Schooling and the mental health of children and adolescents in the United States

Handbook of Developmental Psychopathology: Third Edition

Volumn , Issue , 2014, Pages 163-184

  Roeser, Robert W ^a   Eccles, Jacquelynne S ^b  

^a PORTLAND STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84975498680     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-9608-3_9     Document Type: Chapter

References (167)

1. Adelman, H., & Taylor, L. (2009). Ending the marginalization of mental health in schools: A comprehensive approach. In R. Christener & R. Mennuti (Eds.), School-based mental health: A practitioner's guide to comparative practices (pp. 25-54). New York: Routledge.
2. Akinbami, L. J., Moorman, J. E., Garbe, P. L., & Sondik, E. J. (2009). Status of childhood asthma in the United States, 1980-2007. Pediatrics, 123, 131-145.
3. Akinbami L. J., Moorman, J. E., & Liu, X. (2011). Asthma prevalence, health care use, and mortality: United States, 2005-2009. National Health Statistics Reports No. 32. Hyattsville, MD: National Center for Health Statistics.
4. Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. Sociology of Education, 72, 167-180.
5. American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? American Psychologist, 63, 852-862.
6. Anderson, L. W., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: Beginning of the end or a new beginning? International Journal of Educational Research, 33, 325-339.
7. Aronson, J., Cohen, G., McColskey, W., Montrosse, B., Lewis, K., & Mooney, K. (2009). Reducing stereotype threat in classrooms. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed. gov/ncee/edlabs
8. Asendorpf, J. B., Borkenau, P., Ostendorf, F., & van Aken, M. A. G. (2001). Carving personality description at its joints: Confirmation of three replicable personality prototypes for both children and adults. European Journal of Personality, 15, 169-198.
9. Astor, R. A., Meyer, H. A., & Behre, W. J. (1999). Unowned places and times: Maps and interviews about violence in high schools. American Educational Research Journal, 36, 3-42.
10. Aud, S., KewalRamani, A., & Frohlich, L. (2011). America's youth: Transitions to adulthood (NCES 2012-026). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
11. Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors. Journal of Youth and Adolescence, 29, 289-306.
12. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
13. Barker, R., & Gump, P. (1964). Big school, small school: High school size and student behavior. Stanford, CA: Stanford University Press.
14. Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37, 197-214.
15. Bell, S. R., & Carrillo, N. (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114, 45-63.
16. Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48, 1476.
17. Benner, A. D. (2011). The transition to high school: Current knowledge, future directions. Educational Psychology Review, 23, 299-328.
18. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
19. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of selfregulation as a means of preventing school failure. Development and Psycholopathology, 20, 899-911.
20. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663.
21. Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W.A. Collins, (Ed.), Symposium on Child Psychology 13, 39-101. New York: Erlbaum.
22. Block-Lerner, J., Holston, M. A., & Messing, M. (2009). Seeing through clearer eyes: Mindfulness and acceptance- based behavioral interventions in the school. In R. W. Christener & R. B. Mennuti (Eds.), School-based mental health: A practitioner's guide to comparative practices (pp. 373-404). New York: Routledge.
23. Brener, N. D., Weist, M., Adelman, H., Taylor, L., & Vernon-Smiley, M. (2007). Mental health and social services: Results from the school health policies and programs study 2006. Journal of School Health, 77, 486-499.
24. Brock, S. E., Nickerson, A. B., Reeves, M. A., Savage, T. A., & Woitaszewski, S. A. (2011). Development, evaluation, and future directions of the PREP a RE school crisis prevention and intervention training curriculum. Journal of School Violence, 10, 34-52.
25. Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: Pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35-46.
26. Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102, 153-167.
27. Burrell, N. A., Zirbel, C. S., & Allen, M. (2003). Evaluating peer mediation outcomes in educational settings: A meta-analytic review. Conflict Resolution Quarterly, 21, 7-26.
28. Cairns, R. B., Cairns, B. D., & Neckerman, H. J. (1989). Early school dropout: Configurations and determinants. Child Development, 60, 1437-1452.
29. Carnegie Corporation of New York. (1992). A matter of time: Risk and opportunity in the nonschool hours. New York: Carnegie Corporation of New York.
30. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York: Carnegie Corporation.
31. Carskadon, M. A. (1990). Patterns of sleep and sleepiness in adolescents. Pediatrician, 17, 5-12.
32. Catalano, R. F., Haggerty, K. P., Oesterle, S., Flemings, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the social development research group. Journal of School Health, 74, 252-261.
33. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (Working Paper No. w17699). Washington, DC: National Bureau of Economic Research.
34. Christener, R. W., Mennuti, R. B., & Whitaker, J. S. (2009). An overview of school-based mental health practice: From systems service to crisis intervention. In R. Christener & R. Mennuti (Eds.), School-based mental health: A practitioner's guide to comparative practices (pp. 3-22). New York: Routledge.
35. Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.
36. Cook, T. D., Murphy, R. F., & Hunt, H. D. (2000). Comer's school development program in Chicago: A theory- based evaluation. American Educational Research Journal, 37, 535-597.
37. Costello, E. J., Copeland, W., & Angold, A. (2011). Trends in psychopathology across the adolescent years: What changes when children become adolescents, and when adolescents become adults? Journal of Child Psychology and Psychiatry, 52, 1015-1025.
38. Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). School size and the interpersonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly, 85, 1259-1274.
39. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass.
40. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Wiley.
41. Datar, A., Sturm, R., & Magnabosco, J. L. (2004). Childhood overweight and academic performance: National study of kindergartners and first-graders. Obesity Research, 12, 58-68.
42. Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14, 179-189.
43. Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4-12 years old. Science, 333, 959-964.
44. Dodge, K. A. (2006). Translational science in action: Hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18, 791-814.
45. Dryfoos, J. G. (1994). Full service schools: A revolution in health and social services for children, youth, and families. San Francisco, CA: Jossey-Bass.
46. Duncan, G. J., & Murane, R. (Eds.). (2011). Whither opportunity? Rising inequality, schools and children's life chances. New York: Russell Sage Foundation.
47. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
48. Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115-152.
49. Dweck, C. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17, 391-394.
50. Dweck, C. S., & London, B. E. (2004). The role of mental representation in social development. Merrill-Palmer Quarterly, 50, 428-444.
51. Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non- mentored individuals. Journal of Vocational Behavior, 72, 254-267.
52. Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
53. Eccles, J. S., & Roeser, R. W. (2010). School and community influences on human development. In M. Boorstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (6th ed.). Hillsdale, NJ: Erlbaum.
54. Eccles, J. S., & Roeser, R. W. (2011). School as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225-241.
55. Evans, S. W. (1999). Mental health services in schools: Utilization, effectiveness and consent. Clinical Psychology Review, 19, 165-178.
56. Fiske, S. T., & Taylor, S. E. (1991). Social cognition. New York: McGraw-Hill Book Company.
57. Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser Greenland, S., Locke, J., et al. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95.
58. Flores, G., & Tomany-Korman, S. C. (2008). Racial and ethnic disparities in medical and dental health, access to care, and use of services in US children. Pediatrics, 113, 286-298.
59. Fontaine, R. G. (2010). New developments in developmental research on social information processing and antisocial behavior. Journal of Abnormal Child Psychology, 38, 569-573.
60. Garber, J. (2006). Depression in children and adolescents: Linking risk research and prevention. American Journal of Preventative Medicine, 31, 104-125.
61. Garcia, E. E., Jensen, B., & Cuellar, D. (2006). Early academic achievement of Hispanics in the United States: Implications for teacher preparation. The New Educator, 2, 123-147.
62. Garrard, W. M., & Lipsey, M. W. (2007). Conflict resolution education and antisocial behavior in U.S. schools: A meta-analysis. Conflict Resolution Quarterly, 25, 9-38.
63. Gordon, M. (2007). Roots of empathy: Changing the world child by child. Toronto: Thomas Allen.
64. Gottfredson, D. C., & Wilson, D. B. (2003). Characteristics of effective school-based substance abuse prevention. Prevention Science, 4, 27-38.
65. Graham, S. (1997). Using attribution theory to understand social and academic motivation in African American youth. Educational Psychologist, 32, 21-34.
66. Graham, J., Shirm, S., Liggin, R., Aitken, M. E., & Dick, R. (2006). Mass-casualty events at schools: A national preparedness survey. Pediatrics, 117, 8-15.
67. Grantham-McGregor, S. Cheung, Y. B., Cueto, S., Glewwe, P., Richter, L., Strupp, B., & the International Child Development Steering Group. (2007). Child development in developing countries: Developmental potential in the first 5 years for children in developing countries. Lancent, 369, 60-70.
68. Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161-166.
69. Greenberg, M. T., Weissberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L., & Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
70. Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. Annual Review of Psychology, 58, 145-173.
71. Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A metaanalysis. Review of Educational Research, 66, 99-136.
72. Hawkins, J. D., Kosterman, R., Catalano, R. F., Kill, K. G., & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of Pediatrics and Adolescent Medicine, 162, 1133-1141.
73. Heckman, J. J. (2007). The economics, technology and neuroscience of human capability formation. Proceedings of the National Academic of Sciences, 104, 13250-13255.
74. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45, 740-763.
75. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
76. Hoffman, D. M. (2009). Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of Educational Research, 79, 533-556.
77. Hurt, H., Malmud, E., Brodsky, N. L., & Giannetta, J. (2001). Exposure to violence: Psychological and academic correlates in child witnesses. Archives of Pediatrics & Adolescent Medicine, 155, 1351-1356.
78. Institute of Medicine. (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.
79. Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: National Academy Press.
80. Jennings, P. A., & Greenberg, M. (2009). The prosocial classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491-525.
81. Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46, 37-48.
82. Johnson, A. E., Forston, J. L., Gunnar, M. R., & Zelazo, P. D. (2011, April). A randomized controlled trial of mindfulness meditation training in preschool children. Poster presented at the Society for Research in Child Development Biennial Meeting in Montreal, QC.
83. Joiner, T. E., & Wagner, K. D. (1995). Attributional style and depression in children and adolescents: A meta- analytic review. Clinical Psychology Review, 15, 777-798.
84. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology: Science and Practice, 10, 144-156.
85. Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review, 36-41.
86. Kemeny, M. E., Foltz, C., Cullen, M., Jennings, P., Gillath, O., Wallace, B. A., et al. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12, 338-350.
87. Kessler, R. C., Foster, C. L., Saunders, W. B., & Stang, P. E. (1995). Social consequences of psychiatric disorders, I: Educational attainment. American Journal of Psychiatry, 152, 1026-1032.
88. Kessler, R. C., Heeringa, S., Lakoma, M. D., Petukhova, M., Rupp, A. E., Schoenbaum, M., et al. (2008). The individual-level and societal-level effects of mental disorders on earnings in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 15, 703-711.
89. King, M., Semlyen, J., Tai, S. S., Killaspy, H., Osborn, D., Popelyuk, D., et al. (2008). A systematic review of mental disorder, suicide and deliberate self-harm in lesbian, gay and bisexual people. BioMed Central Psychiatry, 8, 70.
90. Kirby, D. B. (2002). Effective approaches to reducing adolescent unprotected sex, pregnancy, and childbearing. Journal of Sex Research, 39, 51-57.
91. Koenen, K. C., Roberts, A., Stone, D., & Dunn, E. (2010). The epidemiology of childhood trauma. In R. Lanius, E. Vermetten, & C. Pain (Eds.), The impact of early life trauma on health and disease: The hidden epidemic (pp. 13-24). Cambridge: Cambridge University Press.
92. Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jaycox, L. H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health, 2, 105-113.
93. Lansford, J. E., Malone, P. S., Dodge, K. A., Crozier, J. C., Pettit, G. S., & Bates, J. E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 709-718.
94. Lau, S., & Roeser, R. W. (2007). Cognitive abilities and motivational processes in science achievement and engagement: A person-centered analysis. Learning and Individual Differences, 18, 497-504.
95. Lauer, P. A., Akiba, M., Wilkerson, S. B., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275-313.
96. Lopez, M. H. (2009). Latinos and education: Explaining the attainment gap. Washington, DC: Pew Hispanic Center.
97. Love, R. A., & Cobb, N. (2012). Developing schools' capacities to respond to community crisis: The Tennessee initiative. Journal of Child and Adolescent Psychiatric Nursing, 25, 158-163.
98. Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 241-253.
99. Mahoney, J. L., Larson, R., & Eccles, J. (Eds.). (2005). Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Hillsdale, NJ: Lawrence Erlbaum.
100. McLaughlin, M. W. (2000). Community counts: How youth organizations matter for youth development. Washington, DC: Public Education Network.
101. Meece, J. L., Anderman, E. M., & Anderman, L. H. (2005). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, 487-503.
102. Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., et al. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3, 291-307.
103. Mendelson, T., Greenberg, M. T., Dariotis, J., Gould, L. F., Rhoades, B., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985-994.
104. Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the national co-morbidity survey replication- Adolescent supplement (NCS-A). Journal of American Academy of Child and Adolescent Psychiatry, 49, 980-989.
105. Mind and Life Education Research Network. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146-153.
106. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693-2698.
107. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
108. National Academy of Sciences. (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press.
109. National Center for Education Statistics. (2006). The condition of education. Washington, DC: U.S. Department of Education.
110. National Center for Educational Statistics. (2011). Web tables: Student reports of bullying and cyber-bullying: Results from the 2007 school crime supplement to the national crime victimization survey. Washington, DC.
111. National Research Council and Institute of Medicine (NRC/IOM). (2004). Engaging schools. Washington, DC: National Academies Press.
112. Neild, R. C. (2009). Falling off track during the transition to high school: What we know and what can be done. The Future of Children, 19, 53-76.
113. Neiman, S. (2011). Crime, violence, discipline, and safety in U.S. public schools: Findings from the school survey on crime and safety: 2009-10. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
114. Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. P. (1986). Learned helplessness in children: A longitudinal study of depression, achievement, and explanatory style. Journal of Personality and Social Psychology, 51, 435-442.
115. Peck, S. C., Malanchuk, O., Roeser, R. W., & Eccles, J. S. (2012, October). The effects of self-regulation on educational pathways for high-risk youth. Poster presented at the special meeting of the Society for Research on Child Development, Tampa, FL.
116. Peck, S., Roeser, R. W., Zarrett, N. R., & Eccles, J. S. (2008). Exploring the role of extracurricular activity involvement in the educational resilience of vulnerable adolescents: Pattern- and variable-centered approaches. Journal of Social Issues, 64, 135-156.
117. Pew Research Center. (2010). Millenials: Confident, connected, open to change. Downloaded Jan 2013. http:// www.pewresearch.org/millennials.
118. Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America's elementary classrooms. Science, 5820, 1795-1796.
119. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement and improvement of classroom processes. Educational Researcher, 38, 109-119.
120. Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2011). How schools can do better: Fostering stronger connections between teachers and students. New Directions for Mental Health Services, 2002 (93), 91-107.
121. Poteat, V. P., & Espelage, D. L. (2007). Predicting psychosocial consequences of homophobic victimization in middle school students. Journal of Early Adolescence, 27, 175-191.
122. Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471-491.
123. Rammstedt, B., Riemann, R., Angleitner, A., & Borkenau, P. (2004). Resilients, overcontrollers, and undercontrollers: The replicability of the three personality prototypes across informants. European Journal of Personality, 18, 1-14.
124. Ramstetter, C. L., Murray, R., & Garner, A. S. (2010). The crucial role of recess in schools. Journal of School Health, 80, 517-526.
125. Ready, D. D., & Lee, V. E. (2008). Choice, equity, and schools-within-schools reform. Teachers College Record, 110, 1930-1958.
126. Ritter, G. W., Barnett, J. H., Denny, G. S., & Albin, G. R. (2009). The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79, 3-38.
127. Robers, S., Zhang, J., & Truman, J. (2012). Indicators of school crime and safety. Washington, DC: National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
128. Robins, R. W., John, O. P., Caspi, A., Moffitt, T. E., & Stouthamer-Loeber, M. (1996). Resilient, overcontrolled, and undercontrolled boys: Three replicable personality types. Journal of Personality and Social Psychology, 70, 157-171.
129. Roeser, R. W., & Eccles, J. S. (2000). Schooling and mental health. In A. Sameroff, M. Lewis, & S. Miller (Eds.), Handbook of developmental psychopathology (2nd ed., pp. 135-156). New York: Plenum.
130. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of social-emotional development: A summary of research findings. Elementary School Journal, 100, 443-471.
131. Roeser, R. W., & Peck, S. C. (2003). Patterns and pathways of educational achievement across adolescence: A holistic- developmental perspective. In W. Damon (Series Ed.), S. Peck, & R. Roeser (Vol. Eds.), New directions for child and adolescent development: Vol. 101. Personcentered approaches to studying development in context (pp. 39-62). San Francisco, CA: Jossey-Bass.
132. Roeser, R. W., Peck, S. C., & Nasir, N. S. (2006). Self and identity processes in school motivation, learning, and achievement. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 391-424). Mahwah, NJ: Lawrence Erlbaum.
133. Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167-173.
134. Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002). Studying early adolescents' academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress, and Coping, 15, 345-368.
135. Romero-Canyas, R., Downey, G., Berenson, K., Ayduk, O., & Kang, N. J. (2010). Rejection sensitivity and the rejection-hostility link in romantic relationships. Journal of Personality, 78, 119-148.
136. Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-241.
137. Rood, L., Roelofs, J., Bogels, S. M., Nolen-Hoeksema, S., & Schouten, E. (2009). The influence of emotionfocused rumination and distraction on depressive symptoms in non-clinical youth: A meta-analytic review. Clinical Psychology Review, 29, 607-616.
138. Roth, J. L., & Brooks-Gunn, J. (2003). Youth development programs: Risk, prevention and policy. Journal of Adolescent Health, 32, 170-182.
139. Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale, survey research tells us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104, 1525-1567.
140. Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Cambridge: Harvard University Press.
141. Russell, S. T., Seif, H., & Truong, N. L. (2001). School outcomes of sexual minority youth in the United States: Evidence from a national study. Journal of Adolescence, 24, 111-127.
142. Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979-2002. Journal of School Psychology, 40, 451-475.
143. Sable, J., & Garofano, A. (2007). Public elementary and secondary school student enrollment, high school completions, and staff from the common core of data: School year 2005-06 (NCES 2007-352).
144. Sadeh, A., Dahl, R. E., Shahar, G., & Rosenblat-Stein, S. (2009). Sleep and the transition of adolescence. Sleep, 1, 1602-1609.
145. Sameroff, A. J., Seifer, R., Baldwin, A., & Baldwin, C. (1993). Stability of intelligence from preschool to adolescence: The influence of social and family risk factors. Child Development, 64, 80-97.
146. Schaps, E. (2003). The heart of a caring school. Educational Leadership, 60, 31-33.
147. Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents' wellbeing and social and emotional competence. Mindfulness, 1, 137-151.
148. Slade, E. (2003). The relationship between school characteristics and the availability of mental health and related health services in middle and high schools in the United States. The Journal of Behavioral Health Services and Research, 30, 382-392.
149. Slavin, R. E., & Calderon, M. (2001). Effective programs for Latino students. Mahwah, NJ: Erlbaum.
150. Snow, R. E., Corno, L., & Jackson, D. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243-310). New York: Simon & Schuster Macmillan.
151. Stein, M. A., Mendelsohn, J., Obermeyer, W. H., Amronmin, J., & Benca, R. (2001). Sleep and behavior problems in school-aged children. Pediatrics, 107.
152. Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Research to educational practice. Educational Researcher, 39, 38-47.
153. Szalacha, L. A. (2003). Safer sexual diversity climates. American Journal of Education, 110, 58-88.
154. Thompson, T., & Rippey Massat, C. (2005). Experiences of violence, post-traumatic stress, academic achievement, and behavior problems of urban African- American children. Child and Adolescent Social Work Journal, 22, 367-393.
155. Treuba, H. T. (1988). Raising silent voices: Educating the linguistic minorities for the 21st Century. New York: Harper & Row.
156. Uhrlass, D. J., Schofield, C. A., Coles, M. E., & Gibb, B. E. (2009). Self-perceived competence and prospective changes in symptoms of depression and social anxiety. Journal of Behavior Therapy and Experimental Psychiatry, 40, 329-337.
157. Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161, 78-88.
158. Walter, H. J., Gouze, K., Cicchetti, C., Arend, R., Mehta, T., Schmidt, J., et al. (2011). A pilot demonstration of comprehensive mental health services in inner-city public schools. Journal of School Health, 81, 185-193.
159. Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82-96.
160. Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41, 247-255.
161. Wigfield, A., Eccles, J. S., Roeser, R. W., & Schiefele, U. (2008). Development of achievement motivation. In W. Damon & R. M. Lerner (Eds.), Developmental psychology: An advanced coursebook. New York: Wiley.
162. Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17, 247-272.
163. Wilson, J. Q., & Kelling, G. L. (1982, March). Broken windows, Atlantic Monthly. Downloaded May 2008. http://www.theatlantic.com/doc/198203/brokenwindows
164. Winzelberg, A. J., & Luskin, F. M. (1999). The effects of a meditation training in stress levels in secondary school teachers. Stress Medicine, 15, 69-77.
165. Wolfson, A. R., & Carskadon, M. A. (1998). Sleep schedules and daytime functioning in adolescents. Child Development, 69, 875-887.
166. Zelazo, P. D., & Lyons, K. E. (2012). The potential benefi ts of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6, 154-160.
167. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning. New York: Teachers College Press.