Consequently, in these studies, it cannot be examined whether perceived teacher expectations correspond to teachers’ actual expectations of their students. Five other studies in which a sociocultural perspective on identity development is employed (Aschbacher et al. 2010; Edwards-Groves and Murray 2008; Johnson et al. 2011; Landers 2013; Olitsky et al. 2010) relied fully on student interviews or questionnaires regarding perceived teacher expectations. Berg (2010) for example found in her longitudinal ethnographic research on a foster child that this adolescent was repetitively approached by his teachers and social workers based on others’ reports and the previous experiences they had with him as an outsider and a difficult student. Four of the articles that adopt a sociocultural perspective on identity development demonstrated, based on classroom observations and teacher interviews, that teachers may have rather persistent expectations of adolescents through which certain identity positions are made available or unavailable (Berg 2010; Rubin 2007; Vetter 2010; Wortham 2006). This finding is also supported by Charland’s (2010) ethnographic study in which a psychosocial perspective on identity development is employed. In one of the schools, students were provided with cumulative sets of short mathematical problems to work on individually.

Participation fee

• This yes/no questionnaire examines your organization’s alignment with the mission and promotion of positive experiences, relationships, and environments of PYD.
• The systematic review included randomised controlled trials (RCTs), observational studies, quasi-experimental studies and studies with a pre- and post-test design.
• Schools can help mitigate this either by ensuring their poorest students have opportunities to participate in extra-curricular activities, or by commissioning and signposting such activities where capacity is tight.
• School staff mentioned the importance of having a coordinator external to the school to provide support for curricular efforts and activities to students and staff, and adapting to school needs, reducing harassment for LGBTQ youth 50, 69, 70.
• For example, safeguarding personal information and implementing measures such as comment restrictions on social media platforms can help protect students from negative exposure.

The included studies had an estimated total sample size of 2,239 participants (929 peer leaders, 1,310 recipients) (see Table 2 for included studies). We included studies with a minimum sample size of 50 peer pairs in the intervention group, or 50 peer leaders or recipients if only one group was reported. Any studies where an adult facilitated peer-to-peer contact, such as a teacher leading a discussion group, were not included. The format of the intervention could be either one-to-one or group-based, as long as any groups were at least partly peer-led.

Caring, Sustained Relationships

Based on the findings of this review, it is clear that further research using rigorous scientific gambling methodology is needed. All reported outcomes were related to wellbeing issues and emotional difficulties, with no studies measuring a diagnosable psychiatric disorder, such as a depressive or anxiety disorder. Of note, both these studies were of academic tutoring programmes.

In related fashion, the school-based team would actively monitor school attendance data as an early warning signal. This relates to the SISTER strategy of creating a professional learning collaborative or forming groups within or between schools to foster a joint learning environment to enhance implementation of new practices (Lyon et al., 2019). Such a dashboard should be pragmatic and constructive vis-à-vis effortless or autoscored data entry, production of straightforward reports, and amenability to disaggregation to isolate students and student groups in greatest need of resources (Leverson et al., 2016). Rural schools can leverage school attendance data monitoring to focus specifically on those absences that carry greater negative impact.

Multidimensional MTSS approaches have also been designed for various domains relevant to heterogeneous problems such as school absenteeism (Kearney and Graczyk, 2020, 2022). These approaches are collectively referred to in this article as multi-tiered systems of support (MTSS) (Loftus-Rattan et al., 2023). Partnerships with external entities such as researchers, universities, professional development entities, or community practice or government agencies are common as well (Goldstein et al., 2019). This document was supported from funds provided by the TIES Center grant supported by the Office of Special Education Programs (OSEP) of the U.S Department of Education (#H326Y170004) and the Center on Positive Behavioral Interventions and Supports cooperative grant supported by OSEP and the Office of Elementary and Secondary Education (OESE) of the U.S. This suggests that attitudinal barriers and misconceptions may interfere with student access to SWPBIS (Feueronborn and Tyre 2016; Feuerborn et al.2018).

The study was, therefore, presented to parents and children as a survey looking at the daily life of middle-school students to learn more about them. Such classification means that students enrolled in the school come from higher socioeconomic backgrounds and live in economically advantaged neighborhoods. From the same city, 300 students were enrolled in a school classified as socioeconomically privileged by the Board of Education. Such schools are located in economically depressed neighborhoods and benefit from compensatory education funds.