Risk and protective factors were examined in suicidal and nonsuicidal public high school students. With life stress and depression as independent risk factors, family cohesion was found to offset the effect of stress, and friendships to have c more indirect effect. Differential effects of ten sources of stress were analyzed from a developmental perspective, and the probability of suicidal behavior associated with clusters of factors was estimated for the general population.

Self-reported depressive affect was examined in high school students in relation to stress and the quality of relationships with family and friends. Higher levels of depressive affect were connected with stress around sexuality and achievement, lower levels of family cohesion, and more problematic peer relationships. The effects of high stress were buffered for boys by positive peer relationships, and for girls by cohesive family relationships.

There has been a proliferation of knowledge about how children develop skills that are crucial to academic and lifelong success, with educators increasingly aware of the need to integrate social and emotional learning (SEL) into their school programs. Both in the United States through state-led and federal initiatives such as Every Student Succeeds Act (ESSA) and a growing number of initiatives outside the US such as the iYes Project of ERASMUS+ in Europe (iYes Project 2016) and KidsMatter in Australia (KidsMatter 2017), SEL programs are being widely introduced, supported by recommended standards and funding for implementation. Fueling this effort has been a push toward better student outcomes and a belief that SEL can improve them. A 2013 US-based study entitled "The Missing Piece" asked educators what they thought could fix the problem of static educational achievements (Bridgeland et al. 2013). Results indicated that teachers Abstract Neuroscientific advances demonstrate that the age range from zero to 5 years old represents a critical window for both learning and teaching, which must involve the development of emotional competence and the growth of self-regulation as a foundation for long-term academic, personal, and social success, promoting mental health and well-being. Recent findings suggest that these capacities emerge from the co-regulation of empathic social and emotional interactions between a caregiver and young child. Based on this research, the present review will (a) describe the theoretical underpinnings of a childcare and development center-based social and emotional learning approach to support the growth of these foundational capacities in children from birth; (b) examine the role of co-regulation with a professional caregiver/teacher in promoting these capacities; and (c) detail how emotional cognitive social early learning, an integrative evidence-based approach, endeavors to foster these competencies through emotional communication, guidance, tools and techniques, most notably causal talk in the context of emotional experience.

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