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Social-emotional learning (SEL) is an essential part of students' learning journey. Teachers' perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component in certain areas of the curriculum. It is therefore important to consider teachers' perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies as part of the curriculum may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that was informed by the CASEL (n.d.b) framework, and it followed a modified version of Seidman's (2019) three-interview protocol. Research findings revealed the participants' perceptions of SEL and the various informal strategies they used to teach it during the COVID-19 pandemic in Ontario. This paper discusses the benefits and barriers of teaching students the SEL competencies and describes potential implications for practice informed by the collected data.

Teachers need to relate to students in caring and committed ways, which can be personally and emotionally challenging. Enhancing teachers' social-emotional competences (SECs) is a pathway to fostering these kinds of relationships. One possibility is using Teaching with Acceptance and Commitment (TAC), which integrates ideas and practices from mindfulness and behavior change. TAC helps teachers notice their emotional responses in the classroom and respond thoughtfully guided by professional values.

Nivolumab is an immune checkpoint inhibitor that targets programmed death-1 on T cells and is designed to amplify an immunologic reaction against cancer cells. However, upregulation of the immune system with checkpoint inhibition is nonspecific, and it can be associated with certain renal side effects, the best documented of which is acute tubulointerstitial nephritis. We present a unique case of a patient with acute kidney injury associated with nephrotic syndrome shortly after starting nivolumab therapy for metastatic anal carcinoma. Subsequent renal biopsy revealed membranoproliferative glomerulonephritis (MPGN). We believe this represents the first reported direct case of nivolumab-associated MPGN. As immunotherapy becomes more widely used in cancer treatment, particular attention must be paid to possible consequences of immune checkpoint inhibitors.

ObjectiveThe objective of the study is to evaluate the association of intergenerational educational attainment with cardiovascular disease (CVD) risk factors among US Latinos.MethodsWe used cross-sectional data from the Niños Lifestyle and Diabetes Study, an offspring cohort of middle-aged Mexican-Americans whose parents participated in the Sacramento Latino Study on Aging. We collected educational attainment, demographic and health behaviours and measured systolic blood pressure (SBP), fasting glucose and waist circumference. We evaluated the association of parental, offspring and a combined parent-offspring education variable with each CVD risk factor using multivariable regression.ResultsHigher parental education was associated only with smaller offspring waist circumference. In contrast, higher offspring education was associated with lower SBP, fasting glucose and smaller waist circumference. Adjustment for parental health behaviours modestly attenuated these offspring associations, whereas adjustment for offspring health behaviours and income attenuated the associations of offspring education with offspring SBP and fasting glucose but not smaller waist circumference, even among offspring with low parental education.ConclusionsHigher offspring education is associated with lower levels of CVD risk factors in adulthood, despite intergenerational exposure to low parental education.

Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding of the demographic characteristics of the sample of children. Comparative analyses were conducted to investigate the social and emotional functioning of children who engage in minimal problematic school behaviours and children who engage in more severe and frequent problematic school behaviours. Findings indicate significant between-group differences for conduct problems, hyperactivity-inattention, and peer relationship problems. Implications and possible suggestions are discussed regarding how key stakeholders can make use of these findings within their school contexts.

Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented.

The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn from the Canadian National Longitudinal Survey of Children and Youth and participants included students in grades one through six who were taught by a single teacher (N = 2367). Results indicated that the hypothesized path model was an excellent fit to the data. Furthermore, academic achievement was significantly impacted by teacher expectations, LD status, and teacher efficacy. Teachers felt less confident in their ability to instruct students with LD, had lower expectations of their long-term success and also rated their achievement more poorly. The findings are discussed within existing research and implications for teacher preparation and in-service training programs are presented. (Contains 2 tables and 2 figures.)

Differentiated Instruction (DI) continues to be a framework adopted within K-12 settings as it supports planning for the needs of diverse groups of students. However the research base exploring the implementation of DI is limited. The current study explores the relationships between individual and contextual variables on teachers' use of DI practices drawing upon data from a survey (N = 4875) and focus groups (N = 46). Results indicate that beliefs, self-efficacy and organisational support were significantly related to teachers' DI practice. Teachers described varied understandings, misconceptions and beliefs about DI. Research and practice implications are discussed.

This article describes a program designed to foster authentic inclusion and excellence in an elementary school learning community and research results from the first phase of this on-going project. Actively Building Capacity for Diversity sees successful inclusion of students with exceptional needs as part of a continuum of excellent educational practices that respect individual differences in learners, address the whole person, start from where they are and challenge each student optimally, to ensure equal access and opportunity for ALL students. For the first phase of this program five questionnaires were developed to form the Diversity, Individual Development and Differentiation (DIDDs) school evaluation package for administrators, teachers, parents, education assistants, and students. The surveys were organized around five quality education indicators defined by the participating School District. Overall the findings indicate that there are high rates of agreement among School Learning Community participants regarding various aspects of quality education indicators. Specific areas where differing perceptions are described represent opportunities for the participants to focus future discussion and interventions in order to continue building effective inclusive practices. (Contains 1 figure, 1 table and 2 footnotes.)

There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation. (Contains 3 tables.)

Due to the high prevalence of childhood obesity, it is imperative to assess the relationship children's access to food retailers and obesity. However, the influence of methodological decisions on these associations has been understudied. We examined relationships between different measures of geospatial food environment (using 4 data sources, and 2 data processing methods), and BMI in a sample of low-income children in Baltimore, Maryland. The choice of data sources and data processing methods produced large differences in estimates of children's exposures to certain store types, such as supermarket-like stores, but had less impact on associations with BMI z-scores. [ABSTRACT FROM AUTHOR]

Several studies have demonstrated the effectiveness of single-session therapy (SST) delivered within walk-in counseling clinics. The purpose of this mixed-methods case study is to investigate two aspects of a virtual SST experience for parents seeking services: (a) how parents perceived their parenting self-efficacy following SST at a children's mental health center and (b) how parents perceived their overall experience with the virtual modality of SST. Eight parents (all mothers) completed a parent self-efficacy scale and participated in a semistructured individual interview. Findings indicate that virtual SST provided parents with greater parental knowledge and concrete collaborative problem-solving strategies that improved parent-child interactions. The emotional support received at the SST reduced parents' distress while increasing hopefulness in the parenting role. Parents also valued the accessibility and convenience of the virtual option. Overall, the findings of this study provide evidence that virtual SST can be beneficial for parents and supportive of their self-efficacy. [ABSTRACT FROM AUTHOR]

Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 pre-service teachers completed a vignette-based measure (Child or Adolescent version based on each teacher's experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided.

Positive home-school relationships are essential for students with SEN, and this was especially true during the initial months of the pandemic lockdown, when parents took on more responsibility for schooling. Qualitative analyses suggested that principals and parents struggled to make connections during the first months of emergency schooling but ultimately recognized the value of family-focused planning and working together as co-educators. Participants identified "partner with parents" and "develop iterative practice" as steps moving forward. Recommendations for effective school/home relationships during crises are framed by sensemaking theory. [ABSTRACT FROM AUTHOR]

Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives.

The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner's (1995) "Bioecological Model." The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success.

Teachers and other school staff play key roles as partners in the prevention, identification, and intervention of mental health difficulties among children and youth. However, it is essential that teachers are equipped with sufficient mental health literacy to engender effective practices in these areas. This article reviews the literature related to mental health literacy with respect to the perceived preparedness of teachers as well as approaches that have been taken or are under way to improve literacy. A specific focus on bullying is also highlighted. Finally, suggestions emerging from current research as to the elements of effective approaches to teacher preparation are explored as well as recommendations for future research in the area.

The goal of this study was to describe the strength-based bullying prevention program, "Strengths in Motion," and to evaluate the program utilizing a mixed-method design. Participants included students in Grades 4 to 8 from an intervention (n = 50) and a comparison (n = 53) school in Northern Ontario. Measures of bullying, strengths, and classroom climate were completed at three time points: One month prior to the start of the program (baseline), and at 3 and 8 months after the program had started. Quantitative analyses revealed that there was a significant decrease in students' bullying victimization over time, an increase in classroom climate, and students' personal awareness of their strengths. Semistructured interviews conducted 20 months after the start of the program with various stakeholders, including parents and school staff, complemented these findings and provided additional information on the efficacy of the program and the strength-based approach. Study findings are discussed in terms of the implications for future research. (Contains 1 table and 2 figures.)

Strength-based approaches are being increasingly validated for use in clinical settings with children and youth. However, the role that strengths play in educational settings with typically-achieving students has yet to be examined. The present study explored the relationship among strengths, classroom behaviour, and academic achievement for a sample of 54 students in Grades 1 and 2. Results showed that teachers rated female students as having more strengths than male students. For both sexes, academic achievement was most highly related to strengths in School Functioning and prosocial behaviour. Strengths in Peer Relationships were significantly related to achievement only for male students. Discussion of these findings, as well as implications for practice are presented. (Contains 3 tables.)

There has been recent attention paid to the mental health issues experienced by many children and youth in Canada and internationally. In particular, the role of the school and educational leaders in preventing mental health difficulties and intervening in the case of mental illnesses has been highlighted. This paper presents an overview of several policies, programs, and initiatives related to the prevention of and intervention for mental health difficulties in Canadian schools with a focus on the Ontario context. Following this, literature examining the role of educational leaders in meeting the mental health needs of students will be reviewed and recommendations put forward.

This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emotional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of difference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported having difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are presented. (Contains 5 tables.)

The present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group. (Contains 3 tables.)

The goals of the present study were to examine: the types of services received by a sample of children displaying emotional and behavioural difficulties (EBD), parents' awareness of the services received by their children, and the association between the severity of the children's EBD and parental awareness of services. Participants included a sample of 139 children, ages 6 to 12, who displayed EBD as well as their parents and teachers. Results indicated that children received primarily academic services and that only two thirds of parents were aware that their children were receiving services. Surprisingly, the lowest level of parental awareness was demonstrated for services children received most often (i.e., academic resources). Finally, parents of children displaying more severe EBD demonstrated a greater awareness about whether their children received services compared to parents of children displaying less severe EBD. These findings have important implications for parental involvement in schools.

Bullying has harmful effects on mental health, and it is particularly toxic to children already struggling with mental health challenges. We explored mental health indicators in children, their individual strengths, and challenges in parenting in relation to children's bullying involvement, assessed through parent and clinician reports. Results of our study involving 91 children (ages 4–11 years) receiving services at a children's mental health agency indicated significant differences on dependent variables across four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Results indicated children in our clinical sample were involved in school bullying at much higher rates and many more were involved as bully-victims than what is observed in community samples. Children in the bully-victim group were assessed as having the highest level of externalizing behavior and their parents as having the most challenges. Victims presented the highest level of internalizing problems, and non-involved children were assessed as having higher individual strengths than all children that were involved in bullying. Findings suggest that children's mental health service providers should routinely screen for bullying problems, and interventions targeting bullying involvement and its consequences should be part of mental health care for these children. [ABSTRACT FROM AUTHOR]

Objectifs Les rapports de difficultés de santé mentale chez les enfants canadiens se sont multipliés durant la pandémie de COVID-19, et les nouvelles recherches laissent croire que les enfants qui manifestent des symptômes marqués d'inattention et d'hyperactivité ont été disproportionnellement touchés. En conséquence, la pandémie a aussi eu un effet délétère sur les familles. Cette étude visait à : 1) examiner si les symptômes d'inattention et d'hyperactivité chez les enfants au début de l'année scolaire 2020-2021 étaient associés à la parentalité attentive (ou parentalité en pleine conscience) à la fin de l'année scolaire; et 2) examiner si les symptômes de dépression et d'anxiété chez les enfants à la fin de l'année ont tempéré cette association. Méthodes Les parents de 114 jeunes enfants d'une grande ville canadienne ont participé à cette étude durant l'hiver 2020 et le printemps 2021. Les parents ont répondu à plusieurs échelles d'évaluation dans le but de mesurer la symptomatologie de la santé mentale des enfants et l'attention dans les pratiques de parentalité. Résultats Les symptômes d'inattention et d'hyperactivité chez les enfants étaient significativement associés négativement à la parentalité attentive durant l'année scolaire, et les symptômes de dépression chez les enfants ont tempéré ce lien. En particulier, lorsque les symptômes de dépression étaient légers ou moyens chez les enfants, on a observé que des symptômes plus marqués d'inattention et d'hyperactivité étaient liés à un faible niveau de parentalité attentive. Par ailleurs, lorsque les symptômes dépressifs étaient marqués chez les enfants, les symptômes d'inattention et d'hyperactivité n'avaient aucune valeur prédictive sur la parentalité attentive. Conclusions La santé mentale des enfants, à savoir les symptômes d'inattention/hyperactivité et de dépression, est liée aux difficultés de parentalité attentive durant la pandémie de COVID-19. Ces résultats pourraient indiquer aux médecins quelles familles nécessitent plus de soutien durant la pandémie. [ABSTRACT FROM AUTHOR]

Objectives Increased mental health difficulties have been reported in Canadian children as a result of the COVID-19 pandemic, and emerging research suggests that children with high levels of symptoms of inattention and hyperactivity have been disproportionately impacted. Accordingly, the pandemic has impacted families as well. The purpose of this study was the following: (1) to examine whether children's symptoms of inattention and hyperactivity at the beginning of the 2020 and 2021 academic year were associated with mindful parenting at the end of the academic year and (2) to examine whether children's depressive and anxiety symptoms at the end of the year moderated this relationship. Methods Parents of 114 young children in a large Canadian city participated in this study in the Winter of 2020 and the Spring of 2021. Parents completed several self-report scales used to measure children's mental health symptomatology and mindfulness in parenting. Results Children's symptoms of inattention and hyperactivity were significantly, negatively associated with mindful parenting across the pandemic year, and children's depressive symptoms moderated this relationship. Specifically, when children's depressive symptoms were low or average it was found that higher symptoms of inattention and hyperactivity were associated with lower levels of mindful parenting. However, when children's depressive symptoms were high their symptoms of inattention and hyperactivity were not predictive of mindful parenting. Conclusions Children's mental health, namely symptoms of inattention/hyperactivity and depression, are related to challenges in mindful parenting during COVID-19. These results may inform practitioners about which families require additional support during the pandemic. [ABSTRACT FROM AUTHOR]

Background and Objectives Abilities and activities that are often simultaneously valued may not be simultaneously achievable for older adults with multicomplexity. Because of this, the Geriatrics 5Ms framework prioritizes care on "what matters most." This study aimed to evaluate and refine the What Matters Most—Structured Tool (WMM-ST). Research Design and Methods About 105 older adults with an average of 4 chronic conditions completed the WMM-ST along with open-ended questions from the Serious Illness Conversation Guide. Participants also provided demographic and social information, completed cognitive screening with the Telephone-Montreal Cognitive Assessment-Short and frailty screening with the Frail scale. Quantitative and qualitative analyses aimed to (a) describe values; (b) evaluate the association of patient characteristics with values; and (c) assess validity via the tool's acceptability, educational bias, and content accuracy. Results Older adults varied in what matters most. Ratings demonstrated modest associations with social support, religiosity, cognition, and frailty, but not with age or education. The WMM-ST was rated as understandable (86%) and applicable to their current situation (61%) independent of education. Qualitative analyses supported the content validity of WMM-ST, while revealing additional content. Discussion and Implications It is possible to assess what matters most to older adults with multicomplexity using a structured tool. Such tools may be useful in making an abstract process clearer but require further validation in diverse samples. [ABSTRACT FROM AUTHOR]

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self-efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self-efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID-19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved. [ABSTRACT FROM AUTHOR]