The structural challenges facing these students are real, but Eagle Academy and the Cassandra S. Pinkney Foundation believes that through effective program design, with proper comprehensive services in place, there is no reason these students can not achieve at high academic and
socioemotional levels.
Not exact matches
We aim to create schools and classrooms that can meet the
socioemotional and academic needs of not one or two students who have been exposed to traumatic
levels of chronic stress, but the needs of a classroom full of traumatized children.
For example, for the first time in the beginning of the 2017 — 2018 school year, all students at each sixth -, seventh -, and eighth - grade
level received a unique Starting Strong growth mindset intervention within in the first month of school and each grade received a unique Staying Strong three - week growth mindset intervention during a school - wide
socioemotional learning unit.
Compared to parents with lower
levels of education, parents with higher
levels of education tend to spend more time with their children (Guryan et al., 2008), use more varied and complex language (Hart and Risley, 1995; Hoff, 2003), and engage in parenting practices that promote
socioemotional development (Duncan et al., 1994; McLoyd, 1997; Bradley and Corwyn, 2002).
This study examined a cumulative model of risk / protective factors at the individual
level (child's sense of coherence; attachment with father) and family
level as manifested by fathers» emotional resources (fathers» negative / positive affect; attachment avoidance / anxiety), to explain
socioemotional adjustment among children age 8 — 12 years with or without learning disabilities (LD).
Based on these assumptions, we hypothesized that children's
socioemotional development is significantly associated with breast feeding,
level of maternal education and birth order.
The
socioemotional functioning of children living in poor families seems to be mediated by the psychological functioning of parents and the
level of distress in family interaction patterns.23 Maternal rejection of early adolescents is closely correlated to the occupational status of the family.24
A smaller, but growing body of work has addressed associations between cortisol
level and
socioemotional function.
Moderating effects were obtained for emotion - focused (comforting) parental reactions: Children prone to intense negative emotions were especially low in
socioemotional competence if their parents reported using high or average
levels of these reactions.