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Research Base

ASCD. (2014). Whole school whole community whole child: A collaborative approach to learning and health. ASCD in association with Centers for Disease Control.

Bialowolski P, McNeely E, VanderWeele TJ, Weziak-Bialowolska D (2020) Ill health and distraction at work: Costs and drivers for productivity loss. PLoS ONE 15(3): e0230562.

Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662-683.

Borman, G.D. & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409.

Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46, 507-535.

Brewer, D. (1993). Principals and student outcomes: Evidence from U.S. high schools. Economics of Education Review, 12, 281-292.

Bridgeland, J., Bruce, M. & Hariharan, A. (2016).The Missing Piece: A National Teacher Survey on How Social Emotional Learning Can Empower Children and Transform Schools. Civic Enterprises, Hart Research, Casel

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.

Bryk, A. S., Sebring, P., Allensworth, E., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.

CDC. (2020). Adolescent health: What works in schools. Safe and supportive school environments. Washington, DC: U.S. Department of Health.

Claro, S., Paunesku, D., & Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences

Cohen AK, & Chaffee BW. (2013). The relationship between adolescents’ civic knowledge, civic attitude, and civic behavior and their self-reported future likelihood of voting. Education, Citizenship and Social Justice, 8(1):43-57.

Darling-Hammond, L. (2010). The Flat World of Education: How America’s Commitment to Equity Will Determine Our Future. New York: Teachers College Press.

Dodge KA, Bierman KL, Coie JD, Greenberg MT, Lochman JE, McMahon RJ, & Pinderhughes EE. (2014). Impact of early intervention on psychopathology, crime, and well-being at age 25. American Journal of Psychiatry, 172(1): 59-70.

Duckworth K, Schoon I.(2010). Progress and attainment during primary school: the roles of literacy, numeracy and self-regulation.. Longitudinal and Life Course Studies. 2010;1(3):223-240.

Duckworth, A.L., Quinn, P. & Seligman M.E.P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4:6, 540-547, DOI: 10.1080/17439760903157232

Duckworth, A.L. Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology. Vol. 92, No. 6, 1087-1101.
Duckworth, A.L. & Seligman, M.E.P. (2005).Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science 16(12), 939-944

Dinham, S. (1993). Teachers under stress. Australian Educational Researcher, 20(3), 1-16.

Dinham, S. (1995). Time to focus on teacher satisfaction. Unicorn, 21(3), 64-75.

Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338-356.

Greene, J. & Winters, M. (2007). Revisiting grade retention: An evaluation of Florida's test-based promotion policy. Education Finance and Policy, 2(4): 319–340.

Hawkins, J., Kosterman, R. Catalano, R., Hill, K. & Abbott, R. (2005). Promoting positive adult functioning through social development intervention in childhood. Archives of pediatrics & adolescent medicine, 159: 25-31.

Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103(6): 2052-86.

Honig, M. I. (2006). Complexity and policy implementation: Challenges and opportunities for the field. In H. I. Honig (Ed.) New Directions in Education Policy Implementation: Confronting Complexity (p. 1-24). Albany NY: State University of New York.

Jones, D., Greenberg, M. & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105: 2283-2290.

Keyes, C.L.M., (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43, 207-222.

Lee, M., Kubzansky, L, & VanderWeele, T. (2021). Measuring Well-Being: Interdisciplinary Perspectives from the Social Sciences and the Humanities. First Edition. Oxford University Press.

Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research: 1996 – 2005. Leadership and Policy in Schools, 4(3), 177-199.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. New York: The Wallace Foundation.

Lippman, L., Anderson Moore, K., Guzman, L., Ryberg, R., McIntosh, H., Ramos, M., Caal, S., Carle, A., Kuhfeld, M. (2014). Flourishing Children. Springer

Milona, M. (2020). Hope and optimism. John Templeton Foundation

Moore, A., Edwards, G., Halpin, D. & George, R. (2002). Compliance, resistance and pragmatism: The (re)construction of school teacher identities in a period of intensive educational reform. British Educational Research Journal, 28: 551-565.

National Association of Chronic Disease Directors (2018). Healthy school, healthy staff, healthy students: A guide to improving school employee wellness. Decatur, GA: National Association of Chronic Disease Directors.

National Center for Safe and Supportive Schools (2021). School climate describes school conditions that influence student learning (Safe Supportive School/EDSCLS Model). Accessed April 5, 2021.

Opdenakker, M. & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1): 1-21.

Pennings, H., Tartwijk, J., Wubbels, T., Claessens, L., van der Want, A., & Brekelmans, M. (2014). Real-time teacher–student interactions: A dynamic systems approach. Teaching and Teacher Education, 37: 183-193.

Rew, L. & Wong, Y.J. (2006). A systematic review of associations among religiosity/spirituality and adolescent health attitudes and behaviors. Journal of Adolescent Health, 38(4): 433-442.

Ritchie-Dunham, J.L. & Pruitt, B. (2014). Ecosynomics: The science of abundance. Vibrancy Publishing.

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.

Steiner RJ, Sheremenko G, Lesesne C. Adolescent connectedness and adult health outcomes. Pediatrics 2019;144(1):e20183766.

​Taylor, R., Oberle, E., Durlak, J. & Weissberg, R. (2017).Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 2017, Volume 00, Number 0, Pages 1-16

Toner, E., Haslam, N., Robinson, J., & Williams, P. (2012). Character strengths and wellbeing in adolescence: Structure and correlates of the values in action inventory of strengths for children. Personality and Individual Differences, 52(5):637–642.

Witten, H., Savahl, S. & Adams, S. (2019). Adolescent flourishing: A systematic review

Wolbert, L. S., de Ruyter, D.J. & Schinkel, A. (2015). Formal criteria for the concept of human flourishing: the first step in defending flourishing as an ideal aim of education. Ethics and Education, 10(1), 118–129.

VanderWeele, T., Trudel-Fitzgerald, C., Allin, P., Colin, F., Fletcher, G., Frederick, D., Hall, J., Helliwell, J., Kim, E., Lauinger, W., Lee, M., Lyubomirsky, S., Margolis, S., McNeely, E., Messer, N., Tay, L., Viswanath, V., Węziak-Białowolska, D., & Kubzansky, L. (2020). Current recommendations on the selection of measures for well-being. Preventive Medicine,133.

VanderWeele, T.J., Fulks, J., Plake, J.F., and Lee, M.T. (2020). National well-being measures before and during the COVID-19 pandemic in online samples. Journal of General Internal Medicine.

VanderWeele, T., Chen, Y., Long, K., Kim, E., Trudel-Fitzgerald, C., & Kubzansky, L (2020). Positive Epidemiology?, Epidemiology, 31(2):189-193.

VanderWeele, T., McNeely, E., Koh, H. (2019). Reimagining health: Flourishing. JAMA, 321(17):1667–1668.

VanderWeele, T.J. (2017). On Promotion of Human Flourishing. Proceeding of the National Academy of Sciences of the United States America.
Verlenden JV, Pampati S, Rasberry CN, et al. Association of Children’s Mode of School Instruction with Child and Parent Experiences and Well-Being During the COVID-19 Pandemic — COVID Experiences Survey, United States, October 8–November 13, 2020. MMWR Morb Mortal Wkly Rep 2021;70:369–376. DOI: icon.

Zins, J.E., R.P. Weissberg, M.C. Wang, & H.J. Walberg (Eds.). (2004).Building Academic Success on Social and Emotional Learning: What Does The Research Say?. New York, NY: Teachers College Press

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