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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

As social media use surges among youth, educators are grappling with the need to manage device disturbances — while acknowledging that technology use is embedded in education. Although educators embrace digital tools to help surface diverse viewpoints, boost engagement and save time, clear guidelines are necessary to keep students on task during the school day and promote digital responsibility.

As schools and districts aim to set consistent rules for device and social media usage, they should embrace a balanced approach that fosters a safe, supportive learning environment while minimizing distractions and risky behavior. Here are five guidelines to consider.

Social media and the mobile devices used to access those apps have a pervasive pull on adolescents and teens, even when they’re supposed to be studying or socializing “IRL” at school. As a result, educators may be the first to notice social media- and device-related issues that need to be addressed with caregivers. Those can be tough conversations — it’s easy to feel as though addressing a student’s social media and device use could feel out of bounds.

However, when a situation is affecting students’ physical or mental wellness, it becomes vital for an empathetic educator to start a dialogue with their family. In any conversation, take care to open by expressing concern (rather than blame or criticism), underscore the reasons social media can be beneficial to youth and emphasize your desire to work on solutions together. Listening is critical.

Here are three potentially sticky situations involving social media and devices for which you might want to initiate this dialogue, along with ideas for how to frame the conversation.

Note: Schools and districts likely have their own policies for how to handle student issues involving social media and devices. We intend for these examples to provide additional best practices to validate or enhance your own approach.

Educators always remember those leaders who made a difference — those who encouraged, motivated and appreciated them. Before I joined Pearson as an assessment consultant, I spent 17 years in public education, and I know I remember those stellar leaders.

One of my favorite principals knew we would all perform better when we recognized we had a voice, so he made sure we did. He assembled a leadership team to provide input, but he didn’t stop there: He also asked each of us to seek input from our departments to gain more robust insight. It was a concrete way for him to demonstrate that everyone’s opinion was sought-after and valid. He also had an open-door policy, literally, where he would welcome any of us into his office for a conversation.

As we all know, administrators deal with some rough stuff, but he never let that infiltrate his demeanor with staff — or students and families. He was always positive and always welcoming. To me, he was the epitome of the type of leader I think most educators strive to be.

How do you get there?

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.

No matter how long they’ve been in the K–12 space, many a professional gets a dose of anxiety on Sundays. Do you spend the day worrying that you’re not truly ready for the week? Maybe you’ve got emails, intervention plans, and IEP reports hanging over your head. Perhaps it’s the fear of the unknown that really sends you into a tailspin. Whatever it is that has you sweating over Monday morning, these tips can help you tame the “Sunday Scaries”!