Can a school-wide social-emotional learning and literacy program improve how classrooms function? Do the effects of the program also extend to non-classroom school settings?
Research on Asian American children presents an interesting paradox: while they tend to do well academically, they tend to adjust poorly psychologically.
Funding was provided for a technical report from a previously funded grant, “Positive Youth Development: Research Synthesis and Dissemination of Key Findings.”
Can trained, informal mentors reduce the rates of substance use among rural African Americans making the transition from adolescence to adulthood? Are informal mentor relationships more effective than simply training families to be supportive of these young adults?
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.
