This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty-five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high-stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = −.21 and r = −.10. Students also reported significantly more cognitive (r = −.20) and physiological (r = −.24) symptoms of test anxiety in relation to high-stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing. C 2013 Wiley Periodicals, Inc.A half-century ago, Seymour Sarason wrote that "we live in a test-conscious, test-giving culture in which the lives of people are in part determined by their test performance" (1959, p. 26). Since that time, the educational accountability movement in the United States has greatly increased the importance that testing has on the educational and occupational outcomes of children. Most recently, the No Child Left Behind Act of 2001 (NCLB; U.S. Congress, 2002) dramatically increased the prevalence and stakes of standardized testing for public school children in elementary, middle, and high school by requiring annual testing of statewide academic achievement assessments in the areas of reading and mathematics during Grades 3 through 8 and once in high school. NCLB test scores are publicly reported and linked to rewards and sanctions, such as school funding, administration, and employment decisions, making this testing high-stakes in nature for educators and communities. However, little research has been conducted that examines how individual students perceive these annual high-stakes tests and whether or not students experience heightened anxiety/distress in relation to them.Test anxiety comprises psychological, physiological, and behavioral reactions that occur in association with concern about the negative outcomes resulting from failure or poor performance in evaluative situations (Zeidner, 1998). Lowe and colleagues (2008) have proposed a biopsychosocial model of test anxiety that highlights three different processes involved in the expression of test anxiety, including the individual's behavior, cognition, and physiology. Behaviors include both taskrelevant (e.g., focusing attention on task) and task-irrelevant behavior (e.g., skimming through items). Physiological reactions include emotional arousal (e.g., increased heart rate or muscle tightness).

Whether born in the United States or being immigrants, Arab American youth may experience challenges related to maintaining their heritage culture's traditions and values and the degree to which they participate in mainstream American tra-

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record

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The current study examined how acculturation gap, acculturative stress, parent–child conflict, and behavior problems are related in a sample of Arab American adolescents. Seventy-six parent–child dyads completed questionnaires assessing acculturation, parent–child conflict, and behavior problems. Parents and adolescents reported similar levels of acculturation on American mainstream orientation as well as on Arab heritage orientation. Regression analyses showed that the acculturation gap between parents and children in heritage cultural orientation significantly predicted adolescent behavior problems. Mediation analyses revealed that adolescent-reported parent–child conflict partially mediated the relation between acculturative stress and behavior problems. Parent-reported parent–child conflict partially mediated the relation between the acculturation gap and behavior problems. Current findings highlight the importance of examining adolescents’ and parents’ acculturation as well as the underpinnings of parent–child conflict in Arab American families.

When I take care of myself it makes me a better friend and student because when I take care of myself, I can spread kindness.-A third-grade student's reflection on reciprocity.Indigenous communities practice survivance. They are more than just survivors of oppression: they are actively resistant, present, and full of life (Vizenor, 2009). Survivance represents active resistance against generations of colonial and racist acts, such as violence, removal, and forced assimilation. These acts have imposed cumulative and persistent emotional and psychological distress on Indigenous peoples, known as historical trauma (Campbell & Evans-Campbell, 2011;Skewes & Blume, 2019). Despite the historical experiences of genocide and cultural erasure by White settler-colonialists, Indigenous communities continue to thrive.Indigenous survivance has also included challenging the existing social and political structures through antiracism and anti-colonialism to support their children's identity development. While anti-racism has been defined as the continual process to eradicate racism and oppression (Roberts & Rizzo, 2021), anti-colonialism, also referred as decolonization, has been defined as recognizing and combating against the settler-colonialist power and subsequent oppression of Indigenous peoples (Smith et al., 2019). Settler-colonialists (in the United States and elsewhere) employed racism as a tool to obtain land and

Although the numbers of Arab American immigrant youth in schools is increasing, there is little understanding of their mental health and the sociocultural factors that might influence it. This study examined the relationship between 2 sociocultural factors (i.e., acculturative stress and religious practices) and internalizing symptoms in first- and second-generation Muslim Arab American adolescents. Adolescents (n = 88) ages 11 to 18 completed measures related to acculturative stress, religious practices, internalizing symptoms, and general demographic information. Results of multiple regression analyses found that acculturative stress significantly predicted internalizing symptoms. Gender was found to moderate this association. No differences in the reported acculturative stress and internalizing symptoms were found between youth of different generational status (i.e., first- vs. second-generation). Finally, adolescents' organizational religious practices, but not their private religious practices, were found to be associated with lower acculturative stress. Implications are discussed related to how school psychologists can provide culturally responsive services to this population. (PsycINFO Database Record

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