Sentences with phrase «at home and at school affects»

This report from MDRC summarizes research conducted primarily over the past 10 years on how families» involvement in children's learning and development through activities at home and at school affects the literacy, mathematics, and social - emotional skills of children ages 3 to 8.

Not exact matches

Find out how sensory issues can affect children at home and in school, and what can be done to make kids more comfortable.

He also described provisions affecting teenagers in the law recently enacted to change the welfare system, praising a requirement that teenage mothers receiving welfare stay in school and live at home or in another adult - supervised setting.

«Depression occurs disproportionately among new parents, and this study also hammers home the point that it affects both mothers and fathers,» says James F. Paulson, PhD, associate professor of pediatrics at the Eastern Virginia Medical School, Norfolk.

Better parenting practices and increased reading and other language - related activities at home help positively affect school readiness by creating bonds, promoting self - regulation and self - confidence, and engaging in the interactions that stimulate communication and learning.

Notes to editors Research by Shelter has found that bad housing affects children's ability to learn at school and study at home.

My own view is that these kinds of measures are fine, but unless we can make progress in affecting the home environments of today's children, any progress will be modest at best, and the job of the schools will only become more difficult.

It can lead us to discover (or rediscover) that the quality of our child's education is also affected by what happens at home and in the communities outside the school.

Sometimes this practice also provides key insights, such as one student writing about having a hard time at home and that it's affecting her grade, or another student setting a goal to check off every item on his agenda each day before he leaves school.

Comer studied the relationship between a student's experiences at home and school and how this affects his / her academic achievement.

School districts included trauma, mental health issues, social media (including bullying and other conflicts), immigration status, gang involvement, drug use by students or parents, lack of parental guidance and support, and situational barriers like transportation, jobs, and responsibilities at home among the many challenges that affect student behavior or attendance and can lead to discipline issues.

Also emphasized is trauma - informed teaching, which addresses how the trauma children experience at home and in their neighborhoods affects their behavior and learning at school.

The tool also provides information about district - level NAEP performance and how in - school and at - home factors affect student achievement, and allows educators to explore NAEP lessons on technology - based assessments.

The disruption of the floods forced the academy to close and lessons had to be held at its sister school Morton Academy, with many of the staff and pupils at the academy also having their homes affected.

As Maker explains in the introduction to her book, housecleaning isn't taught in schools anymore, nor do many kids learn it at home, especially when they're overscheduled with activities or the job is outsourced to professionals; and yet, cleaning is something that directly affects our lives and can lead to great tension and arguments in households.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

How students see themselves can directly affect their ability to function in school and at home.

With Safer Internet Day, the UK Safer Internet Centre is working with hundreds of other organisations to encourage more conversations at school and at home about young people's online lives and how their actions online can affect relationships, empowering young people to use digital technology wisely.

Patterns of emotion or behaviour that are particularly intense, go on for more than a few weeks and affect a child or young person's ability to cope with everyday life at home, school or kinder may be a sign of a social or emotional issue.

The court considers all relevant factors including the wishes of the child's parents, the wishes of the child, the relationship of the child with the parents, siblings, and any other person who significantly affects the child's best interest, the child's adjustment to home, school, and community, the mental and physical health of everyone, any physical violence by the child's potential custodian, whether directed at the child or at another person, episodes of repeated abuse whether directed at the child or directed at another person, and the willingness and ability of each parent to encourage a close relationship between the other parent and the child.

Defiant behavior can be frustrating in the home and potentially devastating in school, as it can lead to suspension and expulsion, and, at the very least, may negatively affect a child's social relationships and ability to learn.

Better parenting practices and increased reading and other language - related activities at home help positively affect school readiness by creating bonds, promoting self - regulation and self - confidence, and engaging in the interactions that stimulate communication and learning.

It was, as he wrote later in a 1988 Scientific American article, centered on his speculation that «the contrast between a child's experiences at home and those in school deeply affects the child's psychosocial development and that this in turn shapes academic achievement.»

Over time, they can affect your performance at work, your focus at school, your productivity at home, and your interest in the world around you.

Studies have shown that providing young children with social - emotional learning can greatly affect their educational capacity, their school and at - home behavior, their sense of self - worth, and their resiliency to potentially traumatic events.

Relationship, family and parenting conflicts are a specialty, which in addition, have also allowed me to focus on childrens» issues in these relationships as they become affected at home, in school and in the community.»