This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

Because fatigue remained high for solid tumor and brain tumor patients across the initial 8 weeks of treatment, this may highlight the need for intervention in this patient population.

Objective This study examined the possible moderating role of social support on the association between child externalizing behavior and parenting stress in a cross‐sectional sample of typically developing toddlers and their mothers. Background Child externalizing behavior problems often emerge during the toddler years and are associated with increased parenting stress. Family stress theory posits that resources (e.g., social support) may buffer the effects of stressors such as child behavior concerns. However, limited empirical research has examined the impact of social support on parenting stress in parents of typically developing toddlers. Method The sample included 1,036 mother–toddler dyads and was representative of the broader region in which the research took place (59% African American, 58% married/cohabitating, 53% with high school diploma). General linear models were performed. Results The interaction term was not significant; therefore, a moderator model was not supported. However, the final model demonstrated that child behavior problems were associated with higher levels of parenting stress; and lower levels of both amount of support and satisfaction with social support were associated with additional increases in parenting stress. Conclusion Results suggest that parents who have low levels of social support and a toddler with higher levels of externalizing behaviors are at particular risk for experiencing elevated levels of parenting stress. Implications Given that externalizing behaviors are common during the toddler years, future research is needed to better understand how social support benefits parents of toddlers and to develop new or modify existing interventions to increase social support and reduce parenting stress.

Neonatal intensive care unit (NICU) nurses experience increased risk for depression, secondary traumatic stress, and burnout. This study examined whether the use of problem-solving or support-seeking strategies moderated the relationship between secondary traumatic stress levels, depressive symptomology, and burnout in NICU nurses. Multiple linear regression and a hierarchical stepwise technique were used to conduct moderation analyses. Results indicated that support-seeking coping skills significantly moderated the relationship between secondary traumatic stress symptoms and burnout symptoms. Coping did not moderate the relationship between depression and burnout. These findings can be used to inform the development of programs that could promote the well-being and coping of nurses experiencing mental health difficulties or burnout and foster a healthy work environment for all NICU nurses so that they can provide the best possible intervention to vulnerable infants. Future research should aim to identify interventions that promote coping in NICU nurses.