Key Takeaway: 

The pandemic has sparked many questions about the wellbeing of youth in today’s society, shedding light on issues such as stress and time management, social media exposure, obesity, and educational disparity amongst others. With the shift to online learning, the pandemic has not only compromised academic progress for students but has also led to a lack of social-emotional support, especially for those students coming from underprivileged backgrounds. Thus, educators must become critical advocates of hope in order to foster a sense of hope for our most vulnerable learners as we look ahead to the years following the peak of the pandemic. —Taryn McBrayne 

Hope Theory

In this article, author Bruce Barnett (2021) shares insight into how the COVID-19 pandemic has exacerbated feelings of isolation, hopelessness, and despair amongst students. A survey of students by Brooker (2020) reveals that “over 50% report declining mental health; deteriorating family relationships; increasing loneliness and anxiety; and being despondent about losing friends, job opportunities, scholarships and compromising college plans.”1 Without educators and administrators having regular contact with students and their families to work through these challenges due to online learning, “students’ emotional fragility is affecting their motivation and drive to engage and succeed in school activities.” 

The author specifically focuses on the conditions affecting urban communities and schools during this time. “Many urban communities have high rates of poverty, family mobility, homelessness, incarceration, and drug abuse.”2,3 As a result, Barnett (2021) and Duckworth (2016)4 suggest that youth raised in these environments are more likely to have their sense of hopelessness reinforced, particularly during challenging times.

Barnett (2021) challenges educators to consider how they can nurture hope in their own contexts, emphasizing that hope-building programs, such as Making Hope Happen and Kids at Hope, need to become embedded into our schools. However, Barnett (2021) argues that these programs alone may not be enough to help our students, and states that “when educators understand the guiding elements of hope, they are better prepared to design and deliver programs and other instructional activities.” 

The article uses hope theory as a basis for helping educators and schools understand how best to foster hope amongst their students. This theory suggests that hopeful individuals are able to set goals, have the agency to achieve goals, and are able to identify pathways to overcome any obstacles to achieving the goals that they set for themselves.5,6 Below are strategies outlined in the article that may help educators with the implementation of hope theory in their daily practice. 

Setting Goals 

“Establishing and monitoring goals requires individuals to determine an accomplishment to be achieved, identify measurable outcomes, set timelines and milestones, and assess personal and resource costs.”7 Setting clear goals from the start will allow students to accurately assess where they are in their goal progress. 

Possessing Agency 

To promote the development of agency, “teachers are being encouraged to use a variety of SEL strategies, such as reflective journal writing, artistic expression, active listening, buddy systems, role playing, mindfulness, and discussions about growth mindsets and empathy,”8 in addition to allowing individual choice and self-monitoring of goal progress. 

Establishing Pathways

“Solution-focused training includes “solution talk” rather than “problem talk” by encouraging students to counter their negative self-talk by substituting positive self-statements (e.g., “I can do this,” “I’m a capable person”).”9 Educators may also work in partnership with school counselors to assist students in this problem-solving process. 

The article places emphasis on educators fostering “critical hope” for their students as compared to “false hope.” Barnett explains that “critical hope results when educators provide students with high-quality teaching and learning resources to help them gain a sense of control in their lives; examine the realities of injustice, oppression, and marginalization they face; and stand alongside students to share their pain, suffering, and successes.”

In conclusion, although fostering a sense of hope will not necessarily resolve the economic and social disparities caused by the pandemic, Barnett believes that it can help students to display more desired academic, social, and emotional behaviors overall, thus improving 21st-century life and career outcomes in the future. 

Summarized Article:

Barnett, B. G. (2021). How Can Schools Increase Students’ Hopefulness Following the Pandemic? Education and Urban Society. https://doi.org/10.1177/00131245211062525 

Summary by: Taryn McBrayne — Taryn believes in the power of student voice and, through the MARIO Framework, strives to create more opportunities for both educators and students to regularly make use of this power.

Additional References:

  1. Brooker, J. (2020). Schools bring mindfulness to the classroom to help kids in the COVID-19 crisis. The Hechinger Report. https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/ 
  2. Duke, D. L. (2008). The little school system that could: Transforming a city school district. State University of New York Press.
  3. Picus, L. O., Marion, S. F., Calvo, N., & Glenn, W. J. (2005). Understanding the relationship between student achievement and the quality of educational facilities: Evidence from Wyoming. Peabody Journal of Education, 80(3), 71–95.
  4. Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner. 
  5. Helland, M. R., & Winston, B. E. (2005). Towards a deeper understanding of hope and leadership. Journal of Leadership & Organizational Studies, 12(2), 42–54.
  6. Luthans, F., & Jensen, S. M. (2002). Hope: A new positive strength for human resource development. Human Resource Development Review, 1, 304–322.
  7. Rouillard, L. E. (2003). Goals and goal setting: Achieving measured objectives (3rd ed.). Crisp Publications.
  8. Singh, N. (2020). 15 strategies to incorporate Social Emotional Learning in classrooms. https://www.henryharvin.com/blog/strategies-to-social-emotional-learn-ing-in-classrooms/ 
  9. Snyder, C. R., Feldman, D. B., Shorey, H. S., & Rand, K. L. (2002). Hopeful choices: A school counselor’s guide to hope theory. Professional School Counseling, 5, 298–307. 

Key Takeaway:

In order to support early childhood learners, parents and teachers have to work hand-in-hand to ensure that the child is receiving the care they need to be successful in school. Having a teacher that focuses on care is more important for parents than any academic focus. —Shekufeh Monadjem

In the early childhood education community, the importance of working with families and forming relationships with them is a longstanding pillar. This qualitative study by Luke, Vail, Roulston and Clees (University of Georgia, 2021) examined parents’ expectations of their “journey into special education and their relationships with special education preschool teachers.”

Student-Teacher Relationships for Students with Disabilities 

“Researchers in the field of early childhood emphasize the importance of parents and teachers working together”1 and “early childhood professional organizations have made this relationship a matter of ethical responsibility.”2,3 Ultimately, there appears to be “better outcomes for all young children when their parents and teachers work together.”1,2 

Family-centered practice has been the cornerstone for educating young children for the past few decades1 and some of the strategies used to build caring and trusting relationships with families of children have been “identifying families’ strengths, valuing diversity in the classroom environment, learning about what families like to do, respecting parents’ knowledge, and using parents’ ideas and feedback.” 

However, this is not the case with families of children with disabilities. Despite the emphasis on family-centered practice in the “literature, legislation, and professional associations, practitioners continue to struggle to build these partnerships with the families of children with disabilities.”4 

Parent Values in a Student-Teacher Relationship

Although findings from studies related to family-centered practices for young children without disabilities are certainly applicable to working with young children in general, young children with disabilities have exceptional factors that ought to be scrutinized more closely.5 For example, many have limited communication skills, and their families must rely on teachers for more specific information about what takes place at school rather than hearing about it from their children. 

Over the years, researchers have identified family-centered parent-teacher relationships as relationships characterized by “mutual respect, flexibility and responsive interactions,”6 ”trust,”7 and “collaborative problem solving.”8 Furthermore, teachers’ professional competence, skill, and communication are of great concern to families and “contribute to parents’ positive perceptions of parent-teacher relationships.”9 

Recently, in the field of early childhood education, Rattenborg et al. (2019)10 found that “parents of typically developing children desired bidirectional communication rather than task-oriented advice.” According to the authors, participants in this study did not “emphasize an expressed desire for their children’s teachers to give them lists of things to do or homework to complete, but rather participants focused on the caring nature of the communication between themselves and their children’s teachers.” They also “focused on their expectations for how teachers should show care to them as parents within the parent-teacher relationships” as well as how to care for their children.

Summarized Article:

Luke, S. E., Vail, C. O., Roulston, K., & Clees, T. J. (2021). Examining the Expectations of Parents of Young Children with Disabilities from a “Care” Perspective. Exceptionality, 29(5), 344-358.

Summary by: Shekufeh – Shekufeh believes that the MARIO Framework builds relationships that enable students to view the world in a positive light as well as empowering them to create plans that ultimately lead to their success.

Additional References:

  1. Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). NAEYC.
  2. Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Author.
  3. National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Author.
  4. Buren, M. K., Maggin, D. M., & Brown, C. (2018). Meta-synthesis on the experiences of families from nondominant communities and special education collaboration. Exceptionality, 1–20.
  5. Bredekamp, S. (1993). The relationship between early childhood education and early childhood special education: Healthy marriage or family feud? Topics in Early Childhood Special Education, 13(3), 258–273.
  6. Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139–147.
  7. Angell, M. E., Stoner, J. B., & Shelden, D. L. (2009). Trust in education professionals: Perspectives of mothers of children with disabilities. Remedial and Special Education, 30(3), 160–176.
  8. Kuhn, M., Marvin, C. A., & Knoche, L. L. (2017). In it for the long haul: Parent–teacher partnerships for addressing preschool children’s challenging behaviors. Topics in Early Childhood Special Education, 37(2), 81–93.
  9. Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184.
  10. Rattenborg, K., Macphee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to parent engagement: Understanding the contributions of parents, teachers, and schools in cultural context. Early Education and Development, 30(3), 315–336.

Key Takeaway

There appears to have been a decline in self-esteem and self-efficacy among teachers forced to make a rapid switch to online learning during the COVID-19 pandemic, especially in the cases of teachers working closely with students with learning disabilities. —Shekufeh Monadjem

Relationships Matter

The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students. 

The sudden shift from face-to-face learning to online learning has “made policy-makers and educators realise the importance of human socioemotional aspects in the relationships between teachers and students”. Teachers suddenly had to deliver their lessons using technological tools, including specific online platforms, in order to reach their students. 

Although some teachers were ready to face the situation, a large majority had to adapt their teaching in a short time “without training, with insufficient capacity, and little preparation.” As a result, students became deprived of social, face-to-face interaction among their peers, and teachers and parents were forced to be more involved because of the need for monitoring school lessons at home. 

Teacher Self-Esteem and Self-Efficacy: Measurement and Results

The research in this article focused on the self-esteem and self-efficacy levels of the teachers, respectively defined as an “individual’s consideration of his/her own self as competent and important, as well as perceiving oneself as successful and valuable” and “a person’s conviction in their ability to succeed in a particular situation.”  Job satisfaction levels were measured among the teachers, as well as psychological, physiological, and environmental conditions that can generally guarantee positive feelings towards work,1 which, in turn, increase the rate of productivity and sense of well-being. “Among the variables found in the literature, self-esteem and self-efficacy were found to play an important role in job satisfaction and in the ability to meet or address changes.” The variables which had an effect on teachers’ job satisfaction were also found to have an effect on teacher-student and teacher-parent communication, as well as the aspect of collaboration. 

The results of this study “showed lower self-esteem and lower self-efficacy levels in the teachers who were involved with distance learning as compared with the normative sample.” Self-esteem and self-efficacy also decreased in teachers with greater service seniority at work, and it was usually these teachers who supported students with learning disorders. A consistent supportive context was present for the majority of students with learning disabilities who were successful in their online learning environment. This aspect of providing remote support, which added extra stress, resulted in the decline in job satisfaction rates among teachers in senior positions.

Summarized Article:

Cataudella, S., Carta, S. M., Mascia, M. L., Masala, C., Petretto, D. R., Agus, M., & Penna, M. P. (2021). Teaching in times of the COVID-19 pandemic: A pilot study on teachers’ self-esteem and self-efficacy in an Italian sample. International Journal of Environmental Research and Public Health, 18(15), 8211.

Summary by: Shekufeh – Shekufeh believes that the MARIO Framework builds relationships that enable students to view the world in a positive light as well as empowering them to create plans that ultimately lead to their success. 

Additional References:

  1. Baluyos, G. R., Rivera, H. L., & Baluyos, E. L. (2019). Teachers’ job satisfaction and work performance. Open Journal of Social Sciences, 7(08), 206.

Key Takeaway

Though it is too soon to have a large bank of data of the outcomes of COVID-19 on education, researchers anticipate a widening of the existing educational gap for students from lower socioeconomic differences and children with learning differences. As educators, it is critical we continue to check in with students about how they are coping and what assistance we can guide them toward in our schools and communities. —Matt Piercy

Virtual School: A Domino Effect

When educators made the shift to teaching virtually, it quickly became apparent that schools provided for many of society’s needs and not just learning. Schools often are depended on for basic necessities such as shelter, food, and health care. Socialization, a sense of connection, and mental health also all quickly surfaced as needs which schools often help fulfill. Further, the impact was not for just the youngest or oldest of learners. Rather, learners of all ages were affected.  

In their article, “The Effect of COVID-19 on Education,” Hoffman and Secord attest to how “the pandemic may bring about adverse educational changes and adverse health consequences for children and young adult learners in grade school, middle school, high school, college, and professional schools.” 

Direct Effects of COVID-19 and Statistics

The results of the study can be summarized as follows: 

  1. The effects of virtual schooling and the pandemic showed an increase in behavioral problems. On one survey, 34.71% of parents reported behavioral problems in their children1 
  2. Pandemic shutdowns led to family stress. Compiled evidence that “adverse life experiences at an early age are associated with an increased likelihood of mental health issues as an adult.”2  
  3. The Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 is legislation that allows for “appropriate accommodations, services, modifications, and specialized academic instruction to ensure that ‘every child receives a free appropriate public education in the least restrictive environment.’ “3 Delivery of support services were difficult with COVID measures.
  4. Families of children and adolescents with autism spectrum disorder reported increased stress compared with other disabilities. This was true both pre-pandemic and only increased during the pandemic as more responsibility for monitoring was necessary during homeschooling.4 
  5. Adolescents with ADD/ADHD found the switch to virtual learning to be more anxiety producing. 
  6. “Adolescents reported higher rates of depression and anxiety associated with the pandemic, and in 1 study, 14.4% of teenagers report post-traumatic stress disorder, whereas 40.4% report having depression and anxiety.”5
  7. Parents reported how complicated and challenging it was to address children’s educational as well as mental health needs, especially as access to mental health services was limited during the pandemic. 
  8. Virtual learning led to excessive screen time which impacted sleep and also physical and mental health.
  9. Effects were felt at all levels of education, including medical school. The medical field adapted curriculum and methods in an effort to ensure student and patient safety during the pandemic. Medical students entering clinical rotations during the pandemic had a drastically different experience.  

Although the pandemic forced the hand of increasing technology integration, the negative impacts were far and wide. Again, it is still too early to fully comprehend the “fallout” or “fall behind” the pandemic has caused.

Ultimately, the delivery of knowledge and development of skills was felt at all levels of education. Some learners compensated and likely will continue to. Yet, we can anticipate a widening of the gap for the already disadvantaged—students in lower socioeconomic classes, who have language differences, or special needs. 

Summarized Article:

Hoofman, J., & Secord, E. (2021). The Effect of COVID-19 on Education. Pediatric clinics of North America, 68(5), 1071–1079. https://doi.org/10.1016/j.pcl.2021.05.009

Summary by: Matt Piercy—Matt appreciates how at the heart of the MARIO Framework is a passion to develop relationships and a desire to empower students to uncover their purpose while building upon strengths.  Further, Matt is inspired by how the MARIO team supports educators and is quickly and nobly becoming a collaborative force in pursuit of educational equity.

Additional References:  

  1. Bobo E, Lin L, Acquaviva E, et al. How do children and adolescents with attention deficit hyperactivity disorder (ADHD) experience during the COVID-19 outbreak? Encephale 2020;46(3S). 
  2. Merrick MT, Ports KA, Ford DC, et al. Unpacking the impact of adverse childhood experiences on adult mental health. Child Abuse Negl 2017;69:10–9. 
  3. Keogh B. Celebrating PL 94-142: the education of All Handicapped Children Act of 1975. Issues Teach Educ Fall 2007;16(2):65–9. 
  4. Cox DJ, Plavnick JB, Brodhead MT. A proposed process for risk mitigation during OID-19 pandemic. Behav Anal Pract 2020;13(2):299–305 (Behavior Analyst Cer tification Board.(2020) Ethics guidelines for ABA providers during COVID-19 pandemic. Available at: http://www.back.com/ethics-guidelines-for-aba providers-during-covid-19-pandemic-2/. 
  5. Liang L, Ren H, Cao R, et al. The effect of COVID-19 on youth mental health. Psy chiatr Q 2020;91:841–52. 

Key Takeaway

During the COVID-19 lockdown, there was a rise in sibling conflict in families where at least one child had moderate special educational needs and disabilities (SENDs). These young people with special needs were both the instigators and receivers of the conflict, and it was mainly those with severe and complex needs that were spared this conflict. —Shekufeh

Sibling Conflict and Special Needs

In one of the first articles of its kind, Toseeb (University of York, 2021) investigated the effects of the COVID-19 lockdown on families with children that had special education needs. The main focus was on sibling conflict during and after the first lockdown in the United Kingdom in families where at least one child has special needs. 

According to Toseeb, “at their highest level (the third month of lockdown), three out of four young people with [SENDs] were being picked on or hurt by their siblings and four out of five were picking on or hurting their siblings on purpose.” The study showed that boys were more likely to be involved in persistent sibling conflict than girls.1 

Mental Health

In addition, those with pre-existing mental health difficulties, low self-esteem, or social difficulties are also more likely to be involved in persistent sibling conflict.2,3 This also affects the parents of young people with SENDs, “who may experience higher levels of psychological distress compared with parents of neurotypical young people,”4 thus increasing the risk of intra-familial conflict.5 Additionally, young people with SENDs may “require disproportionate time, attention, and support from parents fuelling competitive behaviour and aggression amongst siblings.”6

Social Skills

Social and communication difficulties may make children with special needs more prone to being picked on by siblings, as is the case for conflict with peers.7 “Neurotypical siblings of young people with SENDs may also have some social impairments, such as not being able to respond appropriately in social situations,8 which may increase the risk of escalation of sibling conflict.“

Birth Order and Family Size

First-born children in a family were more likely to be victimized by their

siblings compared with those who were born second or later. Additionally, as the number of siblings increased, so did the frequency of victimization. In addition to this, “those siblings with attention deficit hyperactivity disorder were more likely to pick on or hurt their siblings compared with those without attention deficit hyperactivity disorder” (Toseeb, 2021).

Communication Skills

Young people who were minimally verbal, enrolled in non-mainstream educational placement, or had an Individualized Education Plan (IEP) were less likely to be victimized by their siblings compared with those who were verbal, enrolled in a mainstream school, or those who did not have an IEP, respectively.

Children who were minimally verbal appeared to be somewhat protected from sibling conflict, both in terms of victimization and perpetration. It may be that siblings of young people with complex or severe SENDs perceive the attention directed towards their affected sibling as warranted and therefore are less likely to compete for parental resources.9 

Alternatively, it may be that “siblings of those with complex or severe SENDs adopt a more parent-like approach in the face of adversity. This is in line with the family systems approach whereby if one member of the family is affected with a SEND, then other members of the family tend to adapt to accommodate.”10

Summarized Article:

Toseeb, U. (2021) Sibling conflict during COVID-19 in families with special educational needs and disabilities. British Journal of Educational Psychology, 2021.

Summary by: Shekufeh—Shekufeh believes that the MARIO Framework builds relationships that enable students to view the world in a positive light as well as empowering them to create plans that ultimately lead to their success. 

Additional References:

  1. Tucker, C. J., Finkelhor, D., Shattuck, A. M., & Turner, H. (2013). Prevalence and correlates of sibling victimization types. Child Abuse & Neglect, vol. 37(4), pp. 213–223.
  2. Dantchev, S., & Wolke, D. (2019). Trouble in the nest: Antecedents of sibling bullying victimization and perpetration. Developmental Psychology, vol. 55(5), pp. 1059–1071.
  3. Phillips, D. A., Bowie, B. H., Wan, D. C., & Yukevich, K. W. (2016). Sibling violence and children hospitalized for serious mental and behavioral health problems. Journal of Interpersonal Violence, vol. 33, pp. 2558–2578.
  4. Hoffman, C. D., Sweeney, D. P., Hodge, D., Lopez-Wagner, M. C., & Looney, L. (2009). Parenting stress and closeness: Mothers of typically developing children and mothers of children with autism. Focus on Autism and Other Developmental Disabilities, vol. 24(3), pp. 178–187.
  5. Lee, S., & Ward, K. (2020). Stress and parenting during the coronavirus pandemic. Retrieved from https://www.parentingincontext.org/uploads/8/1/3/1/81318622/research_brief_stress_and_parenting_during_the_coronavirus_pandemic_final.pdf
  6. Felson, R. B. (1983). Aggression and violence between siblings. Social Psychology Quarterly, vol. 46(4), pp. 271–285.
  7. Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, vol. 42(2), pp. 266–277.
  8. Constantino, J. N., Lajonchere, C., Lutz, M., Gray, T., Abbacchi, A., McKenna, K., … Todd, R. D. (2006). Autistic social impairment in the siblings of children with pervasive developmental disorders. American Journal of Psychiatry, vol. 163(2), pp. 294–296.
  9. Kowal, A., Krull, J. L., Kramer, L., & Crick, N. R. (2002). Children’s perceptions of the fairness of parental preferential treatment and their socioemotional well-be Interpersonal Development, vol. 16(3), pp. 297–306.
  10. Turnbull, A. P., Summers, J. A., & Brotherson, M. J. (1986). Family life cycle: Theoretical and empirical implications and future directions for families with mentally retarded members. In J. J. Gallagher & P. M. Vietze (Eds.), Families of handicapped persons: Research, programs, and policy issues (pp. 445–477). Baltimore, MD: Paul H. Brookes Publishing Co.

Key Takeaway: Children with reading disorder (RD) have an increased risk of anxiety disorders, the most common mental health disorder in children. Fortunately, preliminary research suggests that an improvement in anxiety symptoms is associated with an improvement in academic performance over time. These findings highlight the importance of practitioner awareness of the common co-occurrence of RD and anxiety and provide support for: 1) screening for anxiety disorders in children diagnosed with RD and 2) comprehensive intervention that addresses both academic and mental health needs of children with RD. —Ashley Parnell

Reading disorder (RD), a type of specific learning disorder (SLD) that involves impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population, with reported prevalence ranging from 5% to 17%. Children with RD have an increased risk for developing other psychiatric disorders, including anxiety disorder, and show higher anxiety levels than children without learning disabilities. However, “this co-occurrence is often under-recognized and under-treated resulting in less than optimal outcomes in all areas including emotional outcomes.”1

Given these concerns and statistics, the purpose of the current study from Hossain, Bent, and Hendren was to examine the association between anxiety symptoms and overall academic performance in children with RD, in hopes that a better understanding of this relationship would result in improved screening and treatment. 

Participants included 128 children (aged 7-14) from three special education schools that specialized in teaching students with RD. Teachers completed two rating scales every three months for two years, one that measured anxiety symptoms and another that measured academic progress in content areas including reading, writing, and math. 

Comparison of the two measures occurred over the two-year time period and at each time point of survey completion, both revealing a significant association between anxiety and academic performance with increased levels of anxiety symptomatology being associated with poorer academic performance in children with RD. Of specific importance, findings suggest that an improvement in an individual’s anxiety symptoms is associated with an improvement in their academic performance over time. 

Given the prevalence of anxiety and RD in isolation and comorbidly, these findings highlight the importance of screening for anxiety disorders in children that have been diagnosed with RD upon diagnosis and on a regular basis. Once identified, an interdisciplinary, comprehensive, targeted intervention that addresses both academic and mental health needs is recommended.

Summarized Article:

Hossain, B., Bent, S., & Hendren, R. (2021). The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study. Dyslexia.

Summary by: Ashley M. Parnell — Ashley strives to apply the MARIO Framework to build evidence-based learning environments that support student engagement, empowerment, and passion and is working with a team of educators to grow and share this framework with other educators.

Additional Reference: 

  1. Hendren, R. L., Haft, S. L., Black, J. M., White, N. C., & Hoeft, F. (2018). Recognizing Psychiatric Comorbidity With Reading Disorders. Frontiers in psychiatry, 9, 101. https://doi.org/10.3389/fpsyt.2018.00101

Key Takeaway: Trusting relationships with significant others in the academic setting are beneficial for PhD students. Having regular pedagogical conversations with trusted peers or leaders can lead to a deeper understanding of their field of study, and in turn to the success of the academic program. – Shekufeh ​​Monadjem

A trusting relationship between PhD students and a significant other, usually dissertation supervisors or course leaders, has been found to be beneficial in increasing knowledge of the subject matter being researched as well as the articulation of this knowledge. Simon and Pleschova published their findings on how these relationships (between PhD students and their significant others) contribute to the success of academic development programs.

Significant others are people “who take on importance to the individual, those whom the individual desires to impress; they might be those he or she respects, those he or she wants acceptance from, those he or she fears, or those with whom he or she identifies“ (Charon, 2001).

Those students who were in a trusting relationship were found to have regular conversations on a variety of topics starting with unavoidable subjects such as course content, assessment issues (such as exam scheduling and grading), and administrative issues, as well as more personal topics such as innovative teaching methods, syllabus design, students in their classes, and reflection on their own teaching. Simon and Pleschova found that “trust clearly had a positive influence on how often conversations took place between each participant and their significant other”.

“In cases where trust was missing from the relationship, participants did what they could to avoid certain types of conversations.” The lack of trust prevented conversations about “syllabus, reflection, and, surprisingly, administrative issues, but did not prevent conversations regarding content, assessment and students.”  The authors also discovered that when there is a lack of trust between students and their significant others, “conversations are reduced to the absolute minimum and important information is withheld, or the information conveyed during discussions is often distorted, filtered, or kept to oneself as much as possible.”

The authors posit that “the additional knowledge and skills gained while participating in the academic development program would likely influence the nature of the relationship and, with it, conversations.” It is further assumed that the students’ increased ability to have conversations about teaching matters would be noticed by their significant others, and thereby improve their trustworthiness. 

In conclusion, this study acknowledges that in an educational setting, the absence of trust “seriously limits not only the frequency of pedagogical conversations, but also the diversity of issues discussed.”

Summarized Article:

Simon, E. & Pleschová, G. (2021). PhD students, significant others, and pedagogical conversations. The importance of trusting relationships for academic development. International Journal for Academic Development. DOI:10.1080/1360144X.2021.1949324

Summary by: Shekufeh Monadjem –  Shekufeh believes that the MARIO Framework builds relationships that enables students to view the world in a positive light as well as enabling them to create plans that ultimately lead to their success.

Additional Reference:

  1. Charon, J.M., (2001). Symbolic interactionism. An introduction, an interpretation, an integration. Seventh edition. Prentice Hall.

Key Takeaway: For students with disabilities to be successful in inclusive classroom settings, teachers must implement evidence-based, high-leverage practices to help students meet the required social, emotional, and behavioural demands in the general education classroom. Social, emotional, and behavioural skills must be explicitly taught, just like academic skills, to create effective learning environments where all students can thrive both academically and socially. —Bernadette Gorczyca

In 2017, The Council for Exceptional Children (CEC) and the Collaboration for Effective Educator, Development, Accountability and Reform Center (CEEDAR) at the University of Florida published a list of 22 evidence-based, high-leverage practices (HLPs) to help teachers reach and improve the outcomes for students with disabilities in the general education classroom.1

In their article, Mabel O. Rivera (University of North Carolina, Department of Educational Specialties) and Glennda K. McKeithan (University of Kansas, Special Education Department) focus on the practical application of four social/emotional/behavioural high-leverage practices (HLPs 7-10) identified by the CEC and CEEDAR that teachers can use to help students with special needs improve academic achievement and social skills. Research findings show that “the use of evidence-based practices can produce a moderate-strong effect on academics and behaviour.”2,3 To reach students with diverse needs in less restrictive environments, teachers must be prepared to teach “foundational skills in order [for students] to master content objectives and develop the social, emotional, behavioural skills needed to work collaboratively with others, problem solve, consider different perspectives, accept constructive feedback and appropriately resolve conflicts in school and in life.”4

HLP7: Establish a consistent, organised, and respectful learning environment Teachers can create effective, safe learning environments through direct instruction of culturally responsive rules, procedures, and expectations. When teaching and reviewing rules and procedures, teachers should explain why a rule is needed and provide examples and non-examples alongside what students can gain from learning the skills being taught.5 “Teachers can integrate instructional routines that reinforce active listening, cognitive engagement, working memory, self-advocacy and respectful interactions as they plan and deliver instruction across settings.”6,7

Examples of practical application of HLP7:

  • Explicitly teach organisational and time management skills.
  • Assign notebook buddies so students can share responsibilities and collaborate to improve note taking and organisation skills.
  • Employ non-confrontational methods when redirecting students.
  • Use intentionally assigned seats.

HLP8: Provide positive and constructive feedback to guide learning and behaviour “Consistent, ongoing assessment and evaluation of student needs linked with purposeful, ‘teacher talk’ during instruction is a key component of a quality learning experience which is directly linked to academic and social/behavioural success.”8,9 Feedback should be aimed to, “minimise embarrassment and maximise the potential.”

Examples of practical application of HLP8:

  • Feedback should be goal-oriented and allow students to recognise their strengths and reflect on their needs.
  • Explicitly teach students the difference between negative and constructive feedback and how to respond to critical feedback.
  • Celebrate students’ abilities.

HLP9: Teach social behaviour Social behaviour should be taught explicitly by teachers and students should be provided with opportunities to develop age-appropriate social and communication skills “to reinforce the awareness of the thoughts, feelings, and motivations of others.”10

Examples of practical application of HLP9:

  • Teacher talk/think-aloud.
  • Include direct instruction for interpersonal, communication and self-management skills, as well as culturally responsive classroom and school-wide behaviour expectations.
  • Model respectful relationships with your students and between students.
  • “Be aware of the ‘psychosocial aspect of adolescence’ as many students at this age are easily embarrassed and may lack academic and/or social confidence.”11

HLP10: Conduct functional behavioural assessments to develop individual student behaviour support plans When students with disabilities do not respond to typical instructional strategies, McLeskey et al. (2017)3 recommend conducting a Functional Behavioural Assessment (FBA) to develop a Behavior Support Plan (BSP). An FBA will provide a formal assessment of behavioural data for an IEP team to understand the reasoning behind an interfering student behaviour. A subsequent BSP will identify evidence-based practices to target the function of the behaviour. For this process to be successful, general and special educators must collaborate effectively to collect accurate data on the interfering behaviour, meaning that “documentation of what happens right before (antecedent), during (behaviour), and directly after the behaviour occurs (consequence) is essential.” Only then can the IEP team work together to create, “a hypothesis statement…to identify the function of the behaviour…”12 If the function is not accurate, then the BSP will not be effective.

Summarized Article: Rivera, M. O., & McKeithan, G. K. (2021). High-leverage social, emotional and behavioural practices for students with disabilities in inclusive settings. Educational Review, 73(4), 436-450.

Summary by: Bernadette Gorczyca—Bernadette loves the MARIO Framework because it centers student voice and choice, empowering students to take ownership over their personalized learning journey to become confident, self-directed learners.

Additional References:

1. Ball, D. L., & Forzani, F. M. (2011). Building a common core for learning to teach: And connecting professional learning to practice. American Educator, 35, 17.

2. Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Sciences, 1, 4–12.

3. McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.

4. Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Thousand Oaks, CA: Sage Publications.

5. Suskie, L. (2018). Assessing student learning: A common sense guide. Indianapolis, IN: John Wiley & Sons.

6. Holzberg, D. G., Test, D. W., & Rusher, D. E. (2018). Self-advocacy instruction to teach high school seniors with mild disabilities to access accommodations in college. Remedial and Special Education, 40, 166–176.

7. Hueske, A. K., Endrikat, J., & Guenther, E. (2015). External environment, the innovating organization, and its individuals: A multilevel model for identifying innovation barriers accounting for social uncertainties. Journal of Engineering and Technology Management, 35, 45–70.

8. Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development program. Learning and Instruction, 49, 92–102.

9. Riley, N., Riddell, S., Kidd, E., & Gavin, R. (2018). Feedback in a future-focused classroom. Literacy Learning: The Middle Years, 26, 31. ISSN: 1320-5692.

10. Johns, B. H., Crowley, E. P., & Guetzloe, E. (2017). The central role of teaching social skills. Focus on Exceptional Children, 37. doi:10.17161/fec.v37i8.6813.

11. Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88, 408–416.

12. Sam, A., & Team, A. F. I. R. M. (2015). Functional behavior assessment. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.