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Implementation of Concussion Management Policies in High Schools: The Critical Role of School Nurses
Peer reviewed
Direct linkCourtney W. Hess; Jonathan Howland; Holly Hackman; Julia K. Campbell; Steven Vannoy; Laura Hayden – Journal of School Nursing, 2024
Evidence-based practices in concussion management (CM) have been codified into legislation. However, legislation is varied, and implementation is narrowly evaluated. School nurses hold a unique position to assess the implementation of health policies. The implementation of concussion management policies across Massachusetts high schools was…
Descriptors: School Nurses, High Schools, Head Injuries, Brain
Margaret Doris Hilbers – ProQuest LLC, 2024
Literacy development is an essential aspect of academic success. Educational institutions have worked to implement various strategies and initiatives to increase students' literacy skills. Understanding the insights of both students and teachers is important for utilizing these skills effectively and if they have impact. Implementing strategies…
Descriptors: Rural Schools, High Schools, Teacher Attitudes, Student Attitudes
Cantu-Weinstein, Ashley; Fischer, Meredith; Garb, Madeline; Randa, Lora; Berk, Alexander N.; Nicholas, Timothy; Bhutada, Isha; Rome, Ellen S.; Wimbiscus, Molly – School Mental Health, 2023
School personnel often take on ancillary responsibilities that extend beyond their role as educational professionals, including supporting students who have parents suffering from substance use disorders (SUDs). Our objectives were to use the experience of these school personnel to better understand how healthcare professionals can support school…
Descriptors: School Personnel, High Schools, Attitudes, Adolescents
Download full textAutumn Barnes, Contributor; Adina Cooper, Contributor; Marci Hertz, Contributor; Kesha Hudson, Contributor; Sarah Lee, Contributor; Sandra Leonard, Contributor; Bailee Peralto, Contributor; Mary Schauer, Contributor; Katy Suellentrop, Contributor; Jorge Verlenden, Contributor; Natalie Wilkins, Contributor; Camara Wooten, Contributor; Anna Yaros, Contributor – Centers for Disease Control and Prevention, 2023
This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students' mental health. This action guide describes six in-school…
Descriptors: Kindergarten, Elementary Schools, Early Childhood Education, Middle Schools
Jill J. Locke; Olivia G. Michael; Tana Holt; Amy Drahota; Kelsey S. Dickson – School Mental Health, 2024
Research indicates inadequate evidence-based practice (EBP) implementation for autistic adolescents in schools, despite schools being the most accessed service system by autistic youth. It is critical for school personnel to have a systematic approach to select and adopt autism EBPs. The Autism Community Toolkit: Systems to Measure and Adopt…
Descriptors: Evidence Based Practice, Decision Making, Autism Spectrum Disorders, Middle Schools
Rhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Journal of Positive Behavior Interventions, 2023
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Graham G. Rifenbark; Tyler A. Hicks; Kathryn M. Burke; Rebecca E. Swinburne Romine; Kandace K. Fleming; Karrie A. Shogren – Career Development and Transition for Exceptional Individuals, 2023
In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An…
Descriptors: Adolescents, High Schools, Intellectual Disability, Self Determination
Patricia K. Wilde – ProQuest LLC, 2023
Many districts have adopted social-emotional learning (SEL) curriculum that teachers must incorporate into their lessons. The purpose of this qualitative dissertation-in-practice was to explore teachers' perceptions of the quality of SEL program professional development (PD) for teachers at a small, rural West Texas high school. For this study,…
Descriptors: Teacher Attitudes, Electronic Learning, Social Emotional Learning, Faculty Development
Kristen Ford; Annette Anderson; Yolanda Abel; Marcia Davis – School Psychology Review, 2024
Schools are turning to research-based social emotional learning (SEL) practices to improve student achievement and school progress. Research to support SEL implementation, however, has lagged behind outcomes-based evaluations, often resulting in poor SEL program quality and fidelity. This mixed methods study explores SEL implementation at a…
Descriptors: High Schools, High School Teachers, Secondary School Curriculum, Nontraditional Education
Kucharczyk, Suzanne; Szidon, Kate; Hall, Laura J. – Career Development and Transition for Exceptional Individuals, 2022
High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective…
Descriptors: High Schools, Coaching (Performance), Autism, Pervasive Developmental Disorders
James F. Lane – Office of Elementary and Secondary Education, US Department of Education, 2022
This memo from James F. Lane Senior Advisor, Office of the Secretary, Office of Elementary and Secondary Education, announces the supplemental grant awards under the Bipartisan Safer Communities Act and provides recommendations for how to support evidence-based practices intended to increase attendance and engagement of students in the middle…
Descriptors: Evidence Based Practice, Grants, Learner Engagement, Middle Schools
Ariela Kaiser – ProQuest LLC, 2024
The present study describes the adaptation and open trial of The Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A; Ehrenreich-May et al., 2018) adapted as a group-based intervention in a Chicago Public High School among predominantly low-income Black and Latine adolescents experiencing elevated depression…
Descriptors: Barriers, Evidence Based Practice, Disadvantaged Youth, College School Cooperation
Bradshaw, Catherine P.; Pas, Elise T.; Musci, Rashelle J.; Kush, Joseph; Ryoo, Ji Hoon – Grantee Submission, 2021
This study examined the impact of a state policy requiring that any school with a habitual truancy rate of 8% of higher to be trained in Tier 1 school-wide Positive Behavioral Interventions and Supports (SW-PBIS). A regression discontinuity (RD) design was used to examine how the schools' mandate status related to SW-PBIS training as well as…
Descriptors: State Policy, Middle Schools, High Schools, Truancy
York, Adam, Ed.; Welner, Kevin, Ed.; Kelley, Linda Molner, Ed. – Teachers College Press, 2023
"Schools of Opportunity" builds an argument for shifting the way that excellent schools are recognized and built. The National Education Policy Center's Schools of Opportunity project was designed to highlight public high schools that are using research-based practices for closing opportunity gaps in student learning. The project…
Descriptors: Public Schools, High Schools, Evidence Based Practice, Equal Education
Rhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Grantee Submission, 2021
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
