Teachers are in a profession with high demands as they work to meet the diverse learning needs of their students. Consequently, many teachers experience high levels of stress contributing to burnout, and unfortunately, many leave the profession. Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession. Positive school climate also has the potential to contribute to teacher mental health and to provide an optimal environment to support student learning and growth. Knowledge of school climate and factors relating to teacher well-being are critical to allow for interventions to best support teachers and students in school settings. Additionally, there is a growing trend toward inclusive education practices that influences teacher well-being, student outcomes, and parent experiences. The aim of this review paper is to provide an overview of existing literature relating to teacher well-being and school climate factors in relation to student learning. Furthermore, this paper will extend findings from existing literature to provide directions for future research and applied educational practices.

Reading is a multifaceted skillset that has the potential to profoundly impact a child’s academic performance and achievement. Mastery of reading skills is often an area of difficulty for children during their academic journey, particularly for children with Attention Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder with Impairment in Reading (SLD-R), or children with a comorbid diagnosis of both ADHD and SLD-R. ADHD is characterized by executive functioning and impulse control deficits, as well as inattention and impulsivity. Among the academic struggles experienced by children with ADHD are challenges with word reading, decoding, or reading comprehension. Similarly, children with SLD-R frequently encounter difficulties in the development of appropriate reading skills. SLD-R incorporates dysfunctions in basic visual and auditory processes that result in difficulties with decoding and spelling words. There have been limited empirical studies investigating the efficacy of interventions to improve the reading ability of children with both ADHD and SLD-R. Research studies that have focused on reading interventions for children from this population have predominantly included the use of medication treatments with stimulants (e.g., methylphenidate) and non-stimulants (e.g., atomoxetine). This review paper will present and integrate findings from empirical studies on successful medication treatments for children with comorbid ADHD and SLD-R. Furthermore, this paper will extend findings from empirically successful medication treatments to provide directions for future research.

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IntroductionOrdinary Magic: Resilience in Development, by Ann S. Masten, amalgamates the many aspects of resilience research: from neurobiological theories to familial, school, and cultural contexts of development, and from individual resilience to adaptive systems. This book comprehensively integrates resilience research on children and adolescents from both quantitative and qualitative perspectives. Ordinary Magic acts as a thorough foundational text for scholars, students, and professionals seeking involvement in the field of resilience science. The scope of this book extends current understandings of resilience to applied practices that can be implemented by researchers, psychologists, and multi-disciplinary practitioners to promote growth in resilience. As an internationally recognized resilience researcher, Masten intends for this book to be used as a resource to guide the development of resilience-focused programs involving empirically supported strengths-based strategies and models. Through an examination of existing controversies, Masten emphasizes future directions for research and practice in the field of resilience by presenting a resilience framework to inform further research in the field.

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