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This bulletin is an overview of research that explores stress and suicide and its impact on the lives of American youth. Chapter 1 examines student-environment interaction as a means of identifying factors that contribute to students' feelings of distress or perceived inability to cope with their internal or external world. Chapter 2 presents research findings and examples of what schools can do to help students cope with their world. Chapter 3 describes some current programs and offers an appraisal of what some schools are doing. The final chapter recommends steps schools can take to develop programs that alleviate distress and reduce the likelihood of student suicide attempts. Appended are 14 resource agencies; 19 reference; and a list of 11 interviewed professionals. (SI)

Because of the increasing ethnic diversity of schools today, accompanied by a rash of racial incidents, some schools are seeking to promote ethnic understanding and appreciation. Chapter 1 provides an introduction to the ethnic changes in the nation's schools. Chapter 2 presents information about ethnic interactions in the schools and focuses attention on how students' and staff members' preconceptions of other ethnic groups influence the social environment of the schools. Chapter 3 highlights some effective approaches to generate cultural appreciation. The final chapter recommends steps that schools can take to alleviate racial tensions through a proactive approach to generating multicultural understanding. Addresses of 11 resource agencies are appended and 22 references and eight interviewees are listed. (SI)

Two decades of research show that parental involvement is associated with greater student achievement, improved parent and student attitudes toward education, and additional parent participation in other school activities. These conclusions are applicable to students at all educational levels and from diverse social and economic backgrounds. Aware of parental participation benefits, schools are exploring creative ways to involve parents directly in the learning process. This Bulletin explores parents' involvement in their children's education, combining research references with reports on individual school practices. Chapter 1 provides supportive research findings on parental involvement and explores James Coleman and Thomas Hoffer's "social capital" theory. Chapter 2 discusses programs for preschool, elementary, and high school children and their parents that positively affect student achievement levels. Chapter 3 concentrates on two academic programs ("Reading Is Fundamental" and "Family Math") that teach parents how to become more effective partners in their children's education. The final chapter presents conclusions and recommendations for parents, teachers, school boards, and state boards of education. Included is an appendix with program names and addresses, a bibliography of 33 references, and 15 interviews. (MLH)