Brian C. McKevitt

Improving Transitions to High School: A Review of Current Research and Practice.

This article synthesizes the current research in the area of school transitions for all students from junior high to high school and the effect of the transitions on students. The authors discuss current common high school transition practices and make recommendations for high school transition programming. The authors present a case study illustrating a way for school personnel to gather information about student perceptions and develop individualized programming to support students transitioning in their schools.

School Psychologists’ Knowledge and Use of Evidence-based, Social-Emotional Learning Interventions

This article describes the results of a national survey pertaining to school psychologists’ knowledge and use of evidence-based, social-emotional learning (SEL) interventions. For the study, 331 school psychologists responded to a survey that listed (a) techniques for identifying SEL interventions, (b) 16 SEL programs that have been identified by more than one source as having strong evidence for their effectiveness, and (c) factors that school psychologists may use for deciding on a program to use in their schools. Participants in the survey were asked to rate their opinions about selecting and using SEL interventions, as well as their knowledge and experience with various SEL programs that have received much research attention. Results of the survey indicated that school psychologists have limited awareness of the majority of published, evidence-based SEL programs. These results are of interest to school psychologists and other school personnel who make decisions about purchasing and implementing SEL programs. Implications for training and practice are discussed.