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Acquiring mathematical literacy requires students to apply mathematics in various real-world contexts. However, mathematics classes often provide brief, content-focused descriptions of reality-based tasks and tasks that describe the situation as more complex, closer to reality, are still lacking. Students with different sociodemographic characteristics and cognitive factors have difficulties in solving reality-based tasks in mathematics lessons. The relationship between sociodemographic characteristics and cognitive factors (language and mathematical competence) concerning complex situation descriptions has not yet been investigated. To identify disadvantaged students in integrating such complex-situation tasks in mathematics lessons, this study aims to investigate which sociodemographic characteristics predict the solving of complex-situation tasks and whether cognitive factors mediate the relationship. Experts created 30 complex situations with different mathematical questions. A total of 519 9th- and 10th-grade students participated in a paper-pencil test. Path analysis revealed that the competence to solve complex-situation tasks is directly linked to gender and social background, with mathematical content-related skills and language competence mediating this relationship.

The study explores whether physical activity (PA) in early adolescence limits the risk of internalizing and externalizing problems in youth with difficult temperaments, from low-income families, or exposed to impaired family functioning. Participants (N = 1312; 53% girls) were drawn from the Quebec Longitudinal Study of Child Development (QLSCD). Results revealed that difficult temperament was associated with subsequent symptoms of anxiety among youth with low PA levels. Impaired family functioning was associated with higher levels of subsequent physical aggressivity among youth with high levels of PA. These results highlight the complex role of PA in different aspects of adjustment and the importance of the quality of PA contexts in young adolescents exposed to family adversity.

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families.

This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.

Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.

Scholars question whether cultural capital reproduces existing inequalities or leads to upward mobility. While families provide opportunities to increase cultural capital, schools value and reward cultural capital. Thus, adolescents need to obtain cultural capital through their families to be able to navigate the education system. However, most research does not provide causal evidence of cultural capital acquisition and lacks clarity about how disadvantaged adolescents might increase cultural capital. We hypothesize that adolescents may increase cultural capital through social capital access and exposure--their ties to and meeting frequency with other important adults knowledgeable about the education system. Using data from a randomized control trial on mentoring relationships, we find that high levels of social capital positively affect cultural capital, but only for otherwise disadvantaged adolescents with parents who have some college experience. Our findings suggest cultural capital may be a more limited engine of mobility if disadvantaged adolescents from less educated households cannot acquire or increase their cultural capital.

This study uses experimental and nationally representative Head Start Impact Study data to document the high incidence of multidomain household instability experienced by children eligible for the federal two-generation Head Start early childhood education program for low-income households. The study finds that household instability experienced during the preschool year is associated with higher levels of children's classroom inattentive/hyperactive, aggressive, and oppositional externalizing behavior problems at the end of kindergarten. This relationship is reduced and even eliminated by access to Head Start. Exploratory evidence suggests that Head Start's buffering effect may operate by reducing exposure to household instability--including the incidence of high levels of multidomain household instability and the use of parental care--as well as parent-child relationship conflict.

Educational theory and practice is dominated by mass formal schooling systems, which routinely and unjustly harm many students. I call this stance "educational pacifism," and in this paper argue that Montessorians ought to be educational pacifists. That is, they ought to recognize, understand, and reject systemic educational harm and ensure that it does not occur in their own practice, so that Montessori students are not harmed during their education and so that Montessori education might provide a nonharmful educational alternative to mass formal schooling. I suggest that Maria Montessori was, broadly speaking, herself an educational pacifist, and that not only is educational pacifism the morally right position for a Montessorian, but also that it is naturally a Montessorian position.

In the last twenty years, there has been a consensus around the world that effective science education is vital to economic success in the emerging knowledge age. It is also suggested that knowledge of science and scientific ways of thinking is essential to participation in democratic decision-making. Students may recognise differences and advocate diversity, but assimilating those ideas requires the creation of conditions in which students can think deeply about situations that require tolerance. Schools in many countries and regions of the world are places shaped by cultural diversity. One may observe that in many schools there are social developments like migration and demographic and value change, consequently increasing the diversity of students. The issue of diversity in science education is therefore tackled according to many aspects, e.g., culture, language, scientific literacy and gender. The aim of the present literature review is to align the ERASMUS+ project Diversity in Science towards Social Inclusion with studies and views regarding diversity and inclusion in science education. The main goals of this project were to promote inclusive education and to train and foster the education of disadvantaged learners through a range of measures, including supporting education staff in addressing diversity and reinforcing diversity among education staff. Practices dealing with dimensions of diversity and inclusion in science education are developed and the partners shared the good practices that they developed.

This study aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children's emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children's diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers' professional development to better support emergent literacy through the physical environment of early childhood classrooms.

The aims of this research were to examine the changes in the students' perceptions of engineers, engineering as a profession, learning of engineering design processes (EDP), awareness of engineering branches, and their future career choices through Engineering Design Process activities with the 5E learning model. Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students' perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.

The ability to recognize and name the sounds of alphabet letters is a crucial prerequisite for students as they embark on their journey to learn how to read. Regrettably, some children face significant challenges in this area. In this single-case multiple baseline study, we utilized mnemonic pictures to facilitate the memorization of the grapheme-phoneme correspondence of ten target letters. Our aim was to empower four struggling first-grade students to quickly and confidently retrieve this information. The results reveal that the students significantly benefited from the intervention. Furthermore, the approach was perceived as attractive and helpful by both the four children and their teacher. The study concludes by reflecting on its limitations and discussing potential implications and future avenues of research.

This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.

While increasing emphasis has been placed on computer science (CS) and computational thinking (CT) little is known about these topics in elementary classrooms. Significant equity gaps exist within CS/CT at the elementary level, with a major contributor being the lack of highly qualified CS/CT elementary teachers. Professional development (PD) for inservice teachers who already teach in high need CS schools or for preservice teachers planning to teach in high need schools is a viable solution. The research presented was part of an ongoing university/elementary school Teacher-Researcher Partnership designed to address the CS/CT PD needs of elementary educators. An exploratory, descriptive case study was conducted to better understand the experiences of 4th grade inservice teacher partners co-designing and implementing a robotics event serving over 100 4th grade students, along with the experiences of preservice teachers facilitating the event. Inservice teacher partners (n=5) were participants generating data through co-design session recordings, co-designed artifacts, and a final reflective interview. Data from preservice teacher facilitators (n=14) were anonymous reflections. Thematic analysis found inservice teachers gained increased confidence and ownership over CS/CT activities. Moreover, inservice and preservice teachers both reported student benefits such as growth in Technology and Engineering Education (T&EE) problem-solving, critical thinking, and collaboration skills. The emergence of joyfulness from CS/CT engagement was an important finding, particularly given T&EE intentionally capitalizes on the benefits of appealing, minds-on/hands-on experiences for young learners. This research provides insights for other T&EE researchers who are exploring PD approaches that help build CS, CT, problem-solving, and other related T&EE skills and dispositions.

Online learning has profoundly transformed the educational landscape, providing greater flexibility, convenience, and tailored instructional opportunities. Despite these benefits, challenges and disparities have emerged, particularly highlighted by the COVID-19 pandemic. This policy brief examines findings from a study at a suburban high school in the Midwest, focusing on students who, before the pandemic, had minimal academic struggles but faced significant difficulties during the shift to online learning. By targeting this specific group, the brief addresses a critical gap in research concerning the impact of online learning on high school students who experienced new academic challenges due to the pandemic. The brief also provides actionable recommendations for policymakers to promote equitable access to resources, support, and successful outcomes in online education.

It is widely agreed that the relationship between poverty and education is bi-directional: poor people lack access to a decent education, and without the latter people are often constrained to a life of poverty (Van der Berg, 2008). Poverty as a "lifetime, and life-wide status" thus develops into a self-fulfilling prophecy that is difficult to emerge from. We acknowledge the interplay between the notions of "poverty," and "disadvantage," especially in the wide context of education, and school leadership more specifically, as the focus of this conceptual paper, and thus use them interchangeably in order to advocate for full, and equal opportunities in life as a matter of equity, and fairness. Moreover, we firmly regard education as a direct social justice contributor both in the provision of equal life opportunities, and in imparting students with the responsibility for the perpetration of such opportunities (Waite and Arar, 2020). In this conceptual commentary, we stretch this scholarship of social justice further by troubling the notion of poverty from a social justice lens, and redefining it as a type of "under-privilege" in order to engage scholars, policymakers, and stakeholders in meaning-making, and action. We seek to provide our contextual, inclusive, and problematized re-definition of poverty in relation to schooling, and education by portraying students to be considered at risk at any point in time. We ultimately ask ourselves, and our readers to reflect upon this quintessential question: "What is the purpose of education epitomized by?"

According to UNESCO, educating all children in the same classrooms, with adequate support and taking into consideration their different needs, provides benefits for everyone. However, public opinion about inclusive education is rarely uniform and often unsupportive. While public support for placing pupils with special needs in regular classes is crucial for both legislation and the implementation of effective inclusive practices, knowledge about the predictors of this support is limited. Additionally, we know relatively little about how support for inclusion varies depending on the type of disadvantage. In this study, we examine the role of different empathy-related processes (perspective taking, empathic concern, personal distress) in public support for the inclusion of six different groups involving pupils disadvantaged by their social background, physical disabilities, and intellectual disabilities. Using data from a Czech nationally representative survey (2022), and multilevel ordinal logistic models, we found differences in the effects of empathy on the support for inclusion depending on the type of pupils' disadvantage. While perspective taking is not associated with support for any group, and personal distress lowers the support for inclusion, individuals with higher levels of empathic concern are more supportive of inclusion regardless of the type of disadvantage. Furthermore, we found that extended contact with a disadvantaged child increases support for inclusion.

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6-11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3-5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

This study aimed to compare key predictors of academic resilience in the distinctive socio-cultural contexts of South Korea and the United States, employing a machine-learning-based random forest technique. Using PISA 2018 data, we focused on students in the bottom 25% of family socioeconomic status, totaling 1,654 in South Korea and 1,175 in the US. The results showed that individual factors, such as meta-cognition, joy of reading, self-concept of reading, and work mastery, were ranked highly in both countries. On the other hand, self-efficacy and students' expectation of higher education were specific to Korea, while fixed mindset and meaning in life were specific to the US. Based on these findings, this study highlighted the need for culturally responsive policies to nurture academic resilience among disadvantaged youth.

Students' physical and digital lives are increasingly entangled. It is difficult to separate students' "digital" well-being from their offline well-being given that artificial intelligence increasingly shapes both. Within the context of education's fiduciary and moral duty to ensure safe, appropriate and effective digital learning spaces for students, the continuing merger between artificial intelligence and learning analytics not only opens up many opportunities for more responsive teaching and learning but also raises concerns, specifically for previously disadvantaged and vulnerable students. While digital well-being is a well-established research focus, it is not clear how AI-Powered Educational Decision Support Systems (AI-EDSS) might impact on the inherent, situational and pathogenic vulnerability of students. In this conceptual paper, we map the digital well-being of previously disadvantaged and vulnerable students in four overlapping fields, namely (1) digital well-being research; (2) digital well-being research in education; (3) digital well-being research in learning analytics; and (4) digital well-being in AI-informed educational contexts. With this as the basis, we engage with six domains from the "IEEE standard 7010-2020--IEEE Recommended Practice for Assessing the Impact of Autonomous and Intelligent Systems on Human Well-Being" and provide pointers for safeguarding and enhancing disadvantaged and vulnerable student digital well-being in AI-EDSS.

A growing body of social science research investigates whether the economic payoff to a college education is heterogeneous -- in particular, whether disadvantaged youth can benefit more from attending and completing college relative to their more advantaged peers. Scholars, however, have employed different analytical strategies and reported mixed findings. To shed light on this literature, I propose a causal mediation approach to conceptualizing, evaluating, and unpacking the causal effects of college on earnings. By decomposing the total effect of attending a four-year college into several direct and indirect components, this approach not only clarifies the mechanisms through which college attendance boosts earnings, but illuminates the ways in which the postsecondary system may be "both an equalizer and a stratifier." The total effect of college attendance, its direct and indirect components, and their heterogeneity across different subpopulations are all identified under the assumption of sequential ignorability. I introduce a debiased machine learning (DML) method for estimating all quantities of interest, along with a set of bias formulas for sensitivity analysis. I illustrate the proposed framework and methodology using data from the National Longitudinal Survey of Youth, 1997 cohort.

A student's middle school science experience strongly impacts their future science, technology, engineering, and mathematics interest. The Japanese lesson study (JLS) model strengthens the student's experience through a research-based, collaborative, multistep, teaching-centered process focused on transforming local instructional practices. The JLS model has seen very limited application to middle school life science classrooms. The six-year-long implementation of JLS to core standards in the seventh-grade life science curriculum at a Los Angeles area school serving a historically underrepresented population found large, gender-independent increases in student mastery of key science standards, increased teacher collaboration in the areas of lesson development and data analysis, and school-site reform yielding district and statewide recognition.

Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically test for these indirect pathways, thus limiting the relevance of extant findings to inform targets of parent-mediated programmes addressing attentional disparities at school entry for low-income children. Using a sample of mostly low-income children from the Future of Families and Child Wellbeing Study (N = 2214) and the process of parenting model, this study tested whether maternal parenting stress, harsh parenting and cognitive stimulation uniquely explained associations between SES and child sustained attention at age 5 years. Results from structural equation modelling revealed that SES was positively and directly associated with child sustained attention. Some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation; however, neither harsh parenting nor parenting stress helped to explain the relationship between SES and child sustained attention. Implications of the findings are explored in the context of early childhood prevention and promotion programmes serving low-income families.

Background: Early language delay is exacerbated by social disadvantage. Factors such as parents' low levels of literacy, confidence and self-perception can affect the capacity to act on advice received, critical to empowerment. Methods used to achieve successful health outcomes in socially disadvantaged clinical populations may need enhancing. Aims: To compare the impact of standard parent-based intervention (PBI) to enhanced PBI for young children with speech, language and communication needs (SCLN) and their families living in more socially disadvantaged populations. Methods and Procedures: A multicentre clustered blind randomised controlled trial was used to compare the effect of parent-based group interventions to improve early language development with children (mean age 27.5 months) from more socially disadvantaged populations with an expressive vocabulary of 40 or less single words. Intervention sessions were delivered by a speech and language therapist, over a 20-week period. Participants received one of two interventions: (1) Standard Care - indirect group PBI - (PBI); (2) Enhanced Care: indirect group enhanced PBI - (EPBI). Both standardised and non-standardised measures were used as outcomes. Parent engagement in the intervention was captured through analysis of attendance and the Parent Activation Measure - Speech & Language Therapy (PAM-SLT) (Insignia Health, 2014). The PAM measures a person's knowledge, skills and confidence to manage their own health and well-being (NHS England, 2018). In this study, activation referred to parents' knowledge, skills and confidence to manage their child's language development. Outcomes and Results: One hundred fifty-five participants were randomised at baseline. Children in both groups made significant improvements in the outcome on MacArthur-Bates Communicative Development Inventories Sentence Length, from pre-intervention to post-intervention and 6 months post-intervention (p < 0.05). Changes in vocabulary and expressive language skills were more equivocal, showing wide variation in confidence intervals for both groups. Where parents attended at least one intervention session almost all effect sizes were in favour of the EPBI intervention. Parents' activation levels significantly increased for both groups (EPBI p < 0.001, PBI p = 0.003), with a moderate effect size in favour of EPBI (Hedges' G 0.37, confidence interval -0.02 to 0.76), although wide variation was found. Conclusions and Implications: This trial provides some evidence of facilitating the language development of children with SLCN from more socially disadvantaged areas through supporting caregivers. However, we found variation in outcomes; some children made excellent progress, whilst others did not. Further exploration of parent engagement and its relationship to child language outcomes will be valuable to understanding more about mechanisms of change in interventions that involve parents.

This paper aims to raise questions about the role that cultural capital might have to play in English schooling. With the term being used by both the Department for Education and the Office for Standards in Education (Ofsted, the English schools' inspectorate) as a means of describing certain key characteristics of a school's curriculum, the authors of this paper consider what the term actually now means in this educational context. To ground this consideration in a real-world context, we present some data from a 2-year study, which evaluated an intervention programme for disadvantaged young people in one English local authority. One aspect of this programme was the development of cultural capital for disadvantaged young people, and in the course of the evaluation a number of teachers were interviewed about how they saw this role and what cultural capital meant to them. As we explore in the paper, while English policymakers' and regulators' views of cultural capital are both narrow and perhaps, in some senses, deviate from both traditional and contemporary definitions of the term, teachers take a much richer and more flexible approach to the idea. With this in mind, we explore both the term itself and what it means for these teachers.

In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.

Caring relationships among families and providers are at the heart of high-quality early care and education (ECE). This study examines relationships between parents and providers in a nationally representative sample of infants and toddlers and their families (N = 527) enrolled in the two-generation Early Head Start (EHS) program in the U.S. EHS' primary services include home visiting and center-based early education, taking a whole family approach to provide comprehensive services within caring and trusting relationships. Using weighted lagged regression models, we found that parent and provider reports of their positive relationships with one another at age 2 years were related to some child and family outcomes at the end of their EHS experience at age 3 years. Providers who reported better relationships with parents rated children as having lower behavior problems and enhanced social competence, language comprehension, language production, and home environments. Parents who reported better relationships with providers also reported lower parenting stress and family conflict. Findings suggest that caring relationships between providers and parents are a key part of high-quality ECE within an environment dedicated to an ethic of care not just for children, but for the whole family.

Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for students and improved course grades but limited evidence of benefits to other educational outcomes. In addition, the evidence suggests that disruptions from the change may temporarily decrease some educational outcomes, and that these disruption effects are concentrated among low-income students and students of color.

The recent PISA mathematics results delivered disappointing news for the United States of America (USA). These results underscored the education system's continuing inequalities. An important question concerns to what extent and to which part of the educational system do these sources of inequality occur? In this paper we use PISA 2012 data merged with district- and school-level variables derived from five additional national databases to explore the way socio-economic status (SES) and race are related to inequalities in student performance as well as to inequalities in other components of schooling at both the system and student-levels, such as the academic 'zeitgeist' of the school, the nature of the mathematics curriculum and characteristics of both the teacher and the student. The results demonstrated how race and SES had significant relationships not only to student performance but to other aspects of schooling as well. Those relationships occurred at both the system- and within-school levels but differed in their implications. The policy implications of the research could help determine where the greatest effort could be made to provide all children of all racial and social classes equal opportunities to learn.

Children living in socioeconomically disadvantaged communities face distinct stressors when compared to those from more advantaged backgrounds. Research indicates higher levels of child well-being may buffer against the negative effects of stress and adversities, with supportive teacher behaviors playing a key role in promoting well-being. However, the mechanisms underlying these connections remain unclear. Extending past research linking teacher behaviours and well-being, the present study included emotion regulation as a potential candidate mechanism that might account for these connections. Questionnaire data were collected from 508 pupils (265 female, M[subscript age] = 9.9) in 31 classrooms across 8 primary schools in low-socioeconomic neighbourhoods of New Zealand. Utilising multilevel modelling the study found that teacher support significantly predicted emotion regulation and well-being, and that teacher support indirectly predicted well-being through emotion regulation. Both emotion regulation and teacher behaviours are amenable to intervention; thus, a better understanding of how they work together to predict well-being is likely to inform future intervention efforts to promote children's well-being.