Findings from meta-analyses of Pre-K – 12 STEM professional development and curriculum programs reveal best practices for the type, focus, and format of programming.

Findings from a meta-analysis with over 11,000 teachers show that training programs can improve teacher self-efficacy. 

Findings from a meta-analysis of suicide prevention programs in schools show that educational programs and gatekeeper training are beneficial for students and school staff.

A rapid realist review of programs identifies five types of universal interventions to support students with sexual and gender minority identities.

Findings from our new review suggest anxiety prevention programs are likely to reduce anxiety and depression symptoms on average, but the effect is small. 

Findings from a network meta-analysis of reading comprehension intervention components reveal three strategies that maximize benefits for students in grades 3-12. 

Our scoping review aimed to identify all empirical studies on the four-day school week in the United States and explore the types of research evidence in the literature. Our review included 111 studies. As part of our review process, we also completed interviews with three superintendents with experience in decision-making around the four-day school week. 

Do culturally sensitive programs prevent or reduce substance use among adolescents? Findings from a meta-analysis show that culturally sensitive prevention programs are effective in preventing or reducing substance use among Black, Hispanic/Latine, and Native American adolescents. 

Findings from a new study show the benefits of caregivers playing math games and activities outside of school for supporting children's school readiness. 

This review examines research on the effects of school-based depression prevention programs. We specifically reviewed evidence on programs delivered directly to K-12 students during the school day.