Does the influence of classroom stressors and supports on mental health differ depending on biological sensitivity? Does the impact of a school intervention on mental health differ depending on youth’s biological sensitivity to their environments?
What role do the social climates of classrooms and non-instructional settings (e.g., lunchrooms, playgrounds, and hallways) play in predicting youth risk behaviors and outcomes?
Support was given to Morningside Center for a collaborative project with the University of Virginia to continue to develop and bring to scale the CLASS/My Teaching Partner as a tool for the professional development of teachers.
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?
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.
