A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.

There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized “A/B” experiments were conducted with ~3,000 participants to inform intervention revisions for this population. Next, two experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N=7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ~95% of students at 10 schools (Study 2, N=3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.

Health risk behaviors practiced during adolescence often persist into adulthood and contribute to the leading causes of morbidity and mortality in the United States. Youth health behavior data at the national, state, territorial, tribal, and local levels help monitor the effectiveness of public health interventions designed to promote adolescent health. The Youth Risk Behavior Surveillance System (YRBSS) is the largest public health surveillance system in the United States, monitoring a broad range of health-related behaviors among high school students. YRBSS includes a nationally representative Youth Risk Behavior Survey (YRBS) and separate state, local school district, territorial, and tribal school-based YRBSs. This overview report describes the surveillance system and the 2019 survey methodology, including sampling, data collection procedures, response rates, data processing, weighting, and analyses presented in this MMWR Supplement. A 2019 YRBS participation map, survey response rates, and student demographic characteristics are included. In 2019, a total of 78 YRBSs were administered to high school student populations across the United States (national and 44 states, 28 local school districts, three territories, and two tribal governments), the greatest number of participating sites with representative data since the surveillance system was established in 1991. The nine reports in this MMWR Supplement are based on national YRBS data collected during August 2018-June 2019. A full description of 2019 YRBS results and downloadable data are available (https://www.cdc.gov/healthyyouth/data/yrbs/index.htm). Efforts to improve YRBSS and related data are ongoing and include updating reliability testing for the national questionnaire, transitioning to electronic survey administration (e.g., pilot testing for a tablet platform), and exploring innovative analytic methods to stratify data by school-level socioeconomic status and geographic location. Stakeholders and public health practitioners can use YRBS data (comparable across national, state, tribal, territorial, and local jurisdictions) to estimate the prevalence of healthrelated behaviors among different student groups, identify student risk behaviors, monitor health behavior trends, guide public health interventions, and track progress toward national health objectives.

The neuronal basis of the excitation received by motoneurones during swimming in curarized Xenopus embryos has been investigated further. Extracellular stimulation of axons in the fibre tracts of the spinal cord has been used to evoke unitary excitatory post‐synaptic potentials (p.s.p.s) in motoneurones. The p.s.p.s. had a rise time of 3‐5 ms and a long falling phase lasting up to 200 ms. These potentials consist of two components: a 'fast' p.s.p. which is insensitive to 50 microM‐(+/‐)‐2‐amino‐5‐phosphonovaleric acid (APV) but is blocked by 2 mM‐cis‐2,3‐piperidine dicarboxylic acid (PDA) and is therefore probably mediated by kainate/quisqualate receptors, and a 'slow' p.s.p. which is blocked by both APV and PDA and is therefore probably mediated by N‐methyl‐D‐aspartate (NMDA) receptors. Paired intracellular recordings from motoneurones and interneurones have revealed a class of spinal cord interneurone which makes descending excitatory amino‐acid‐dependent synapses onto motoneurones and commissural interneurones. The p.s.p.s evoked by intracellular stimulation of these excitatory interneurones consist of 'fast' and 'slow' components identical in shape and pharmacological properties to those of the extracellularly evoked potentials. One neurone may, therefore, be able to release a transmitter which activates both NMDA and non‐NMDA receptors on the same post‐synaptic neurone generating fast and slow post‐synaptic potentials. The excitatory interneurones play an important role in the generation of the swimming pattern in the curarized Xenopus embryo. Like motoneurones, they fire once per swimming cycle in phase with the ipsilateral motoneurones and receive a background excitation during swimming that is excitatory amino acid mediated. They are therefore part of the swimming rhythm generator. The temporal summation of the extracellularly evoked p.s.p.s shows that these excitatory interneurones are sufficient to generate the excitatory drive received by motoneurones during swimming.

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