Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.

Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. This mixed-methods study was designed to develop an evaluation procedure to measure a STEM school’s program for SWD and to analyze the first two years of data to help shape the evaluation process. A comprehensive evaluation model of STEM education for children with learning differences was developed and tested. Implications for practice and future research are discussed.

AimsThe purpose of this 1‐year case study was to identify how School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW‐PBIS on discipline outcomes.MethodsSuggestions for adaptations are provided at each stage of the intervention process with a focus on buy‐in, training, data collection, and resource allocation.ResultsData from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy‐in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance‐related behaviors and an increase in on‐task behaviors.ConclusionThis study contributes to the determination of the efficacy of SW‐PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW‐PBIS may be an appropriate framework to support students in alternative schools.

This research examined the risk and protective factors of responders and non-responders to a school-wide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a statistically significant difference between responders and non-responders on the individual and school systems models. Direct logistic regression indicated that within these models, hostility, destructive expression of anger, depression, academic self-concept, attitude to teachers, and attitude to school each made a significant contribution in identifying responders and nonresponders. Findings suggest that factors at the individual and school levels may be crucial in identifying individuals who respond to SW-PBIS. Interventions that target specific risk factors may improve responsiveness to SW-PBIS in alternative schools.

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.