Blog

We are proud to announce the new Call for Research published by Pearson Clinical Assessment. Our goal is to ensure that Pearson assessments comply with the highest standards of quality and support research that investigates the validity or efficacy of our products. We are inviting United States-based faculty members, graduate students, and qualified researchers to submit their proposals no later than August 16, 2024.

The education community has largely embraced the need for inclusive and supportive learning environments to help all children reach their potential. As diversity, equity, inclusion and belonging (DEIB) initiatives expand, we’ve seen schools broaden their definition of diversity to consider different races, cultures, gender identities, religions, abilities and much more.

Another cohort that is increasingly being recognized under this DEIB umbrella is neurodiverse kids, whose brains function differently from those of neurotypical kids. Among this group are kids with autism spectrum disorder (ASD), which includes about 1 in 36 children, according to the Centers for Disease Control and Prevention (CDC). Autistic kids often need extra support in understanding and navigating social interactions.

That’s where SEL can help. One of the most promising developments for today’s students is the implementation of social-emotional learning (SEL) in the classroom. A vast amount of research shows that an SEL-based curriculum brings positive outcomes for all students. SEL can be especially helpful when working with autistic students to strengthen their interpersonal skills and build independence.

April brings National Autism Acceptance Month, making now an opportune time to think about how educators can use SEL to help all students — including autistic children — cultivate crucial life skills

Over the past few years, we’ve seen the concept of social-emotional learning (SEL) become a political hot potato. Schools and districts caught up in that conflict are missing an opportunity to help students build critical skills. After all, nine in 10 public schools say the pandemic negatively affected students’ behavioral and socioemotional development, according to U.S. Department of Education data.

Ask most educators about recent changes they’ve seen in the classroom, and one that is sure to come up is an increase in disruptive behavior, the type commonly attributed to ADHD. Yet a key challenge educators currently face is how to determine whether a student has ADHD or if they are behaviorally appearing as such for reasons that may be related to other issues, such as those tied to the lingering effects of the school closures and routine disruption caused by the pandemic.

That’s where conversations with caregivers should take center stage. After all, they might just think their child is acting out and be unaware of how to help them. When educators and caregivers align around strategies and work collaboratively, they can help a student successfully navigate the ADHD-related challenges they may be facing at home and at school.

Here are some actionable strategies you can implement to help students operate more successfully in both the school and home environments.

“Teamwork makes the dream work” is a common refrain among us. In education, we see examples of teamwork in every aspect of the school community​ ​—​ ​administration, staff, and families.  

You don’t have to look far to find an article detailing the state of student achievement these days. Math and reading scores are down from where they were pre-pandemic and educators and parents alike are scrambling to find ways to close the gap. Unfortunately, academic scores aren’t the only concern in need of attention; an extraordinary percentage of our students are facing mental health challenges — many of them dire.

Everyone gets the back-to-school jitters — even educators. There’s a reason the “Sunday Scaries” is a thing, whether you’re returning from a long vacation or a typical weekend. And of course, this apprehension is not reserved for you and your colleagues. Students and their families likely also feel angst during transitions back to school and work. 

You don’t need to go far to hear about the staffing woes in our schools, and the most critical needs are within the special education and school psychologists' departments. These education professionals and their peers, including SLPs and reading specialists, need to assess more students than ever to identify the students who need instructional, speech, and mental health support — with less time and fewer resources at their disposal.