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Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children's behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examines behavior problems in a nationally representative sample (N = 700) of primary school students in Trinidad and Tobago using the Adjustment Scales for Children and Adolescents, a contextually-based assessment that has been adapted and standardized for use with this population. We applied latent profile analysis, a person-centered approach, to identify distinct patterns of behavior problems and contexts in which behaviors occurred. The resultant 6-profile model consisted of two profiles of adjusted children making up 60% of the sample and four profiles of at-risk children with elevated underactive and/or overactive behavior problems associated with different classroom contexts. Profiles were differentially associated with classroom learning behaviors and reading ability. The most vulnerable subgroup of primary school students showed high levels of under- and overactive behaviors in peer, learning, and teacher contexts, deficits in reading fluency, problem-solving, and motivation.

Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two distinct dimensions of the measure -- academic engagement and social engagement -- that comport with the educational research literature. Measurement invariance investigations provided initial support for the applicability of the CES across student subgroups and time. Finally, the two dimensions of the CES were found to be differentially predictive of important kindergarten and third-grade outcomes, providing evidence of concurrent and predictive validity. Practice or Policy: This study was designed in response to both the national call for routine monitoring of critical engagement competencies and the lack of validated teacher-report measures of these skills that can be used to inform ongoing instruction. This initial validation is an important step in institutionalizing practical, quality measurement within schools. Because of its strategic placement on the kindergarten report card, the CES provides an opportunity for teachers and families to share information about students' engagement skills and coordinate confluent supports to foster these critical competencies.

Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher- and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near- and longer-term impacts of the Mindfulness-Based Emotional Balance (MBEB) program with regard to improving middle school teachers' mindfulness, self-compassion, occupational health and well-being, and quality of interactions with students in their self-nominated "most stressful classroom." The sample included 58 sixth through eighth grade teachers randomized to condition (n = 29 MBEB and n = 29 Waitlist Control) who were assessed at baseline, postprogram, and follow-up (4 months later). Results showed that compared with controls, MBEB teachers reported greater occupational self-compassion and less job stress and anxiety at postprogram and follow-up; as well as less emotional exhaustion and depression at follow-up. No observed differences in quality of teachers' interactions with students in their most stressful classrooms (classroom organization or emotional support) were found at postprogram. At follow-up, however, results showed MBEB teachers had better classroom organization than control teachers. Exploratory analyses showed that longer-term impacts of MBEB were moderated by teaching experience and school type, with newer teachers ([less than or equal to]5 years) and teachers in Grades 6-8 schools showing more beneficial personal and classroom outcomes at follow-up compared with more experienced teachers or those working in Grades K-8 schools, respectively. Implications for future research and teacher professional development are discussed.

Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes) with shared trajectories of change, examine subpopulation members' social and academic outcomes in first grade, and identify demographic characteristics that serve as risk or protective factors for membership in different trajectory classes. Analyses reveal four common change trajectories (Progressive Optimal Adjustment, Stable Good Adjustment, Stable Adequate Adjustment, Progressive At-Risk Adjustment), which are differentiated by higher versus lower levels of problem behavior and relative change versus relative stability of the problem behavior trajectory. Classes with greater peer context behavior problems had typically poorer student-teacher relationships, greater parent-observed behavior problems, and lower reading and math skills at the end of first grade. Multiple child and family characteristics were differentially associated with class membership. Practice or Policy: These findings highlight the transition to formal schooling as a critical period in the development of peer context behavior for some--but not all--children, and suggest that children with peer context behavior problems may benefit from targeted academic and social-emotional support before entering first grade.

Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we analyzed 94 clients' syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty clients to quasi-experimental control groups that did not receive consultations. Syllabi from non-clients scored lower and did not demonstrate similar changes across semesters. Attendance at a CTL seminar on course and syllabus design did not explain variation in clients' syllabi. We discuss implications for assessment of CTL services and how we leveraged formative assessments to inform and iteratively refine our educational development practices.