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The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs. [ABSTRACT FROM AUTHOR]

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention. [ABSTRACT FROM AUTHOR]

Context: This research contributes to a growing body of scholarship on affirming and accommodating transgender and gender-diverse students in elementary school spaces by exploring how institutional resistance to gender-inclusive practices manifested in a single rural school district. Purpose/Objective/Research Question/Focus of Study: The study was shaped by the following questions: (1) How is "successful" support of a transgender child defined by the educators who worked with a child as her gender identity and expression changed? (2) What were the educators' strategies for facilitating the student's in-school transition? (3) What (if any) actions were taken to recognize or affirm gender diversity? This article focuses on one educator advocate's experiences navigating a district administrator's expressions of discomfort with transgender inclusion, which he deployed in situations in which he believed proposals for gender-inclusive policies and practices were "running wild" and too far from the institutional status quo. Participants: Interview participants were school personnel, including administrators, teachers, and counselors, who worked in the school while the child was in kindergarten through third grade, and the student's mother. Research Design: Eleven interviews were conducted. Limited observation included a school assembly focused on learning to accept differences and observation of gendered images throughout the school building. A semi-structured interview protocol was used that included questions about (1) first learning of the presence of a transgender child; (2) the process for learning about transgender identity; (3) implementing procedures for including and accommodating the transgender student; (4) integrating gender differences into the curriculum; (5) discussing gender differences with students; and (6) perceptions of the school district's success in working with the transgender student and her family. Interview questions were designed to encourage descriptive accounts in which participants describe what happened, their interpretation of the events, and their understanding of their own positions within the events. Conclusions: This study addresses how discomfort serves as a socially acceptable narrative for school personnel to prioritize the (actual or perceived) feelings of cisgender adults and children over the needs of transgender students. [ABSTRACT FROM AUTHOR]

This paper presents a first assessment of the implementation of Positive Behavioural Interventions and Supports (PBIS), translated into French as Soutien au comportement positif (SCP), in elementary and secondary schools in Quebec. The SCP proposes the establishment of a support system in terms of behaviour management throughout the school to create an environment conducive to learning. The results indicate that it is possible to implement SCP with fidelity in elementary and secondary schools in Quebec; however, fidelity of implementation seems to depend on the leadership of school principals. [ABSTRACT FROM PUBLISHER]

The authors describe how school leaders at seven sites where school shootings occurred engaged in surface and deep acting, two forms of emotion work (Hochschild, 1983, 1990) in response to their understanding about what feelings were appropriate or inappropriate in crisis situations. Data are drawn from three qualitative studies over a 9-year period. Analyses of data regarding emotion work yield four lessons for school crisis leadership: (a) personal definitions of leadership guided responses to the shooting, (b) the extent that the crisis changed leaders' work, (c) the high personal toll paid by leaders, and (d) the change in the sense of what is possible. Ideas about leadership and emotion, including display rules, are culturally bound, which has implications for leadership training, development, and policy changes in schools. [ABSTRACT FROM AUTHOR]