defining Multiple Pathways for High School Graduation

  • Enhancing Classroom Teachers' Capacity to Successfully Engage All Students in Learning: It's the Foundation of Learning Supports

  • Enhancing Summer Learning

  • Enhancing the Blueprint for School Improvement in the ESEA Reauthorization: Moving From a Two- to a Three-Component Approach

  • Examples of the Focus on Intrinsic Motivation in the Six Learning Supports Arenas

  • Financing Mental Health for Children & Adolescents
  • Frequently Asked Questions About Mental Health in Schools

  • Frequently Asked Questions from the Media about Mental Health in Schools

  • Funding Stream Integration to Promote Development and Sustainability of a Comprehensive System of Learning Supports

  • Getting the Year Off to a Good Start

  • Interventions to Support Readiness, Recruitment, Access, Transition, and Retention for Postsecondary Education Success

  • Intrinsic Motivation, Student Engagement, and the Work of Deci and Ryan

  • Leadership for a Learning Support System in State Departments of Education: Example Job Descriptions

  • Many Schools, Many Students: Equity in Addressing Barriers

  • More About Resilience and Risk

  • New Directions for Student Supports: Some Resources
  • Prevention & Schools

  • Promoting Staff Well-being and Preventing Burnout as Schools Re-open

  • Psychological First Aid in Schools

  • Resources for Planning Mental Health in Schools
  • Self-determination Theory: Implications for Parenting
  • Set of Key Resources Superintendents Can Draw on to Guide Development of a Comprehensive System of Learning Supports for All Schools in the District

  • Schools and the Challenge of LD and ADHD Misdiagnoses

  • School Improvement? . . . fully addressing barriers to learning and teaching is the next step!

  • The School's Role in Addressing Psychological Reactions to Loss

  • Social Marketing and Public Relations

  • Some Data to Consider in Pursuing School Improvement Policy and Practice

  • Some Resources for Principals to Learn More About and for Teaching About a Comprehensive System of Learning Supports

  • Strengthening Health Care for Adolescents

  • Transitions to and from Elementary, Middle, and High School

  • Upcoming Opportunity -- Race to the Top Applications for School Districts

  • Using Federal Education Legislation in Moving Toward a Comprehensive, Multifaceted, and Integrated Approach to Addressing Barriers to Learning (e.g., Creating a Cohesive System of Learning Supports)
  • What is a Comprehensive Approach to Student Supports?

  • What is a Learning Support Resource Team?
  • What Might a Fully Functioning Enabling or Learning Supports Component Look Like at a School
  • What Researchers are Saying About Enhancing Early Attitudes and Readiness

  • Why Address What's Missing in School Improvement Planning?

  • Why School-owned Student Support Staff are So Important

  • Why current psychotherapies for children and adolescents may be inadequate

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  Some Resources developed from special projects undertaken by Graduate and Undergraduates Students Working in the Center

  • About Addressing Behavior Problems Broadly
  • About Addressing Poverty: What’s a School's Role?
  • About Anxiety Attacks
  • About Childhood Trauma and What Schools Can Do
  • About Conducting Crisis Exercises and Drills
  • About Diagnosing Selective Mutism Among English Language Learners
  • About Dress Codes and School Uniforms
  • About Gamified Learning and Intrinsic Motivation for Classroom Learning

  • About Peer Contagion Effects
  • About First Generation College Students
  • About Heritage Language Loss
  • About Homeless Youth

  • About Intrinsic Motivation from the Perspective of Self-determination Theory

  • About Student Mental Health and the COVID-19 Pandemic

  • About Teacher Mental Health

  • About Neurodiversity
  • About Obesity and Schools
  • About Peer Contagion Effects
  • About Physical and Mental Health Effects of Racism and Discrimination on African Americans

  • About Poilce on School Campuses
  • About Pressures on Affluent Students Related to University Admission
  • About Programs for After School Hours and Non-school Days
  • About Resilience and Schools
  • About School Adjustment
  • About School Shootings

  • About Social Anxiety and Schools
  • About School Gardens and Other Campus Green Spaces
  • About Student Peer Mentoring
  • About Student Sleep Deprivation
  • About Student Voice and Participation

  • About Supporting Those Who Seem Depressed

  • About What Young People are Experiencing During the Pandemic

  • About Art Therapy and Schools

  • Addressing Barriers Confronting First-Generation College Students from Hispanic Families
  • Addressing Grief through Death Education
  • Addressing the Language Barrier: English Language Learners, Bilingual Education, and Learning Supports
  • Addressing Mental Health Concerns Among Student-Athletes
  • Addressing Student-Athlete Anxiety
  • Addressing Student Burnout
  • ADHD: Environmental Risk & Protective Factors for Quality of Life
  • Adolescent Marijuana Use
  • Appreciating the Impact of Intersectionality in Education Settings Using the Example of Females of Color
  • Authoritarian vs. Authoritative Parenting

  • A Bullying Update

  • A Sociological View of the Increase in ADHD Diagnoses

  • A look at California Assembly Bill 114: Transition of Special Education and Related Services Formerly Provided by County Mental Health Agencies

  • Students and Anxiety Problems
  • A Student’s Proposal for Using an Online Chat Room to Facilitate Student Discussion
  • Addressing Barriers to Successful Middle School Transition
  • Addressing Stigma as Part of Student Supports
  • Addressing Violent Behavior at Schools
  • Arguments About Whether Overdiagnosis of ADHD is a Significant Problem
  • Attention Deficit Hyperactivity Disorder (ADHD) and Schools: Outline Focused on Key Questions and Concerns
  • Back-to-School Anxiety
  • Barriers to Prevention in Schools: A Look at What’s Happening
  • Barriers to Prevention in Schools: Prevention Policy Implementation Barriers
  • Benzodiazepine: A Much Abused Drug
  • Biases Contributing to ADHD Overdiagnosis

  • Body Image in Lesbian, Gay, Bisexual, Transgender, and Queer Youngsters
  • Body Image and Eating Disorders Among Southeast Asians: A Student's Perspective
  • Body Image:What's the School's Role?
  • Bullying and LGBT Students
  • Cyberbullying Among Students
  • Child and Adolescent MH Therapy and Schools: Annotated Outline Focused on Key Concerns
  • Children with Incarcerated Parents: The Role of Schools
  • Chronic Illness and Schooling: An Introductory Overview Outline
  • Classroom Management Styles and Disparities Related to Disciplinary Practices
  • College Mentors for High School Students

  • Concerns about Media Use Among Children and Adolescents
  • COVID-19, Remote Learning, and Students' Social-Emotional Development
  • Cross-Age Peer Mentorship Programs in Schools
  • Discipline and Self-discipline: A Personal Cross-Cultural Perspective
  • Diversity in Schools: Facilitating Positive Interactions
  • Dropouts and the 9th Grade Bulge
  • Early College High Schools
  • Early Language Develoment Problems
  • Eating Disorders and Schools
  • Eating Disorders Among Student Athletes
  • Embedding the Arts into the School’s Agenda: Music as an Example
  • Empathy, Compassion, and Addressing Student Misbehavior
  • Enhancing Equity of Opportunity by Improving Access to Higher Education
  • Examples of MTSS in Practice
  • Foster Youth and Schools
  • Gang Affiliation: Personal Academic and Mental Health Impact
  • Generational Conflict and Southeast Asian Immigrant and American Students’ Problems at School

  • Gender Bias Faced By Girls and What We Can Do: One Student’s Perspective and Appended Information from the Center

  • Grade Retention in Elementary Schools: Policies, Practices, Results, and Proposed New Directions

  • Group Work in Education: Addressing Student Concerns

  • High Schools and Sexual Assault: Some Resources for Schools and Students

  • Homeless Students: Program Examples

  • How Does Media Consumption Affect Racial Minority Children?

  • How Important are Bystanders' Interventions in Bullying?
  • Immigrant Youth: Some Implications for Schools

  • Impact of the COVID-19 Pandemic on Low-Income College Students

  • The Impact of Parent Expectations and Home and Neighborhood Influences on Education Goals

  • The Importance of Teacher Intrinsic Motivation

  • International Students: Addressing Barriers to Successful Transition

  • International Students:Understanding and Addressing Problems Experienced During the Pandemic

  • International Students and the Added Challenges of the COVID-19 Pandemic

  • Is Internet Use Interfering with Youngsters’ Well-being?

  • Just a Label? Some Pros and Cons of Formal Diagnoses of Children

  • A Look at China's Efforts to Promote Education Equity and Reduce Academic Pressure on Students and Their Families

  • LGBTQ+ Students: Family Reactions and School Support

  • Matching Students and Instruction: The Dilemma of Grouping Students

  • Mindfulness and Schools

  • Mindfulness: A Few Examples of Applications

  • Neglect Experienced by Children of Substance Abusing Parents: Implications for Schools

  • Ostracism at School

  • Overparenting as a Barrier to Development, Learning, and Well-being

  • Peer Tutoring: Part of Learning Supports

  • Perspectives on Balancing Academics and Social Activity

  • Potential Beneficial Effects of Summer Programs for Children from Low Income Families

  • Preventing Teen Dating Violence

  • Preventing Student Problems: What are the Barriers?

  • Project Based Learning and Student Engagement

  • Promoting Positive Peer Relationships: A Sample of Recent References

  • Questions Parents Ask and Some Concerns About Attention Deficit/Hyperactivity Disorder (ADHD)

  • Racial Diversity in Schools: Some of the Benefits

  • Retaining New Teachers
  • The Role of School and Home in Promoting Student Engagement

  • SAT for College Admission: Should it be Optional?
  • Schools and Closing the Gender Gap Related to STEM
  • Schools and Eating Disorders: Addressing Differences
  • Self-Concept and School Performance
  • Service-learning and Community Service Clubs in Schools

  • Service learning in Schools

  • Service learning Can Enhance Social Emotional Development

  • Sex Education and Mental Health

  • Sex Education and Social-Emotional Development

  • Sexual Harassment by Peers in Schools

  • Single-sex Education: Pros and Cons

  • Social Media's Impact on Young People

  • Social Networking and Peer Relationships: The Benefits and Drawbacks of Children (9-12) Using Online Social Networking Sites

  • Socioeconomic and Racial Segregation and Discrimination: A Student’s Perspective and Analysis of the Impact on Schools">

  • Student Athletes and Mental Health Problems

  • Student Burnout

  • Students Diagnosed with ADHD: Gender Differences and Misdiagnoses

  • Students Who are Undocumented and Identify as Queer

  • Students with Autism Spectrum Disorder: Transitioning to College

  • Substance Abuse and Mental Health: What’s a School to Do?

  • Suicide Prevention and Schools: Some Basic Information

  • Teacher Bias and Its Impact on Teacher-Student Relationships: The Example of Favoritism

  • Teen Dating

  • Thinking Cautiously About Screening for Major Depressive Disorder (MDD) in Adolescents: The U.S. Preventive Services Task Force Recommendations and Implications for Schools

  • Transgender Students and Schools

  • Transition Supports for International Secondary School Students

  • Transitioning from Psychiatric Hospitalization to Schools

  • Trauma: A Barrier to Learning and Teaching

  • Underrepresented Minorities: Making it to and Staying in Postsecondary Education

  • Understanding Diversity to Better Address Barriers to Learning

  • Understanding Student Aggressive Behavior: Examples of Relevant Research
  • University Volunteer Tutor Programs and Secondary School Classrooms: Outline Focused on Key Questions and Concerns

  • Video Games as a Mental Health Intervention Tool

  • What are Parents told about Autism on the Internet?

  • What is the Model Minority Myth and How Should We Deal with It?

  • What is the Relationship Between Students’ Physical Activity and Mental Health?

  • Who are School Resource Officers?
    
    
  • Youth Sports and Intrinsic Motivation
  
  

Some Resources Sharing Student Personal Voices and Perspectives

• A Look at Gaming Culture and Gaming Related Problems: From a Gamer’s Perspective
• A personal look at self-reliance and help seeking

• A Personal Look at a Student’s Selective Mutism

• A personal perspective on depression among latino students

• A Personal Perspective on the Teach for America Program

• A University Student Reflects on the Good and Bad of Social Networking use by Children and Adolescents

• A University Student’s Perspective on Bullying Prevention in Schools
• A Student-initiated, Student-run, and Student-funded Center for Retaining Underrepresented Minority University Students

• A Student's Perspective of Test Anxiety

• Being an International Student in the U.S.A.: In Her Own Words

• Eating Disorders: Schools Might Be Adding to the Problem -- A Student Personal Perspective

• Eating Disorders Were Not Talked about in My School

• First Year Transition into Higher Education: One Student’s Experiences

• In-Class Presentations: A Potential Barrier to Success at School?

• My Experience as a Foreign Student

• Normalization and Popularization of Mental Illness and Its Impact: Personal Experience and a Look at Research Findings

• Selective Mutism: A Student Reflects on Her Misdiagnosis, Experiences, and Outcomes

• Student Perceptions of School Physical Education Programs

• Transition to College

A Series of Information Resources on Youth Subcultures: Understanding Subgroups to Better Address Barriers to Learning & Improve Schools

• What is Youth Culture? A Brief Introduction

• About the Cheerleading Youth Subculture

• About Emo Youth Subculture

• About the Goth Youth Subculture

• About Hip Hop Youth Subculture

• About Jocks as a Youth Subculture

• About "Loners" and "Losers"

• About "Mean Girls" as a Youth Culture Subgroup

• About "Nerds" and "Geeks" as an Identified Subculture

• About "Preppies" as a Youth Culture Subgroup

• About Raves as a Youth Culture Phenomenon

• About Surfing and Skateboarding Youth Subcultures

• About Sexual Minority (LGBT) Youth Subculture

• About Youth Gangs

• Glossary of Terms Related to Youth Culture Subgroups

• Youth Subcultures: Annotated Bibliography and Related References

• Youth and Socially Interactive Technologies

• How today’s high school cliques compare to yesterday’s (UIC study)

Diffusion of Innovations and Science-Based Practices to Address Barriers to Learning & Improve Schools: A Series of Information Resources on Enabling System Change

Also see special Center Report on Bringing New Prototypes into Practice: Dissemination, Implementation, and Facilitating Transformation

• Brief Overview of Major Concepts from E.M. Rogers' Work on Diffusion of Innovations

• Brief Overview of a Major Review by Lawrence W. Green, Judith M. Ottoson, Cesar Garcia, and Robert A. Hiatt (2009) entitled:Diffusion Theory and Knowledge Dissemination, Utilization, and Integration in Public Health

• Brief Overview of Malcolm Gladwell's Concept of the Tipping Point

• Change Agent Mechanisms for School Improvement: Infrastructure not Individuals

• Diffusion: In Pursuit of Action

• Dissemination Focused on Diffusion: Some Guidelines

• Excerpts from Child Trends' series of "Research-to Results Briefs on Adopting, Implementing, Sustaining, and Replicating Evidence-Based Practices"

• Excerpts from Robert C. Granger’s "The Big Why? A Learning Agenda for the Scale Up Movement"

• Excerpts from article by Junlei Li and Megan M. Julian Developmental Relationships as the Active Ingredient: A Unifying Working Hypothesis of ‘‘What Works’’ Across Intervention Settings"

• Excerpts from document by Sarah Stachowiak "Pathways for Change: 10 Theories to Inform Advocacy and Policy Change Efforts"

• Intro to Multi-Level Community Based Culturally Situated Interventions

• Making and Disseminating Recommendations is Not Sufficient

• Policy Implications for Advancing Systemic Change for School Improvement

• Some Key References Related to Enabling System Change

• Some Key Terms Related to Enabling System Change

• Some Recent Work Related to Systemic Change Involving Innovation in Complex Organizations

• Systemic Change and Empirically-Supported Practices: The Implementation Problem

• Systemic Change for School Improvement