Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students' sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

School personnel have historically exhibited universal practices, where assumptions of "one-size-fits-all" prevail. The limitations of this approach are evident when school personnel attempt to apply universal practices to students from underrepresented and historically marginalized populations. In this article, we describe the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi & Hitchcock, 2016; Nastasi et al., 2004), a 10-phase process for developing culturally responsive practices. PCSIM uses an interdisciplinary approach to program development for social and cultural change, with an emphasis on participation and the intersection of culture and context. This article presents four examples of mental health prevention and intervention projects that used PCSIM in schools and communities to address issues of equity for this group, including urban African American students, lesbian, gay, bisexual, transgender, queer/questioning, and other sexual and gender identities youth, and individuals with developmental disabilities. This article concludes with lessons learned and suggestions for practitioners and researchers when applying PCSIM to address issues of equity for these groups through collaborative program development, implementation, and evaluation. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

School psychologists take on many tasks and responsibilities in their practice, whether that be in schools, clinics, or private practices. In this role, they risk experiencing ongoing stress that can result in burnout. Although previous literature on this topic has mentioned methods of coping with stress and preventing burnout, there has been little research on the impact of mindful self-care methods on levels of stress and burnout in school psychologists. Using data from a sample of 350 practicing school psychologists, this research examined the interplay of mindful self-care with stress and general and specific features of burnout in school psychologists. School psychologists reported moderate to high levels of stress, general burnout, and emotional exhaustion. They reported engaging in mindful self-care activities 2-3 days per week, on average. Moderation analysis revealed that the interaction of mindful self-care and stress was not a statistically significant predictor of general burnout; however, it was a statistically significant predictor of emotional exhaustion. The interaction terms represented small to medium effect sizes, respectively. Mindful self-care appeared to strengthen the relationship between stress and emotional exhaustion. These findings indicate that, despite experiencing notable work-related stress, school psychologists do not appear to be reaping the potential benefits of mindful self-care in terms of decreased feelings of emotional exhaustion at high levels of stress. Because mindful self-care is not a comprehensive solution to burnout among school psychologists, systemic changes should be made to their work environments and their expectations to address the stress and burnout they experience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The use of self-report measures evaluating social, emotional, and behavioral risk can be an important element of universal screening with older children and adolescents. Research has demonstrated discrepancies between teacher ratings and student self-report ratings of social, emotional, and behavioral risk, which commonly result in incongruent risk classifications. The present study explored classification incongruence and informant discrepancies on the teacher- and student self-report versions of the Social, Academic, and Emotional Behavior Risk Screener. Screening data from over 600 high school students and their homeroom teachers were examined. Results showed classification congruence was highest for the Social Behavior subscale and lowest for the Emotional Behavior subscale of the Social, Academic, and Emotional Behavior Risk Screener, with teachers endorsing lower levels of risk compared to students. Analysis of potential sociodemographic predictors of informant discrepancies indicated that grade, sex, free and reduced-price lunch eligibility, 504 plan status, and special education status were significant predictors of classification incongruence on at least one Social, Academic, and Emotional Behavior Risk Screener subscale. Implications for practice and limitations are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, a summary of the last 5 years is provided regarding journal impact and use, award winners, special topics, and editorial leadership. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The COVID-19 pandemic created unique challenges for adolescents, impacting their well-being. The present study sought to answer the questions: (a) What are the latent classes of youth according to their self-reported adverse experiences during the COVID-19 pandemic? (b) To what extent do behavioral health outcomes differ across these latent classes? And (c) to what extent do youth sociodemographic characteristics predict latent class membership? This study used data from a nationally representative sample of United States high school students who completed the Adolescent Behaviors and Experiences Survey in early 2021. Latent class analysis categorized youth based on their self-reported pandemic-related adversities, including parental and personal job loss, food insecurity, physical and verbal abuse in the home, social disconnection, and difficulty with schoolwork. Most participants were assigned to the class labeled followed by the class, and finally, the class. Across the three classes, significant differences in proportions of latent class members reporting poor mental health, increased alcohol use, and increased drug use during the pandemic were found. In addition, identifying as lesbian, gay, bisexual, or questioning was consistently associated with higher odds of membership in a higher risk latent class. Conducted to inform school crisis preparedness efforts, this study highlights opportunities for strengthening universal and targeted prevention systems, and tailoring supports for student subpopulations during societal crises and schooling disruptions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Different types of math interventions and outcomes naturally yield quantitatively and qualitatively different impacts: Some interventions may produce rapid change whereas others may promote the gradual accumulation of skills. Visual and quantitative analyses require greater continuity to understand the different nuances across types of intervention impacts that may emerge. In the present study, we use data from two separate math interventions among secondary students to examine how Bayesian multilevel models can more effectively integrate both visual and quantitative analysis of single-case designs to quantify and visualize uncertainty. We demonstrate that Bayesian models can augment the analysis of single-case designs without compromising the technical sophistication of quantitative analyses or the interpretive ease of visual analysis. These methods also help understand the degree of uncertainty in effect magnitude, which is especially important when considering the variety of ways effects may emerge in math interventions. We discuss limitations and future directions of the alignment of Bayesian modeling with visual analysis procedures for single-case math interventions and beyond. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Generative artificial intelligence (AI) applications are becoming increasingly influential in psychology training, practice, and research. In this study, the procedures (e.g., coding process) and products (e.g., codes, categories, themes, core story) of a qualitative content analysis (QCA) conducted by Chat Generative Pre-trained Transformer (ChatGPT)-4 and novice human researchers were compared, and advantages and disadvantages of each approach were considered. Data included open-ended survey responses from trainers ( = 60) in school psychology programs regarding assessment practices during the COVID-19 pandemic. Findings indicated that ChatGPT-4 conducted QCA with products that were similar, overall, to human coders and in significantly less time. However, ChatGPT-4's process was not transparent, and some codes and themes were unclear. Meanwhile, human coding allowed for the selection and implementation of a purposeful, coherent methodological approach and an auditable and systematic process resulting in defensible themes. Considerations for the use of AI in qualitative research are considered and discussed, and future research directions are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This study investigated the stability of dual-factor mental health (DFMH) profiles over an academic quarter (i.e., 3 months) in a sample of 444 high school students residing in suburban areas of the western United States. Utilizing latent transition analysis, three DFMH profiles were identified, complete mental health, troubled, and high internalizing problems. Students categorized within the complete mental health and high internalizing problems profiles exhibited high levels of stability, with 94% to 96% of individuals remaining within the same profile after a 3-month period. Conversely, 27% of students initially classified within the troubled profile displayed improved mental health outcomes, transitioning to the complete mental health category. These findings underscore the prevalence of stable DFMH profiles among most students over a 3-month period. The observed transition patterns inform the timing and frequency of universal school-based mental health screening practices. In addition, the high stability of students within the high internalizing problems profile highlights the importance of closely monitoring this group's symptoms and implementing targeted school-based interventions to address internalizing distress. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

During the 2020-2021 school year, U.S. students alternated between in-person and remote learning due to the COVID-19 pandemic. This study investigates whether differences in students' engagement across learning modalities were mediated by positive affect, negative affect, and stress. Using data from 639 adolescents (Grades 7-12) collected via a multiburst daily-diary design (30 days in total), multilevel mediation models were used to examine within-person differences in behavioral, cognitive, emotional, and social engagement. Students reported lower engagement and positive affect on days they attended remote versus in-person learning. Results pertaining to negative affect and stress were nonsignificant. Positive affect partially mediated the association between learning modality and all engagement dimensions. Results suggest that the decrease in engagement associated with remote learning is driven by reduced positive emotional experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Trauma-informed professional development (PD) equips educators with the knowledge and skills to support students affected by trauma while fostering safe and inclusive school environments. However, the variability in trauma-informed PD design, delivery, and outcomes, as well as the inconsistent integration of culturally responsive, antiracist, and equitable (CARE) content, raises questions about its capacity to prevent and address trauma effectively. In this systematic narrative review, 24 peer-reviewed studies were synthesized to examine trauma-informed PD in U.S. K-12 schools and highlight the presence and depth of CARE content in each PD. The findings of this review indicate significant variability in trauma-informed PD characteristics and inconsistent integration of CARE content. These findings underscore the need for more standardized approaches to trauma-informed PD that embed CARE content comprehensively and address the systemic and cultural dimensions of trauma. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

There have been numerous calls within school psychology and related fields to evaluate the demographic representation of their institutions and initiatives. Currently, little is known about the demographic composition of the editorial boards supporting school psychology journals. Three studies were completed during 2023 and 2024 to address demographic representation across seven school psychology journals. Study 1 analyzed the names of 636 editorial board members to estimate the representation of scholars of color, women, and gender-diverse scholars. Study 2 surveyed board members to estimate representation of scholars of color, women, gender-diverse scholars, sexual minority scholars, scholars with disabilities, and multilingual scholars. Study 3 surveyed journal editors about the composition of their editorial boards. Across studies and journals, results revealed that women composed 56%-61%, scholars of color composed 24%-29%, scholars with disabilities composed 23%, multilingual scholars composed 16%, sexual minority scholars composed 11%, and gender-diverse scholars composed 0.2%-0.4% of editorial board members. One third of board members had two or more intersecting marginalized identities, including 14%-17% who were women of color. Variation in marginalized scholars' representation underscores the need to continue to prioritize and support marginalized board members through advocacy and integration of feedback from its members. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Universal screening for social-emotional and behavioral health risk is a key part of a comprehensive multitiered system of support. This study was conducted to examine the incremental predictive validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) on spring academic outcomes and to examine the disproportionate identification of students using SAEBRS. To answer these questions, we used data from a single elementary school and conducted mixed-effects models to account for students nested in teachers. SAEBRS risk status did not significantly predict spring reading scores; however, being at risk on the SAEBRS predicted lower spring math scores ( = -0.210) after controlling for fall math scores, attendance, grade level, and special education status. When examining race/ethnicity, biological sex, and special education status on SAEBRS risk status, only special education status significantly predicted risk on the SAEBRS ( = 1.004; odds ratio = 2.728). Limitations, future research, and implications are explained. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Artificial intelligence (AI) is becoming increasingly integrated into professional settings, yet little is known about its use in school psychology. As AI technologies continue to evolve, understanding how school psychologists are incorporating them into their practice is essential for guiding ethical and effective implementation. This study surveyed 199 school psychologists across the United States during 2024 to examine their current use of AI, attitudes toward its application, and perceived ethical and practical concerns. Results indicate that while some practitioners have adopted AI for tasks such as report writing, data analysis, and communication, many remain hesitant about its use due to concerns about privacy, bias, and the need for clear professional guidelines. Despite growing interest in AI's potential to enhance efficiency and streamline workflows, formal training and institutional policies on AI use remain limited. Findings highlight the need for clearer guidance, professional development opportunities, and ethical considerations to ensure AI's responsible integration into school psychology. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Recommendations, resources, and policy for schools to implement a continuum or multitiered system of prevention and intervention supports (MTSS) for academic, behavioral, and mental health functioning continue to increase. Accurate and meaningful data, including universal screening, are a central component of MTSS and must perform consistently across racially and ethnically diverse student groups. The present study examined scores from the Behavior Intervention Monitoring Assessment System-Second Edition, a universal mental health screening tool used widely in large, racially diverse school districts, as a function of student race to identify any differential functioning in the assessment. Participants included 1,168 students (68% Black and 32% White) rated by their 4- or 5-grade teacher across nine elementary schools in a partnering school district in the Southeastern United States. Results from an item response theory approach using differential item functioning revealed several items with differential item functioning by student race on subscales included in the measure's Behavioral Concerns Scale and Adaptive Scale. In addition, differential item functioning items were found to impact students' risk status in these domains, specifically the Negative Affect and Social subscales, as well as all items on Academic Functioning performing differently between groups. These findings are problematic for using the Behavior Intervention Monitoring Assessment System-Second Edition as a universal mental health screening assessment in the MTSS of a racially diverse school or district. Future research should explore other facets of the Behavior Intervention Monitoring Assessment System-Second Edition and similar screening instruments that may be driving differential ratings including improvements to the instrument and efforts to mitigate misidentification. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Incremental rehearsal (IR) is a drill intervention that supports acquisition and fluency in basic academic skills according to prior research and a meta-analysis. The objectives of this updated and expanded systematic review and meta-analysis were to investigate the effectiveness and efficiency of IR, implementation and methodological characteristics, and whether IR can be considered an evidence-based practice. Thirty-six single case design and 24 group design studies were included, with 1,305 participants total. Within the meta-analysis, random effects models were used to estimate the effects of IR. IR resulted in large effects overall in group design and combined (group and single case design) analyses. For the group design analysis, = 0.856, 95% CI [-0.14, 1.85], = .09, τ² = 3.71. For the combined analysis, ES = 2.453, 95% CI [0.47, 4.44], = .02, τ² = 10.5. IR was determined to be a practice with mixed evidence based on the findings of 10 methodologically sound studies. Additionally, IR was found to be less efficient in delayed retention than other drill interventions and similarly efficient to IR modifications. Moderator analyses did not identify statistically significant moderators of IR's effects, although these analyses were likely impacted by variability in effect sizes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Manifestation determination reviews (MDRs) are federally mandated as a condition of extended removal for students with disabilities. Despite the potentially significant consequences MDRs hold for students with disabilities, data on the role that biases play in these high-stakes decisions are limited. This investigation sought to elucidate potential biases affecting MDRs across 105 school districts ( = 517) using two newly developed MDR measures assessing MDR knowledge and perceived student intentionality. In an online investigation using experimental and cross-sectional strategies, school personnel made MDR decisions after being randomly assigned to read a vignette about a Black or White student who might have acted out due to an emotional disability. Results revealed that racial and stigmatizing biases covaried with MDR decisions. Higher MDR substantive knowledge (whether the student's misconduct was a manifestation of their disability) was associated with a manifestation decision for the White student only. For both students, greater endorsement of student intentionality was associated with making more nonmanifestation decisions. Black students were held to a higher behavioral standard than White students when school personnel made local educational agency implementation failure decisions. Men school personnel were more likely to make nonmanifestation decisions and believed that the students had behavioral control and consequential awareness. Additionally, teachers endorsed more negative racial stereotypical beliefs about White and Black students than other school personnel. Our findings support the need to develop evidence-based training to help school personnel identify and address biases affecting MDR decisions, including measures that assess team members' knowledge and potential biases before these high-stakes decisions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Coping self-efficacy is linked to adaptive coping skills and improved psychological well-being, yet few studies have examined coping self-efficacy in African American adolescents. This study examined change over time in African American adolescents' coping self-efficacy and the extent to which social-contextual factors (maternal warmth and community violence exposure) and gender are associated with coping self-efficacy. Participants were 160 African American adolescents who resided in a large Midwestern city. Ninth-grade adolescents were followed through 10th grade and reported on coping self-efficacy, maternal warmth, and community violence exposure at four 6-month time intervals. Latent growth modeling was used to examine change over time in coping self-efficacy, along with the effects of social-contextual factors and gender on coping self-efficacy. Latent growth modeling results suggest that, on average, coping self-efficacy linearly declined over the course of ninth and 10th grade. Maternal warmth was associated with higher coping self-efficacy over time, whereas community violence exposure was not associated with coping self-efficacy. Girls reported a lower initial level of coping self-efficacy than boys at the start of ninth grade, but there was no difference in the slope (rate of change) of coping self-efficacy between girls and boys. Implications of study results for research and school based, culturally and contextually relevant coping skills intervention for African American adolescents are discussed. Study limitations and future directions are also described. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The underrepresentation and unique challenges of Asian and Asian American graduate students in school psychology remain an underexplored area in the literature. This study explores the practicum and internship experiences of Asian and Asian American graduate students in school psychology, focusing on their unique challenges, protective factors, and recommendations for improvement. Using qualitative methods guided by AsianCrit theory, interviews with 15 participants revealed pervasive racialized experiences, including microaggressions, stereotypes, and discrimination, which negatively impacted their confidence, well-being, and performance. Participants highlighted barriers such as cultural differences, limited integration into practicum sites. Protective factors included cultural humility, bilingual skills, and support from supervisors, peers, and faculty. Participants emphasized the importance of fostering inclusive practicum environments, addressing racial inequities, and enhancing culturally responsive training in school psychology programs. Discussion and practical implications were provided to better support Asian and Asian American students in their practicum and internship training. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

K-12 schools are well positioned to address rising mental health challenges among youth, and school and district staff (i.e., "educators") have important perspectives about youth mental health. There is a need for research to identify educators' specific areas of concern about youth mental health, particularly in the postpandemic context. The present study aimed to (a) identify the domains of student mental health that educators perceive as their top concerns and (b) describe how educators characterize their concerns within these domains. Quantitative and qualitative data were collected as part of a needs assessment regarding Tier I (universal prevention) and Tier II (targeted intervention) programming across the 48 public school districts within three counties in southeastern Pennsylvania eligible for a broader school mental health research initiative in these counties. First, 34 school district administrators completed a survey regarding their top priorities for student mental health within their district. Then, 39 district administrators and school staff (i.e., principals, teachers, student services staff) participated in semistructured interviews. We examined quantitative data descriptively and performed a conventional content analysis on qualitative data. Across both quantitative and qualitative results, educators identified anxiety as a top concern. Within this category, interviewees discussed anxiety related to the social and academic pressures of the school environment, performance anxiety, and perfectionism. Additionally, disruptive behavior, dysregulation, peer relationships, and trauma were also identified as top concerns. These results have implications for the selection and prioritization of mental health prevention and intervention programs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The purpose of this preregistered cluster randomized trial was to examine the effectiveness of a universal social-emotional learning program when implemented under routine conditions in second-grade class-rooms. Thirty-nine teachers and 332 students from 13 elementary schools participated in the trial. Teachers randomly assigned to the treatment condition taught self-selected units from the Social Skills Improvement System Social-Emotional Learning Classwide Intervention Program (Elliott & Gresham, 2017) while control teachers continued with business as usual. Teacher-completed rating scales and independent observations were used to assess students' positive and negative social behaviors, and a three-level random-intercept model was used to analyze the data. Results did not yield any statistically significant main effects, and most effect sizes were small in magnitude. Although direct observations of lesson implementation indicated a relatively high level of fidelity, the number of complete units and lessons varied across classrooms. Training and support also varied depending on each school's typical practices. Findings suggest that typical implementation practices and approaches to support delivery of universal SEL programs are less likely to yield student outcomes similar to those observed when such programs are implemented with higher levels of training, support, dosage, and adherence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

In this study, we examined the effects of Feel Your Best Self (FYBS) on classwide behavior. FYBS offers a flexible toolkit for teaching emotion regulation strategies that can be integrated into existing elementary classroom routines. Using an alternating treatment single case design, we investigated the effects of FYBS mini-lessons delivered during morning meeting compared to business-as-usual morning meeting on classwide behaviors in a kindergarten classroom. Results of systematic direct observation by external observers supported higher academic engagement and positive affect, and somewhat lower disruptive behavior, in the instructional period following morning meeting with FYBS mini-lessons. Results from direct behavior ratings completed by the classroom teacher were not as clear, with no differences noted for classwide frustration tolerance or flexibility. FYBS mini-lessons were delivered as intended and perceived as highly usable by the teacher. This study provides initial evidence that FYBS can be used to promote desirable classroom behavior and be integrated into existing classroom routines such as morning meetings. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

A significant majority of American adolescents use social media, with more than half checking their accounts frequently throughout the day. This study aimed to develop social media use profiles and assess their impact on adolescents' well-being, school connectedness, and academic performance. Social media use was evaluated through five indicators, including time spent online, perceived addiction, and its impact on schoolwork. School connectedness was measured using a reliable subscale from the Student Subjective Wellbeing Questionnaire, while emotional well-being and academic achievement were assessed using items on emotional well-being, academic well-being, grade point average, and sleep. Latent profile analysis identified social media use profiles (i.e., low, moderate, high) and their effects on these outcomes. Analyzing data from 27,336 U.S. adolescents across 83 schools during the 2020-2021 school year, results suggested that those who were in the high profile had significantly lower scores in school connectedness, emotional well-being, and academic achievement compared with infrequent users. High school students, girls, Black/African American, Latino/a/x, and socioeconomically disadvantaged youth were particularly at-risk for problematic social media use. The findings highlight the need for an enhanced school climate and support systems. Limitations and implications for school psychology research and practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Recent studies have identified processes of classroom emotional transmission whereby the emotions of one classroom participant are induced in others, with potential for teachers' emotions to transmit to students. However, the field still lacks a comprehensive understanding of exactly how teachers' emotions might surface in the classroom via key mechanisms to impact students, and in which contexts these processes occur. We investigated the mediating role of fourth-grade teachers' ( = 33) observed instructional quality in the associations among teachers' self-reported anxiety for teaching mathematics and their students' ( = 443) self-reported mathematics emotions and engagement. Participants were recruited from 14 public elementary students in a single state in the Southwestern United States. Schools across this state varied considerably in schoolwide socioeconomic status and racial/ethnic makeup. Path models with cluster robust standard errors revealed an initial association between teachers' Time 1 (early fall) mathematics anxiety and their students' Time 3 (mid-winter) mathematics engagement, as well as two indirect effects of teachers' Time 2 (mid-fall) instructional quality on students' Time 3 outcomes: Instructional quality fully mediated the initial association between teachers' mathematics anxiety and students' mathematics engagement and played an indirect role in the association among teachers' mathematics anxiety and students' mathematics enjoyment. Effect sizes were small, ranging from .03 to .04. Results can inform efforts by education researchers and practitioners to incorporate foci on emotions in future research and systems of teacher and student support. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The purpose of our study was to compare the effectiveness of rater training and statistical adjustment at mitigating rater effects and improving the accuracy of direct behavior ratings-multi-item scales (DBR-MIS) scores targeting academic engagement and disruptive behavior. Results from a many-facet Rasch measurement analysis with a sample of video clips of 15 middle school students rated by 10 graduate students indicated that raters significantly differed in their tendencies toward severity/leniency and that rater training was only successful at reducing between-rater differences on disruptive behavior. Unfortunately, neither rater training nor statistical adjustment improved DBR-MIS score accuracy when compared to direct observation, though improved accuracy was noted for ratings on a single DBR-MIS disruptive behavior item (i.e., "noisy"). School personnel may wish to consider rater training when using DBR-MIS to assess disruptive behavior, and future research should explore the use of statistical modeling to develop customized rater training that incorporates the idiosyncrasies of individual raters. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

A growing body of research has focused on teacher victimization, examining its prevalence and effects. However, no study has yet used network theory to examine the impact of teachers' networks with aggressive and violent students on psychological distress, burnout, and turnover intentions. Addressing this gap, we used egocentric network analysis and path analysis to explore (a) the structure (e.g., centrality, density) and characteristics (e.g., racial homophily, severity, frequency) of networks comprising aggressive and violent students and (b) their impacts on teacher psychological distress and burnout, subsequently influencing turnover intention. Five hundred and seven K-12 teachers were recruited from 42 U.S. states using snowball sampling, who collectively reported 1,703 aggressive or violent students. On average, each teacher experienced victimization from three different students. We found no tendency for those students to share racial or ethnic backgrounds with their victimized teachers. The network was also found to be not highly interconnected, pointing to individualized rather than group-based aggression and violence. Path analysis showed that teachers' network centrality with students exhibiting challenging behaviors was associated with increased psychological distress and burnout, which in turn was associated with turnover intention after controlling for demographic factors. Among teachers with aggressive and violent students, aggression frequency was linked to higher distress and burnout, while severity was associated with only burnout. Neither student network density nor racial similarity influenced these outcomes. Both stress and burnout were associated with teachers' turnover intentions. Implications for research, practice, and policy regarding teacher victimization were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This study explored the moderating roles of two types of teachers' aggression management strategies (i.e., aggression control and promotion of prosocial behavior) in the association between peer victimization and depressive symptoms among adolescents in China. Participants were 1,346 students ( = 13.84 years, = 0.90, 43.5% girls) from 37 classes in a public school located in a rural region of mainland China. Teacher strategy data was collected from the classroom head teachers ( = 33.21 years, = 6.95, 87.9% female teachers). Students reported their peer victimization experience and depressive symptoms. Results of multilevel modeling revealed that only teachers' aggression control moderated the link between peer victimization and depressive symptoms. The magnitude of the link between peer victimization and depressive symptoms declined for students whose teachers used more aggression control. The findings highlighted the importance of teachers' aggression management strategies in alleviating the distress of victimized youth. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. The purpose of this study was to again assess teacher perceptions on these same topics to determine the current landscape for supporting student mental health. Findings from a sample of 420 teachers indicate that the majority of teachers agree that schools should be involved in supporting the mental health of students. Most teachers also felt that they should be involved in implementing classroom interventions and social-emotional learning curriculum. Teachers continue to report that they do not have the knowledge to meet the mental health needs of students, in particular students from diverse backgrounds. The top areas for professional development were identifying mental health issues, classroom behavior management, and culturally responsive practices. The most identified mental health issue in schools was disruptive behavior problems. Finally, the vast majority of teachers now recognize the term evidence-based interventions/practices as compared to the prior study, but teachers note the same barriers to implementing mental health supports as over a decade ago. Implications for practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Due to the lack of culturally responsive social-emotional learning (SEL) interventions and the negative implications of discipline disproportionality of Black students in schools, there is a dire need to develop and implement SEL interventions that promote racial equity and align with the specific cultural needs of Black youth. This systematic review explores cultural adaptations used in SEL interventions for Black PreK-12 students and their associated outcomes. A total of 15 studies with 339 Black/African American students ranging from 8 to 15 years old were included. Each study used at least four or more culturally adapted elements outlined in Bernal et al.'s (1995) Ecological Validity Framework, and every study utilized content and method adaptation elements to meet the needs of Black students. Outcomes associated with cultural adaptation SEL interventions for Black students included positive changes in racial/ethnic identity and increases in skill acquisition and performance across various social, emotional, and behavioral domains. Findings from the current review expand the research on evidence-based, culturally responsive SEL interventions for Black students and highlight the positive outcomes associated with cultural adaptations of SEL interventions for Black students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).