5208 research outputs found
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Linguistic Neglect in Child Welfare System
Full text linkChild Welfare addresses different kinds of abuse, but linguistic neglect is not one of the abuses. Linguistic neglect harms many Deaf, Hard of Hearing, DeafBlind, and Deafplus children as they lack access to learn language, even ASL, Black American Sign Language, Indigenous Sign Language, ProTactile, and other country sign language. Many parents (high percentage of hearing parents) don’t know what to do or how to deal with the consequences like overwhelmed emotions and in addition, they receive misinformation from audiologist and medical, and/or culture/barrier system. The linguistic neglect policy needs to be added into the Child Welfare System because it is considered as linguistic neglect can be abusive and have long-term impacts on Deaf children’s overall well-being. Language deprivation in the Deaf community shows increased risk in mental health, attachment style, social skill, cognitive development, and identity
Examining the Impact of Neural Education-Focused Professional Development on Educators: An Open Letter
Full text linkThis dissertation presented as an open letter, explores the transformational impact of neuroscience-informed professional development. Specifically, the Neural Education Institutes and ongoing monthly professional learning communities (PLCs) focus on educators’ professional practice and personal well-being. Through qualitative, in-depth interviews with educators who have engaged in Neural Education, the research examines shifts in grading practices, classroom environments, discipline strategies, relational dynamics, and self-perception. The central research question guiding this exploration is: How does participation in Neural Education Institutes and related Professional Learning Communities (PLCs) influence educators\u27 approaches to students, teaching, and beliefs? Findings reveal that such training can foster greater empathy, equity-driven pedagogical shifts, and a more profound sense of connection between educators and learners. The series of letters serves as both a reflective narrative and a call to reimagine teacher development through the lens of neuroscience, advocating for systemic change that prioritizes the well-being and growth of both students and educators
Promoting Mental Health Awareness: Reducing Stigma and Supporting Children\u27s Wellbeing
Full text link“A typical U.S. student spends 8,884 hours over nine years to complete primary and lower secondary education. That’s nearly 1,300 hours – more than a full school year – more than the average for other countries in the report” (Sparks, 2019, para. 4). As we know, children spend a significant amount of time in schools. With this, there needs to be a focus on incorporating mental health support through an evidence based curriculum that supports families, students, and staff members. For the purpose of this capstone, we have designed an intervention that describes an educational curriculum that targets mental health among school-aged children and aims to reduce stigma around mental health and promote awareness. Individual units were developed for students, families, and school staff, addressing similar and different aspects depending upon which population is being targeted The program will include the hiring of two facilitators, and these facilitators will teach the course over a span of 10 weeks. The facilitators will present at a school assembly where they will give a brief overview of the curriculum and talk about the importance of having an open conversation about mental health in schools. For students, participation in the curriculum will be optional and interest based. The curriculum will be taught in small-group settings with one-on-one sessions being offered on an as-needed basis depending on the level of support needed. A licensed social worker will be hired to provide these one-on-one sessions
PLAYING THE LONG GAME: EXAMINING THE LONG-TERM EFFECTS OF FOOD INSECURITY ON ADULT MENTAL HEALTH FROM GLOBAL TO LOCAL
Full text linkThe purpose of this research is to explore the relationship between food insecurity and food apartheid and the long-term effects on the mental health of vulnerable populations. Using a mixed-method approach, studies from 2015 to 2025 with similar definitions of food insecurity (FIS), food apartheid, and serious mental illness (SMI) locally and globally. Washington Behavioral Risk Factor Surveillance System (BRFSS) phone survey data were used to interpret the long-term effects of food insecurity/food apartheid on the mental health of vulnerable populations locally. This research will include relevant studies sourced through the University of Washington Library’s Cumulative Index to Nursing and Allied Health Literature database (CINAHL), PubMed, and published literature between the years 2015 and 2025, and the Washington Behavioral Risk Factor Surveillance System (BRFSS). To encompass the entirety of the FIS landscape, food apartheid is included to address the purposeful exclusion of vulnerable populations from the food delivery system and relevant information, aligning with Karen Washington’s (farmer/activist and creator of the term) definition of food apartheid. Long-term FIS and food apartheid increase the risk of SMIs in populations already experiencing mental health problems. BRFSS data (n= 2,632) showed a significant relationship between days of poor mental and physical health and reported food insecurity. Food apartheid compounds mental health risks in already food-insecure populations, which are generally ethnocultural minorities, women, and children. Food Insecurity negatively impacts mental health, developmental health, and physical health locally and globally
Culturally Relevant Pedagogy and Elementary Immigrant Students
Full text linkThis research explores the research on culturally relevant pedagogy and its relationship with elementary aged immigrant students. Three major themes presented themselves: ambiguity within the terminology, two pillars of CRP implementation, and contextual cultural understanding. The paper goes on to examine the practices at a dual language elementary school close to Puget sound, and how those practices could be aligned to the research. The paper will then explore future implications for research, and practical implications for teachers, administrators and school districts
GLOBAL BARRIERS TO TRANSGENDER HEALTHCARE
Full text linkTransgender people often have difficulty accessing healthcare due to factors including the way the country they live in perceives transgender people, transphobic policies, and healthcare related barriers such as discrimination or lack of availability of doctors and institutions that can fulfill their needs, especially for gender-affirming care. To further understand these barriers, this literature review examines the transgender-related perceptions, policies, and barriers to care in the United States, Brazil, and South Africa. While these countries faced similar barriers, the degree to which they were important varied. In the US, discrimination was the most prominent barrier to care, in Brazil the most important barrier was availability of services, and South Africa was affected most by the lack of knowledge that providers had on transgender care. These findings show the importance of reducing barriers to both general and transition-related care through increased education about transgender people and gender-affirming healthcare availability around the globe
Reasons and Consequences of Teacher Burnout
Full text linkAbstract
This research explores the consequences and reasons behind teacher burnout as well as teacher turnover. It provides the answers to the question: What causes the teacher to burnout? To answer this question, there are three themes identified in this research: [1] Mistreatment of principals, [2] The impact of teacher stress on students, and [3] The heavy workload on teachers. The paper goes on to examine how teachers end up quitting their careers and how work-related stress vastly affects their performance in class as well as their overall mental health. There are many reasons behind teacher burnout and stress. This paper will explore the biggest ones behind this problem that affects not just one district but across districts nationwide as well as in other countries
Impacts of the Religious Right Agendas on LGBTQ+ Students
Full text linkAbstract
This paper examines the impact of the religious right\u27s policy activism on the health and well-being of LGBTQ+ students. It also explores how educators can collaborate with advocacy groups and how state policies can ensure that each district implements LGBTQ+ inclusive curricula uniformly. Gender identities are particularly vulnerable in 2025, and culture wars are intensifying. I aim to identify modifiable factors that can promote positive school environments throughout our state and ensure that inclusive curricula are equitably distributed across districts.
Three key themes were identified: LGBTQ+ underrepresentation in curricula, policies related to LGBTQ+ student protections, parental rights, and backlash bills, and disparities in student health outcomes among LGBTQ+ students compared to their cisgender peers. The paper then explores how state-level practices can be aligned with research and discusses the implications for future research and transformed practice.
Keywords: teacher allies, school climate, LGBTQ+ rights, inclusive curriculum, religious freedo
Supporting Multilingual Learners Through Professional Development in Elementary Schools
Full text linkThis study explores the significance of professional development (PD) in equipping in-service teachers to effectively support and teach multilingual learners (MLs) in elementary schools. Specifically, it examines PD design for mainstream classroom teachers serving MLs in elementary grades, identifying four key themes: [1] Professional Development in teaching approaches, [2] Professional Development in raising ideological and cultural awareness, and [3] Professional Development in multilingual pedagogies
Black Children Matter
Full text linkRacial disproportionality is defined as a condition that exists when the proportion of one group in the child welfare population is proportionately larger (overrepresented) or smaller (underrepresented) than the proportion of the same group in the general child population (Detlaff & Boyd, 2020). Being Black is part of my identity and something I take pride in. It is no secret that historically Black people have experienced disproportionality, assimilation, and racism. As I have grown through my social work journey, I have realized my passion is children and preparing them to lead the future generations. All children deserve the right to safety, well-being, and permanency. Throughout history, racism against Black people has been prevalent at every level. In child welfare, Black children are disproportionately represented