Abstract Todays schools are increasingly multicultural and multilingual, with students from diverse social and ecnomomic backgrounds. Educators serve students with different motivations for engaging in learning, behaving positively, and performing academically (Weisberg, 2016). Raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attetion to children's social and emootional learning (SEL). The purpose of this program evaluation was to...

Abstract The post-pandemic return to school posed many challenges for educational leaders. Administrative teams had to come up with plans to close achievement gaps created by an extended period of remote learning. One suburban New Jersey high school identified at-risk students and created an Academic Mentoring Support (AMS) program as an intervention. Once students were identified by their mathematics grades, they were placed in the Academic Mentoring Support classes as part of their regular...

Abstract The COVID-19 crisis and subsequent school closures forced many districts to make a rapid switch from traditonal in-person schooling to remote virtual learning instruction. The move to virtual learning was an espcially significant change for those students and families actively struggling with school refusal — a type of chronic absenteeism that is emotionally based. Historically, interventional strategies in school refusal cases have been predominantly aimed toward the goal of returning to...