Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory…

The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we…

A growing body of research documents the positive impacts of teacher coaching, but research contrasting the effectiveness of different coaching approaches is limited. This study contrasted paired coaching -- delivered to two teachers simultaneously -- with traditional coaching for individual in-service teachers. We examined the effects of these…

There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a…

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

This paper presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…

There is growing interest in coaching to support teacher implementation of evidence-based interventions; yet, there is limited research examining the tailoring of coaching support to teachers' needs. This paper examined coaching dosage across one school year, and the relationship between coaching contacts and teacher baseline and end-of-year data.…

A number of classroom-based interventions have been developed to improve social and behavioral outcomes, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students, and therefore also serve as an important proximal outcome to examine. The current study draws upon data…