Can empowering teachers and school leaders with evidence about the drivers of racial/ethnic disparities in their school improve their school discipline practices and policies?
The investigators will examine the relationship between supportive classroom environments and positive youth development and analyze participants’ perceptions of classroom environment and how the differences relate to student academic and social development across early adolescence.
Can a school-based emotional literacy intervention produce setting-level changes in social processes between students and teachers? Will these changes enhance social, emotional, and academic competence?
Can the academic performance of Black students be increased using interventions designed to reduce their stress and anxiety about being negatively stereotyped?
The William T. Grant Foundation invests in high-quality research focused on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people in the United States.
