Recently Published Articles & Research

MINDSETS, ESSENTIAL SKILLS, & HABITS (MESH) HIGHLIGHTS

These California School Districts Joined Forces to Bolster Social-Emotional Development, but a Study of 400,000 Kids Reveals Learning Gaps and a Confidence Crisis among Middle School Girls
The 74 – Kate Stringer, June 12, 2018
 
Watch: Social-Emotional Learning Strategies, Explained in Three Minutes
Education Week – Evie Blad, June 5, 2018


MESH IN PRACTICE

How (and Why) Ed-Tech Companies Are Tracking Students’ Feelings
Education Week – Benjamin Herold, June 12, 2018
 
5 Things You Might Not Know about Play and SEL
Education Week – Elizabeth Cushing, June 12, 2018
 
‘Rocket Fuel’: How Schools Can Create a Positive, SEL-friendly School Culture
EdSurge – Tina Nazerian, June 11, 2018
 
Van Ness Elementary: Integrating Social and Emotional Learning in Compelling Ways
Education Week – Jeff Wetzler & Cynthia Robinson-Rivers, June 11, 2018
 
10 Ways We Made Our School Happier
eSchool News – Tracey Smith, June 7, 2018
 
Bringing a Dog to School
Edutopia – Shari Feeney, June 6, 2018
 
High Achieving Girls Are Terrified of Failure. One School Is Teaching Them How to Bounce Back
Quartz at Work – Lauren Alix Brown, June 5, 2018


MESH IN EDUCATION POLICY

The Answer to School Violence Is Social-Emotional Learning
Real Clear Education – Stanley Buchesky, June 12, 2018
 
Shrewsbury School Improvement Plans Unveiled
Wicked Local Shrewsbury – Lian Parsons, June 11, 2018
 
Education Inequity Is Holding Back American Potential
The Hill – John Bridgeland & Carmel Martin, June 7, 2018
 
Students Voice a National Call to Action
Education Week – Eric Guerci, June 6, 2018
 
Equity in K-12 Funding More Complex Than Just Dollars
Education Week – Daarel Burnette II, June 6, 2018
 
Philanthropist T. Denny Sanford Donates $100 Million to the National University System to Promote and Advance the Sanford Harmony Social Emotional Learning Program Worldwide
National University – June 5, 2018
 
What’s in ESSA’s Big Flexible-Spending Pot
Education Week – Alyson Klein, June 5, 2018


MESH IN RESEARCH & MEASUREMENT 

Self-Discipline and Catholic Schools
Thomas B. Fordham Institute – Michael Gottfried & Jacob Kirksey, May 31, 2018
 
Differences in School Climate and Student Engagement in China and the United States.
School Psychology Quarterly – George G. Bear, Chunyan Yang, Dandan Chen, Jia-Shu Xie, and Xishan Huang, 2018
Abstract: Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Method: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3–5, 7–8, and 10–12. Results: Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive–behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive–behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools. Conclusion: Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school—school climate did not seem to matter as much.