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.”
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.
