Pub Date : 2021-10-01DOI: 10.1177/23727322211032258
Emily C. Hanno, Stephanie M. Jones, Nonie K. Lesaux
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.
{"title":"Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care","authors":"Emily C. Hanno, Stephanie M. Jones, Nonie K. Lesaux","doi":"10.1177/23727322211032258","DOIUrl":"https://doi.org/10.1177/23727322211032258","url":null,"abstract":"Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47117658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/23727322211029313
I. Iruka, T. Durden, Nicole Gardner‐Neblett, Nneka Ibekwe‐Okafor, Amber B. Sansbury, Nicole A. Telfer
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.
{"title":"Attending to the Adversity of Racism Against Young Black Children","authors":"I. Iruka, T. Durden, Nicole Gardner‐Neblett, Nneka Ibekwe‐Okafor, Amber B. Sansbury, Nicole A. Telfer","doi":"10.1177/23727322211029313","DOIUrl":"https://doi.org/10.1177/23727322211029313","url":null,"abstract":"The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48686246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/23727322211033003
Agnes M. Varghese, Misaki N. Natsuaki
In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.
{"title":"Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System","authors":"Agnes M. Varghese, Misaki N. Natsuaki","doi":"10.1177/23727322211033003","DOIUrl":"https://doi.org/10.1177/23727322211033003","url":null,"abstract":"In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65677700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/23727322211033000
Andres Pinedo, Nadia Vossoughi, Neil A. Lewis
Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.
{"title":"Critical Pedagogy and Children’s Beneficial Development","authors":"Andres Pinedo, Nadia Vossoughi, Neil A. Lewis","doi":"10.1177/23727322211033000","DOIUrl":"https://doi.org/10.1177/23727322211033000","url":null,"abstract":"Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44085120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/23727322211033005
Christina Mulcahy, Crystal A. Day Hess, D. Clements, Jasmine R. Ernst, Sarah E. Pan, M. Mazzocco, Julie Sarama
Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.
{"title":"Supporting Young Children’s Development of Executive Function Through Early Mathematics","authors":"Christina Mulcahy, Crystal A. Day Hess, D. Clements, Jasmine R. Ernst, Sarah E. Pan, M. Mazzocco, Julie Sarama","doi":"10.1177/23727322211033005","DOIUrl":"https://doi.org/10.1177/23727322211033005","url":null,"abstract":"Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01Epub Date: 2021-09-11DOI: 10.1177/23727322211031938
Stephen T Russell, Meg D Bishop, Victoria C Saba, Isaac James, Salvatore Ioverno
Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students' well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students.
{"title":"Promoting School Safety for LGBTQ and All Students.","authors":"Stephen T Russell, Meg D Bishop, Victoria C Saba, Isaac James, Salvatore Ioverno","doi":"10.1177/23727322211031938","DOIUrl":"10.1177/23727322211031938","url":null,"abstract":"<p><p>Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students' well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students.</p>","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8454913/pdf/nihms-1740286.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39444336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1177/23727322211031591
Terri J Sabol
Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framework by highlighting children’s individual experiences within classrooms as a key indicator of quality in addition to the more traditional classroom-level measures. The article first provides the theoretical rationale and empirical evidence for focusing on children’s individual experiences based on new insights from developmental science. The article then illustrates key factors that relate to variation in children’s experiences, including child temperament, gender, age, and race/ethnicity. The article concludes by considering opportunities for innovation to better measure individual children’s experiences in QRIS.
{"title":"Improving Preschool Accountability Systems: Bringing Individual Children’s Experiences Back to Child Policy","authors":"Terri J Sabol","doi":"10.1177/23727322211031591","DOIUrl":"https://doi.org/10.1177/23727322211031591","url":null,"abstract":"Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framework by highlighting children’s individual experiences within classrooms as a key indicator of quality in addition to the more traditional classroom-level measures. The article first provides the theoretical rationale and empirical evidence for focusing on children’s individual experiences based on new insights from developmental science. The article then illustrates key factors that relate to variation in children’s experiences, including child temperament, gender, age, and race/ethnicity. The article concludes by considering opportunities for innovation to better measure individual children’s experiences in QRIS.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48132116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1177/23727322211033618
L. Gennetian, Natasha J. Cabrera, Danielle A. Crosby, L. Guzman, J. Smith, E. Wildsmith
Hispanic children experience poverty at rates two to three times higher than white children. Latino households with children, in general, have high parental employment coupled with low levels of parental education and stagnant parental earnings relative to non-Latino peers. While many Latino children live in neighborhoods that do not have access to high-quality early education, Latino children, on average, are raised in a home environment that offers economic stability and security, the presence of two parents, and socially supported family and community networks. Furthermore, though Hispanic children’s school achievement outcomes lag behind those of their peers, their socio-emotional developmental outcomes are on the same level or better. Latino children are raised in environments with the ingredients needed to achieve their potential. We use this foundation to propose a strength-based framework for guiding policy investment on Latino children and families.
{"title":"A Strength-Based Framework for Realizing Latino Young Children’s Potential","authors":"L. Gennetian, Natasha J. Cabrera, Danielle A. Crosby, L. Guzman, J. Smith, E. Wildsmith","doi":"10.1177/23727322211033618","DOIUrl":"https://doi.org/10.1177/23727322211033618","url":null,"abstract":"Hispanic children experience poverty at rates two to three times higher than white children. Latino households with children, in general, have high parental employment coupled with low levels of parental education and stagnant parental earnings relative to non-Latino peers. While many Latino children live in neighborhoods that do not have access to high-quality early education, Latino children, on average, are raised in a home environment that offers economic stability and security, the presence of two parents, and socially supported family and community networks. Furthermore, though Hispanic children’s school achievement outcomes lag behind those of their peers, their socio-emotional developmental outcomes are on the same level or better. Latino children are raised in environments with the ingredients needed to achieve their potential. We use this foundation to propose a strength-based framework for guiding policy investment on Latino children and families.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43865286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1177/23727322211033880
Caroline P. Martin, Jaclyn M. Russo, Hayley J. Goldenthal, Carmen Holley, Karen R. Gouze, Amanda P. Williford
Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.
{"title":"Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy","authors":"Caroline P. Martin, Jaclyn M. Russo, Hayley J. Goldenthal, Carmen Holley, Karen R. Gouze, Amanda P. Williford","doi":"10.1177/23727322211033880","DOIUrl":"https://doi.org/10.1177/23727322211033880","url":null,"abstract":"Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48337635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1177/23727322211033001
C. Daiute, Bengi Sullu, Tünde Kovács-Cerović
Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.
{"title":"What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems","authors":"C. Daiute, Bengi Sullu, Tünde Kovács-Cerović","doi":"10.1177/23727322211033001","DOIUrl":"https://doi.org/10.1177/23727322211033001","url":null,"abstract":"Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42670573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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