Congratulations to the 2022 SPR Outstanding Reviewers! We're grateful for your outstanding contributions to research in the profession. @LindsayFallon @sycarahfisher Oliver Edwards, Jeffrey Brown, Zhaojun Teng, and Jill Dawes #SPRBeTheChange #NASP2023

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Call for submissions! 📣 Submit your manuscript on this special topic to improve research that is practical and fuels implementation of culturally-responsive practices:

This study evaluated the consistency of relations between school climate and academic and behavioral outcomes across racial/ethnic student groups using the Authoritative School Climate model. Read the full article and results:

Concern exists that participating in lockdown and active shooter drills may be traumatizing for students. This study examined anxiety levels in one high school and the findings may have implications to provide more guidance about conducting drills.

SPR Volume 53, No. 6 is now online! This special topic section focuses on safe and supportive schools, delving into topics like lockdown drills, bullying, sexual violence, and more. Read all 10 articles now.

This study found the benefits of fidget devices in the school setting for improved academic or behavior to be negligible. There was a wide range of both positive and negative effects when using them.

This analysis of 209 IEPs for students with ADHD found consistency in academic interventions and goal setting but a significant gap in measurable goals for social, emotional, and behavioral difficulties:

This research evaluated the use of the New Jersey School Climate Improvement Survey to identify a school climate improvement process with progress monitoring over time:

This meta-analysis looks at preschool developmental outcomes of child-focused interventions in rural settings. Moderation analyses found more pronounced results for students of color and those enrolled in Head Start.

How SEL sounds in theory may not always align with how it looks in schools. This study examines how SEL teaching methods correlate with students' SEL competency.

Teachers' attitudes towards bullying, classroom climate, and students' own prosocial behaviors all influenced peer victimization in this study. An authoritative classroom environment was associated with reduced peer victimization.

This MTSS-B framework had little positive effect on school climate, and led to negative staff perceptions in middle schools where MTSS-B fidelity was already high.

SEL competencies had the highest buffering effect for Hispanic/Latinx immigrant males in this study of four subgroups, suggesting the importance of developing SEL skills to protect against victimization and substance use.

In a study of Chinese elementary school students, peer victimization was a predictor of mental health difficulties six months later. This emphasizes the importance of prevention for improved overall student well-being.

SEL is only as powerful as its implementation. This study highlights barriers a study school experienced that are consistent with peer-reviewed research, suggesting the importance of supporting implementation as much, or more than, outcome-based research.

Teacher-student relationships are a predictor of children's social behavior with peers concurrently and in the future. This study demonstrates the positive affect beyond early childhood:

While equitable school climate is critical, the positive impact it has is weaker for some populations, particularly Black students. In this study, gender also had an effect.

This study found Chinese students with strong relationship skills, responsible decision-making, self-management, and other SEL competencies experienced less bullying victimization and problematic Internet usage than peers:

For these 9th grade students, school climate was a significant predictor of students' hope and academic motivation, self-efficacy, academic self-concept, and more. Attitude toward teachers determined outcome, more than attitude toward school.

This study presents the importance of examining school climate for students with intersecting marginalized identities. Black girls with IEPs rated peer and adult social support and cultural acceptance lower than those without IEPs.