Sentences with phrase «while improving outcomes for children»

By supporting these parents through the difficult process of establishing appropriate and fair custody agreements, NWFF helps to decrease conflict, stress and abuse while improving outcomes for children, leading to safer, healthier families and communities.

Inclusive programs increase access to educational and community resources for children with disabilities, while improving outcomes for all children and families.

As the main findings concern women who have never married, improved financial stability increases the bargaining power of women entering marriage, thus reducing domestic abuse and divorce, while improving outcomes for children.

Not exact matches

While reiterating the commitment of the State Government under Governor Ambode to ensure that every child is given opportunity to succeed, Bank - Olemoh said the launch of the Digital Library, dubbed EducateLagos.com, was intended to further expand access to knowledge for Lagosians, make learning fun and contribute to improving exam outcomes for students.

Luckily, policymakers have plenty of proven levers: expand income support for families as the EITC, [27] reduce food insecurity while improving maternal health and birth outcomes through a robust SNAP, [28] maintain children's access to Medicaid, [29] and continue to work towards improving the equity and quality of general education.

The ESSA authorizes historically high levels of federal education spending, continuing a trend that has increased federal intervention in local school policy while failing to improve educational outcomes for children.

In tough financial times, elected leaders must find ways to continue improving educational outcomes for children while reducing total costs.

Jon Vaupel has worked to improve outcome and opportunities for children while working for the Children's Defense Fund, Senator Biden, the US Department of Education, DC Public Schools, and Baltimore City Public Schools (as a kindergarten tchildren while working for the Children's Defense Fund, Senator Biden, the US Department of Education, DC Public Schools, and Baltimore City Public Schools (as a kindergarten tChildren's Defense Fund, Senator Biden, the US Department of Education, DC Public Schools, and Baltimore City Public Schools (as a kindergarten teacher).

The Guidebook is based on the belief that Aboriginal peoples need to know, and work with, the systems that impact children and families today, and suggest immediate steps that can be taken within the CFCSA and the systems that impact Aboriginal children and families to improve outcomes for Aboriginal children while building towards a better future.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventiChildren with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

While a number of countries have implemented area - based interventions designed to improve outcomes for children in disadvantaged areas, few have been rigorously evaluated.2 An exception in the UK is Sure Start Local Programmes (SSLP), which was an area - based intervention that targeted all children aged under 4 years and their families.

Our goal is to empower early childhood educators with affordable tools that enable them to improve developmental outcomes for the children they work with while educating parents about the importance of their work.

This week, the RAND Corporation issued a report describing how federal child welfare policy could be changed to improve outcomes for children and youth while saving $ 12.3 billion.