A Schoolwide Social Emotional Learning and Student Mental Health Initiative: Influences on Implementation During a Transition Back to In-Person Learning
Author:
Funder
Moody Foundation
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12310-024-09704-3.pdf
Reference76 articles.
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2. Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Social-emotional learning practices: Insights from outlier schools. Journal of Research in Innovative Teaching & Learning, 12(1), 35–52. https://doi.org/10.1108/JRIT-02-2019-0020/full/html
3. Atkins, M. S., Frazier, S. L., Leathers, S. J., Graczyk, P. A., Talbott, E., Jakobsons, L., Adil, J. A., Marinez-Lora, A., Demirtas, H., Gibbons, R. B., & Bell, C. C. (2008). Teacher key opinion leaders and mental health consultation in low-income urban schools. Journal of Consulting and Clinical Psychology, 76(5), 905. https://doi.org/10.1037/a0013036
4. Bakırcı, H., Urhan, B., Bülbül, S., & İlhan, R. (2023). Teachers’ opinions on students’ adaptation to school after the COVID-19 pandemic. International E-Journal of Educational Studies, 7(13), 107–121. https://doi.org/10.31458/iejes.1223674
5. Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? British Medical Journal, 322(7294), 1115–1117. https://doi.org/10.1136/bmj.322.7294.1115
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