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Article 1-Reciprocal Relation Between Health and Academic Performance in Children Through Autoregressive Models

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Article 1-Reciprocal Relation Between Health and Academic Performance in Children Through Autoregressive Models

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Lynn, C. J., McKay, M. M., & Atkins, M. S. (2021). School-based mental health services for children living in poverty: The need for social–emotional learning and multi-level support. School Psychology Quarterly, 36(1), 15–26. https://doi.org/10.1037/spq0000409

This study examines the effectiveness of school-based mental health services in urban schools serving low-income populations. The researchers used a mixed-methods approach including surveys and interviews with students and counselors. Results showed that combining SEL programs with accessible in-school mental health services led to improved emotional regulation and reduced behavioral referrals.

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Reciprocal relation between health and academic performance in children through autoregressive models.

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Miller, G. E., & Lampel, A. K. (2014). Group counseling for children experiencing divorce: A practical model. The Journal of Counseling & Development, 92(2), 168–175. https://doi.org/10.1002/j.1556-6676.2014.00167.x

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Article 1-Group Counseling for Children Experiencing Divorce: A Practical Model

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Article 1-Group Counseling for Children Experiencing Divorce: A Practical Model

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This article explores a structured group counseling intervention designed for elementary and middle school students navigating parental divorce. The study used qualitative feedback and pre-/post-surveys to assess changes in students’ emotional processing and classroom behavior. The results showed increased peer support and improved emotional regulation after six sessions.

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Article 2-Impact of School-Based Health Centers on Students with Mental Health Problems

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Article 2-Impact of School-Based Health Centers on Students with Mental Health Problems

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Guo, J. J., Wade, T. J., Pan, W., & Keller, K. N. (2008). School-based health centers: Cost-benefit analysis and impact on health care disparities. American Journal of Public Health, 98(9), 1616–1622. https://doi.org/10.2105/AJPH.2007.127886

This study evaluated the impact of School-Based Health Centers (SBHCs) on mental health services and psychosocial health-related quality of life (HRQOL) among students. Utilizing a quasi-experimental time-series design, the researchers compared intervention and control schools over several years. Findings indicated that SBHCs increased access to mental health services and improved HRQOL, demonstrating their effectiveness in addressing student mental health needs.​

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Impact of School-Based Health Centers on Students with Mental Health Problems

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School-based health centers (SBHCs) play an increasingly major role in providing mental health services for students. This study evaluated the impact of SBHCs on mental health-care services and psychosocial health-related quality of life (HRQOL).…

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Article 3-Effects of School-Based Mental Health Services

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Article 3-Effects of School-Based Mental Health Services

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Reback, R. (2023). Effects of school-based mental health services on youth outcomes. Journal of Human Resources, 59(S), S256–S289. https://doi.org/10.3368/jhr.59.S1.0321-11580R1

This study employed a difference-in-differences design using 19 years of data to assess the impact of school-based mental health services (SBMH) on various student outcomes. The analysis revealed that SBMH increased outpatient mental health service use and reduced self-reported suicide attempts among students, highlighting the positive effects of SBMH on youth mental health and well-being.​

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Effects of School-Based Mental Health Services on Youth Outcomes

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School-based mental health services (SBMH) may increase students’ access to care, which could yield benefits for mental health status and human capital-related outcomes. We use a difference-in-differences design with 19 years of survey and administrative data to estimate the impacts of SBMH on a range of K–12 student outcomes. SBMH increases average outpatient mental health service use and reduces self-reported suicide attempts. There is weaker evidence that SBMH reduces suspensions and juvenile justice involvement and no evidence that SBMH affects average attendance, standardized test scores, or self-reported substance use.

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Article 1-Social and Emotional Learning during Early Adolescence: Effectiveness of a Classroom-Based SEL Program for Middle School Students

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Article 1-Social and Emotional Learning during Early Adolescence: Effectiveness of a Classroom-Based SEL Program for Middle School Students

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Smith, B. H., & Low, S. (2021). Effectiveness of a classroom-based SEL program for middle school students. Journal of School Psychology, 85, 1–12. https://doi.org/10.1016/j.jsp.2020.12.001

This randomized controlled trial assessed the "SPARK" Pre-Teen Mentoring Curriculum's effectiveness among 357 middle school students. The study found significant improvements in students' communication, decision-making, problem-solving skills, emotional regulation, and resilience, demonstrating the program's efficacy in enhancing SEL competencies.​

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ERIC - EJ1294178 - Social and Emotional Learning during Early Adolescence: Effectiveness of a Classroom-Based SEL Program for Middle School Students, Psychology in the Schools, 2021-Jun

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Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health-related difficulties. Strengthening students’ social and emotional competencies through the delivery of school-based Social and Emotional Learning (SEL) programs has been suggested as one strategy for promoting positive development and preventing negative outcomes. In particular, the delivery of developmentally appropriate and evidence-based SEL programs at the universal level of tiered supports has the potential to benefit many students. The current study presents findings from a randomized controlled trial of the Speaking to the Potential, Ability, and Resilience Inside Every Kid (SPARK) Pre-Teen Mentoring Curriculum for 357 students from two schools. Results revealed that students who received the curriculum showed

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Article 2-Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects 

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Article 2-Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects 

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Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

This meta-analysis investigated the long-term impact of SEL interventions. The results showed that students maintained improved social skills, attitudes, and academic performance up to 18 months after program completion.

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Abstract

This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories.

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national center for biotechnology information

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Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects - PubMed

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This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventi ...

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Article 2-Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action 

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Article 2-Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action 

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Astor, R. A., Jacobson, L., Benbenishty, R., & Pineda, D. (2016). Supporting students in military families during times of transition: A call for awareness and action. Professional School Counseling, 20(1), 36–43. https://doi.org/10.5330/1096-2409-20.1.36

This article outlines the unique challenges faced by students in military families, such as frequent relocations and parental deployments. The authors emphasize the critical role school counselors play in recognizing and addressing these challenges. They advocate for increased awareness and proactive measures to support military-connected students, including implementing school-wide policies and practices that foster a supportive environment during times of transition.​

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Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action - Rebekah F. Cole, 2016

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Throughout their time in school, students in military families face many challenging periods of transition, which include deployments, relocations, and the fami…

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Article 3-Helping Children Cope with Divorce, Death, and Deployment 

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Article 3-Helping Children Cope with Divorce, Death, and Deployment 

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Ginsburg, K. R., & Jablow, M. M. (2020). Helping children cope with divorce, death, and deployment. Pediatrics in Review, 41(2), 93–103. https://doi.org/10.1542/pir.2018-0303

This article provides guidance on supporting children through significant family transitions, including divorce, death, and parental deployment. It discusses the emotional and behavioral impacts of these events on children and offers strategies for caregivers and professionals, such as school counselors, to help children navigate their feelings and maintain stability. The authors highlight the importance of open communication, routine maintenance, and professional support in fostering resilience during these challenging times.​

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Helping Children Cope with Divorce, Death, and Deployment

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During the past decade, pediatricians have increasingly incorporated the social-ecological model of health into their practices, recognizing the profound interactions between environmental and individual factors in child health outcomes. Despite a growing awareness of the social determinants of health, comparatively little attention has been given to the impact of a child being separated from a parent, despite the fact that more than 1 million American children experience divorce, death of a parent, or deployment of a parent each year.Although divorce, parental death, and deployment arise from dramatically different family circumstances, each of these events can have lasting effects on involved children. For pediatricians, routine health supervision visits should include surveillance of stressors associated with either a current or impending separation, as well as the social and familial changes that can occur before, during, and after such experiences. When assessing a child undergoing a temporary or permanent separation from a parent, a pediatrician should be aware of the health risks experienced by the child, as well as being prepared to offer an appropriate palette of options for support to the child and caregiver(s).Special attention should be given to a patient’s developmental stage because children of different ages will present with sequelae of varying types and severities. For example, developing secure attachment to caregivers is an important feature of infancy and early childhood; thus, a change in a child’s day-to-day routine or the presence or absence of particular caregivers may result in increased fussiness or irritability, regression of developmental milestones, or disturbance in sleep and feeding patterns. As children mature, their understanding of parent separation likewise evolves. For example, in the context of divorce, older children will have an increasing understanding of the permanence of divorce as well as the abstract and complex issues involved. For adolescents, increased risk-taking behavior, poor school performance, depression, or anxiety can be associated with all types of parent separation.Beyond developmental factors, family and social risk factors are also relevant. In the case of the bereaved child, the preceding levels of family cohesion are strong predictors of behavioral and emotional symptoms after a parent’s death. With divorce, children with an easy-going temperament and average or higher cognitive abilities are better able to seek out support and adapt to change. When a parent is deployed, the nondeployed parent’s ability to engage his or her own support systems influences the child’s own behavior and coping. Conversely, numerous negative risk factors increase the possibility of poor health and behavior outcomes. For example, any parent separation can exacerbate financial difficulties and the ability of a remaining parent to find adequate child care. A child may encounter disrupted family or community supports and experience maladaptive parenting behaviors due to the caregiver’s own mental health needs, which may or may not be related to the separation. In addition, health-care providers should be alert to the risk of neglect and abuse, which are increased in the period during and after a military deployment.The behavior changes associated with divorce or death generally last for 6 to 12 months, followed by a return to the child’s previous function by 2 to 3 years. However, somatic (nonspecific complaints such as stomachaches or headaches) and behavioral (includes problems with school, attention, mood, anger, sleep, eating disorders, or substance abuse) symptoms can persist or return in the context of special days such as birthdays or holidays or with additional stressors such as family conflict or new living situations. In addition, divorce and death can result in long-term sequelae related to difficulty with long-term relationships (both as an adolescent and later as an adult), an increased risk of suicide, and persistent academic and behavioral problems. However, although there are many similarities in the way that a child responds to the absence of a parent, the social particularities of each type of separation can also result in differences in long-term behaviors and well-being.Divorce can be a dynamic process, introducing new conflicts and transitions as the relationships between parents and children evolve, such as the introduction of a stepparent or changes in school or home environments. The presence of parental conflict can be a particularly detrimental factor compounding the stress of these transitions. Witnessing conflict exposes children to toxic stress, and persistent negativity between parents can disrupt parental attachment, forcing children to feel the need to take one parent’s side over the other. In addition, because children are often caught in the middle, they can experience increased anxiety related to blaming themselves for the separation and feeling burdened with facilitating their parents’ reunification.In contrast to the often unpredictable chronology of divorce, the stresses of deployment tend to be concentrated at discrete points, most commonly times of deployment and reintegration. Of the more than 1 million service members with children who have been deployed to Iraq and Afghanistan, 48% of them served 2 or more deployments, with the average deployment lasting 7.7 months. The deployments were followed by a 3- to 6-month period of reintegration, where 44% of service members reported readjustment difficulties, with similar percentages describing strains on family life (48%), outbursts of anger (47%), and posttraumatic stress (49%). Much of the stress around reintegration is related to adjustment to the changing familial roles that arise during a deployment as well as the developmental transitions that a family member may have missed while deployed, such as infants who have developed new tantrums or increased independence while the parent was away. Younger adolescents seem to have the most difficulty with reintegration because they may be required to relinquish authority and responsibility that they had assumed in their family during the absence of the deployed parent.Children experiencing the death of a family member can move through predictable stages of grief that can vary in length according to the developmental stage of the child and the particulars of their environment. In general, children may require extra support from families and clinicians for feelings of guilt and abandonment during the initial stages of grieving as they learn not only to accept the immediate reality of loss but also the longer-term implications of the loss on their family and community. In addition, they can experience loneliness when caregivers withhold information in an attempt to protect them from the distressing details of the parent’s condition or when the surviving parent hides his or her emotions in an attempt to protect, but the child unfortunately ends up grieving alone. In the later stages of grieving, children will begin to reinvest in new relationships and return to developmentally appropriate activities; however, families should be alert for the return of pain and grief as children go through important events in their lives.Due to the complex interplay of medical, developmental, and social factors in parental separation, intervention requires an individualized approach. However, certain principles will be helpful in a broad range of scenarios.First, children have great capacity for resilience. A strong system of support should be encouraged that includes parents, other family members, peers, and professionals. Programs of varying intensities and lengths exist, including parent-child counseling, support groups, camps, writing activities, group-based interventions, and interactive online modules. Specific programs to address divorce, death, and deployment have been developed to shepherd families through the distinct adjustments that each type of separation can require. Military bases offer a robust set of resources for families living nearby, although in the case of reservists (ie, National Guard), it is possible that a family could live far from a military community and see more benefit from web-based resources. In addition, schools can be valuable partners in providing support and assessment.Second, separation from a parent may be the most traumatic and life-changing event that has ever happened to a child. Parents should be counseled to prioritize compassion and transparency because children need to sense that their caregivers are trustworthy and that their world will retain a semblance of order. Children as young as preschool should be given honest and appropriate information. Caregivers should provide children with information about how changes in their family will affect their day-to-day lives; children should be invited to share their feelings and have their questions patiently answered. Difficult concepts such as death, divorce, or an impending deployment should be explained in developmentally appropriate terms because children will attempt to fill in gaps in knowledge by themselves if information is withheld; often their imagined narrative can perpetuate a fear of further abandonment or self-blame. If parents feel ill-equipped, health-care providers, school staff, or religious leaders can assist in facilitating these conversations.Such honest discussions can be particularly valuable when there is an opportunity for gentle, developmentally appropriate end-of-life information to be given to a child before the death of a parent. Such conversations, in conjunction with opportunities to be physically present with the loved one, can allow the dying parent to play an important role of comforting the child in his or her grief.Third, children should be provided with as much consistency as possible in the midst of a changing environment. Children from infants to adolescents will benefit from maintenance of a consistent schedule, reliable demonstrations of affection, good 2-way communication, and regular quality time with their caregiver. Children may test behavioral boundaries with a different or newly single caregiver; nonetheless, discipline techniques should remain clear and consistent.Finally, parents and caregivers should also consider their personal self-care, particularly with respect to mental health. In the case of divorce, a child’s successful adjustment requires minimizing exposure to conflict and prioritizing cooperative parenting. For bereaved children, depression in surviving parents is a strong predictor of behavior disturbance in preschoolers. Regarding deployment, the challenge of separation is often exacerbated by injuries such as posttraumatic stress disorder and traumatic brain injury, the “invisible wounds” that expose family members to the secondary trauma of war.Separation from parents is a distressing but common occurrence for children in America and throughout the world. Pediatricians are strategically positioned to identify children experiencing parental separation and should be prepared to offer effective education and resources to ensure optimal adjustment to the changes taking place in the life of a family.COMMENT: Assisting a patient and family with the grief and suffering associated with separations may be one of the most rewarding journeys that we embark on as pediatric health-care providers. However, patients and families may not always think to inform us of these experiences or may be initially reluctant to share this information. Hence, it is critical for health-care providers to take the initiative to ask at each visit about family stressors and separations. Although limited time during encounters is always an issue, it is inevitably time well spent in these circumstances. This may be one of our most important roles as child advocates and understanding the dynamics of the families that we serve. Using our skills to listen carefully and to be fully present enables us to provide guidance, support, and resources that will strengthen the longitudinal relationship that we value in our role as healers while simultaneously improving the quality of the lives of our patients and their emotional health.

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Article 3-Social Emotional Learning in Middle School: Developing Evidence-Based Programs

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Article 3-Social Emotional Learning in Middle School: Developing Evidence-Based Programs

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Rosen, J. A., Hudson, K., & Jones, S. M. (2022). Social emotional learning in middle school: Developing evidence-based programs. RTI Press Occasional Paper. https://doi.org/10.3768/rtipress.2022.op.0035.2202

This paper reviews the current state of SEL programs in middle schools, highlighting the need for evidence-based interventions. The authors discuss the challenges in developing effective SEL curricula and provide recommendations for creating programs that address the unique developmental needs of early adolescents.