In recent years, illnesses, quarantines and school closures during the COVID-19 pandemic have increased emphasis on the importance of instructional time for children’s academic achievement following absences from the classroom.
There is also recent evidence that pandemic school closures disproportionately affected U.S. schools that had students with lower third-grade standardized test scores and higher shares of students from socioeconomically disadvantaged backgrounds.
Imagine being locked inside your own body, isolated and struggling to meaningfully connect and communicate with those around you.
Now imagine trying to cope with such isolation as a child.
For children with severe speech and physical impairments (SSPI), the lack of a reliable communication methods has devastating impacts on their quality of life, well-being, medical care and social interactions.
Becoming a teacher is not easy. Along with the required formal education, the process requires plenty of patience, preparation, curiosity and enthusiasm.
One less-apparent ingredient of learning to be a teacher is the ability to navigate the ever-changing landscape of diversity in schools, including socio-economic, racial, linguistic, cultural and other demographic characteristics.
Nearly 28 million children in the U.S. experience childhood adversity — neglect, parental substance abuse, mental illness, racism and bias.
Such hardships cause significant stress to children at crucial stages in their development, putting them at risk for academic difficulties and health and behavioral issues — all of which have consequences into adulthood.
A student’s ability to read is a critical predictor of academic and lifelong success. In Nebraska, the COVID-19 pandemic hit students with reading difficulties especially hard, particularly students attending rural schools.
A team of Nebraska researchers is working to boost reading outcomes for rural students in kindergarten through third grade by providing professional learning opportunities to teachers across the state, speeding up pandemic recovery for students with reading difficulties, as well as those at risk.
Nebraska, like other states, faces a shortage of qualified early childhood professionals to meet its demand for quality care and education. This shortage not only poses significant problems for families with young children, but also threatens the state’s future economic prosperity.
Getting children to eat their vegetables is a common, longstanding challenge for parents and child care providers alike.
While some kids simply dislike the taste of veggies, a recent study sheds light on some other obstacles that prevent children from reaching their recommended daily nutritional needs.
In recent years, there has been an increase in global initiatives aimed at providing mental health support in low- and middle-income countries for those affected by disaster, conflict and forced migration.
However, older refugees and refugees with disabilities have received less attention in humanitarian research and often face barriers to accessing wellness-promoting interventions.
