News: Trauma-Sensitive Schools

Research Does Not Support Growth Mindset Strategies in the Classroom

New Blog summarizes new meta-analytic research showing that growth mindset interventions’ effects on students’ academic achievement are likely due to inadequate study designs, reporting flaws, and inte...

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The Academic and Social-Emotional Impact of Multiple Moves on Students in Poverty

This Blog discusses the research and real academic, social, emotional, and other impacts of the multiple moves often experienced by students who live in poverty. Educators are encouraged to “seek firs...

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Reviewing Three New Studies on Student Discipline, Disproportionate Office Referrals, and Racial Inequity

New Blog discusses three new studies on student safety and classroom discipline, disproportionate office referrals and school suspensions, and racial equity and students’ need for social-emotional sup...

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The Blog-Year in Review: Politics and the Pandemic, SEL and MTSS, Race and Disproportionality

The 23 Project ACHIEVE Blogs written in 2021 are organized into four themes that summarize the issues and needs for education come 2022. The themes are: (a) Politics, the Common Good, and How the Past...

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A Setting is NOT an Intervention: It’s Where the Real Intervention Has the Highest Probability of Success

The Pandemic has altered how different settings in a school are organized, and this Blog emphasizes that where students and staff are placed is not as important as what happens once there. The Blog ap...

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How Have Districts Tried and Failed to Eliminate Disproportionate Discipline Rates for Students of Color and With Disabilities? It’s Not About the Plan, It’s About What’s IN the Plan

Blog reviews comparative study analyzing interventions in 41 districts to decrease disproportionate discipline referrals for students of color and with disabilities with 41 matched districts with low...

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