Although sex trafficking of children is a significant crisis in the U.S., little research has been done to explore prevention. A partnership between the University of Nebraska–Lincoln and Iowa’s largest school district is exploring ways to address the challenge.
Years ago, when Sarah Zuckerman worked as a special education teacher in Washington, D.C., she saw firsthand the myriad of educational and health needs her students brought with them to school.
Increasing access to more nutritious food, medical care and mental health services seemed to be constant needs she saw every day.
Research demonstrates rates of sexual assault and perpetration among sexual minority men are alarmingly high across the U.S.
Some studies reveal almost half of sexual minority men experience being threatened by sexual assault as adults, and as many as 30% report being sexually assaulted in their lifetime.
A family-school intervention program that has seen success in Nebraska and surrounding states is expanding its reach.
Susan Sheridan, director of the Nebraska Center for Research on Children, Youth, Families and Schools, and Amanda Witte, CYFS research assistant professor, are working with University of Wisconsin researchers to bring the Teachers and Parents as Partners (TAPP) intervention to schools in their state, along with ongoing studies in the region.
After decades of work, many researchers believe climate change poses the greatest global threat to human health — and that youth are the most vulnerable to the impacts and most-dire consequences, both today and in the future.
Black, Latinx, Native American and other youth of color may be disproportionately affected by climate change with deepening inequalities in access to clean air and water, healthy foods and forced migration.
For the past six years, Nebraska educational psychologist Katie Edwards has worked with Native American communities and organizations to combat sexual violence — a trauma Indigenous peoples experience at rates higher than any other racial or ethnic group in the U.S.
By Haley Apel, CEHS Director of Strategic Communications
Because today’s fast-paced world demands constant innovation in the areas of science, technology, engineering and mathematics, STEM-related occupations continue to grow at a faster rate than those in non-STEM related fields.
As learning environments increasingly rely on online course formats that work with busy college student schedules — particularly after disruptions caused by the COVID-19 pandemic — a better understanding of how students complete out-of-class assignments is crucial to ensuring equitable opportunities for academic success.
