As we navigate the post-pandemic era, PreK-12 school educational leaders across the United States have a renewed interest in systematic screening efforts to support students’ multiple needs in academic, behavioral, and social and emotional well-being learning domains. In addition to needing information on the accuracy – and feasibility – of existing screening tools, education leaders are seeking guidance on how to select, install, and utilize systematic screening to support students’ well-being (Lane, Oakes, & Menzies, 2021).
In this Research Topic, Systematic Screening to Support Well-being with PreK-12 Students , we will welcome contributions that explore current efforts with systematic screening in schools serving students PreK-12 grades. We are soliciting articles including: psychometric studies of systematic screening tools to detect major challenges of childhood (e.g., internalizing and externalizing behaviors) as well as intervention and illustrations of how systematic screening data can be used along with other data collected as part of regular school practices to inform instruction.
We encourage psychometric studies examining reliability and validity of screening tools, including teacher-, parent-, and student-completed tools. We also invite intervention and illustrations of systematic screening efforts in authentic school settings. For example, these studies may include demonstrations of systematic screening data can be used to: (a) inform Tier 1 efforts in tiered systems of support, (b) direct the use of teacher-delivered, low-intensity supports, and (c) connect students to validated Tier 2 and Tier 3 interventions efforts.
As we navigate the post-pandemic era, PreK-12 school educational leaders across the United States have a renewed interest in systematic screening efforts to support students’ multiple needs in academic, behavioral, and social and emotional well-being learning domains. In addition to needing information on the accuracy – and feasibility – of existing screening tools, education leaders are seeking guidance on how to select, install, and utilize systematic screening to support students’ well-being (Lane, Oakes, & Menzies, 2021).
In this Research Topic, Systematic Screening to Support Well-being with PreK-12 Students , we will welcome contributions that explore current efforts with systematic screening in schools serving students PreK-12 grades. We are soliciting articles including: psychometric studies of systematic screening tools to detect major challenges of childhood (e.g., internalizing and externalizing behaviors) as well as intervention and illustrations of how systematic screening data can be used along with other data collected as part of regular school practices to inform instruction.
We encourage psychometric studies examining reliability and validity of screening tools, including teacher-, parent-, and student-completed tools. We also invite intervention and illustrations of systematic screening efforts in authentic school settings. For example, these studies may include demonstrations of systematic screening data can be used to: (a) inform Tier 1 efforts in tiered systems of support, (b) direct the use of teacher-delivered, low-intensity supports, and (c) connect students to validated Tier 2 and Tier 3 interventions efforts.
