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The article looks at how schools can be made safer and more effective by addressing and developing the emotional intelligence of students and teachers. Information is provided on research regarding evidence-based approaches to teaching emotional intelligence. Particular attention is given to the influence of emotions on attention, decision making, and health.

The article examines the teaching methods used in effective U.S. urban schools that have a high rate of academic achievement. Topics discussed include the use of mastery instruction techniques, lesson planning strategies that lead to high achievement, and the use of objective-driven lessons to move students beyond rote learning.

The article discusses about lip service and its importance to school well-being or other programs or initiatives. Topics discussed include growing push around well-being in schools; and other ongoing priorities in K–12 education, like such as social-emotional learning, whole child education, trauma-sensitive schooling, and equity; and the need to move beyond narrow conceptions of school success.

In this article the author, a school principal, discusses a code of conduct instituted at the Sir Charles Tupper Secondary School in Vancouver, British Columbia, that goes by the acronym ROARS. ROARS stands for Respect, Ownership, Attitude, Responsibility, and Safety. A number of topics related to the ROARS program are discussed including the reduction in bullying in the school, the ROARS leadership program, and the decrease in student failure that has been attributed to the ROARS code of conduct.

The article features Jason Lee Middle School in Tacoma, Washington, formerly identified as one of the lowest-performing schools in the state and which was designated in 2016 as an AVID National Demonstration School of the Advancement Via Individual Determination (AVID) college preparatory system.

The article introduces various reports published within the issue, including an article by Gordon Donaldson and colleagues discussing challenges facing leaders who take bold action to address problems, thus risking loss of staff support, one by Thomas Hatch discussing management of outside influences such as assessment requirements or population shifts, and one by William Parrett and Kathleen Budge on their study of high-performing, high-poverty schools.