In the last decades, social-emotional learning interventions have been implemented in
schools with the aim of fostering students' non-academic competences. Evaluations of these …

Introduction Self‐regulation has been identified as a highly promising target for interventions
promoting broad wellbeing across development; however, there appear to be notable …

Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention
and intervention of mental health concerns, many are slow to adopt universal mental health …

Students with emotional and behavioral disorders (EBD) characteristically experience
academic difficulties. There is growing evidence that the continuum from academic …

In this study, we examined the effectiveness of Tools for Getting Along (TFGA) on teachers'
reports of executive functioning (EF), social-emotional, and behavioral skills of upper …

Using a pre–post randomized controlled trial, the purpose of this study was to determine
whether a social problem-solving curriculum, Take CHARGE!, based on a cognitive …

This paper reports the results of a randomized controlled trial evaluating We Have Skills, a
brief curriculum designed to teach early elementary students academic and social skills as …

To address the needs of students at risk for significant behavior problems, educators need
efficient, effective, and feasible preventive classroom interventions that increase students' …

Self-regulation is critical for students' academic, emotional, and behavioral achievement and
is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation …

This article offers a critique of social-emotional learning programs through the lens of
psychoanalytic theory and with a particular focus on the theoretical contributions of Kleinian …