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Abstract Meta-analysts rely on the availability of data from previously conducted studies. That is, they rely on primary study authors to register their outcome data, either in a study’s text or on publicly available websites, and report the results of their work, either again in a study’s text or on publicly accessible data repositories. If a primary study author does not register data collection and similarly does not report the data collection results, the meta-analyst is at risk of failing to include the collected data. The purpose of this study is to attempt to locate one type of meta-analytic data: findings from studies that neither registered nor reported the collected outcome data. To do so, we conducted a large-scale search for potential studies and emailed an author query request to more than 600 primary study authors to ask if they had collected eligible outcome data. We received responses from 75 authors (12.3%), three of whom sent eligible findings. The results of our search confirmed our proof of concept (i.e., that authors collect data but fail to register or report it publicly), and the meta-analytic results indicated that excluding the identified studies would change some of our substantive conclusions. Cost analyses indicated, however, a high price to finding the missing studies. We end by reaffirming our calls for greater adoption of primary study pre-registration as well as data archiving in publicly available repositories.

In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students' health, well-being, and academic attainment. The current study examined teacher concern for students' well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.

Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers (n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke's six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status.

Latino(a) (also called "Latinx") are the fastest growing ethnic population in the U.S.; however, there is a dearth of literature that examines intracultural bullying behaviors and their association with mental health and substance use for this population. The current study uses a person-centered approach to examine bully perpetration among Latinx high school students and association with substance use and mental health. Latent Class Analysis was used to identify classes of bullying perpetration among a sample of Latinx adolescents drawn from 9 Colorado high schools (n = 2929). Age and sex were used as predictors to examine differences between classes. Identified bullying classes were then related to mental health (i.e., depression and suicide ideation) and perceptions of future substance use. The latent class analysis identified five classes that included a high bully perpetration class (4.5%, n = 133), a moderate class (13.8%, n = 405), a class that reported high rates of teasing behaviors (13.5%, n = 396), a class that reported high rates of cyberbullying perpetration (7.3%, n = 215), and a low bully perpetration class (60.90%, n = 1780). Females reported lower odds of being in the High and Teasing classes compared to males. Further, the High and Cyberbullying perpetration classes reported the highest rates of depression, suicide ideation, and perception of future substance use compared to other classes. Understanding the risk profile of students who engage in bullying perpetration is essential in creating useful and appropriate resources and interventions. Inclusive efforts are needed to create more effective prevention programs that attend to the growing ethnic diversity among U.S. students.