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The Cleveland Metropolitan School District implemented an evidence-based social and emotional learning program—Promoting Alternative Thinking Strategies (PATHS). AIR’s evaluation of the program indicates that student outcomes improved, despite the challenges faced by this complex urban school district, and even with imperfect implementation and uncertain fidelity.
The Cleveland School District and AIR implemented a districtwide effort to improve safety, order, and conditions for learning, including social and emotional competence, connectedness to caring adults and peers, and the experience of emotional and physical safety. Findings included improved conditions for learning, better attendance, decreased disruptive behavior, and fewer suspensions.
AIR surveyed school climate in 33 Alaska school districts between 2006 and 2009. Overall school climate increased in these districts at the same time that statewide achievement test results declined—especially for math. This report explores the nature of the relationship between school climate and student achievement over time, concluding that, at a district level, improvements in school climate buffered the decline in achievement.
This article introduces basic definitions and concepts important in discussions of early intervention for children with, or at risk for developing, emotional or behavioral disorders.
This article takes a public health perspective on early intervention for children with, or at risk for developing, emotional or behavioral disorders.