Hao-Jan Luh

The teaching profession continues to face high attrition rates, particularly among novice teachers, raising concerns about long-term workforce stability (Carver-Thomas, 2017; Craig et al., 2023). A...

Cultural humility has emerged as a key relational competency in education, yet few studies have empirically examined its influence in non-Western school contexts. This study investigated how junior high school students in Taiwan perceive their teachers’ cultural humility and how these perceptions relate to their behavioral and emotional outcomes, considering the mediating roles of teacher–student relationships (TSRs) and school climate. A total of 871 students (grades 7–9) completed surveys assessing their perceptions of teacher cultural humility, TSRs, school climate, and self-reported internalizing and externalizing problems. Multiple regression and mediation analyses revealed that student and teacher characteristics (e.g., gender, sexual orientation, and subject domain) predicted students’ perceptions of cultural humility and behavioral adjustment. Respectful engagement by teachers was associated with fewer behavioral problems, primarily mediated by stronger TSRs. Similarly, perceptions of teacher superiority were linked to decreased internalizing and externalizing problems, also mediated by TSRs. School climate did not emerge as a significant mediator. These findings highlight the relational mechanisms through which teacher cultural humility may impact adolescent development in Taiwanese schools, offering implications for culturally responsive teacher training and school-based support practices.

Research has shown the positive effects of positive behavioral interventions and supports (PBIS) on student outcomes. Despite its effectiveness, there is limited research on the cultural adaptation of PBIS in other cultures, especially in Asia. Based on cultural adaptation frameworks, the current case study reports the cultural adaptation and implementation process of PBIS Tier 1 in a Chinese elementary school, including the steps and strategies in its engagement, design, and implementation. Using multiple questionnaires, we also examined the pre- and postintervention differences in students' emotional and behavioral problems, their perceptions of school climate, and important factors related to academic engagement. Mainly, students' prosocial behaviors, emotional symptoms, and their interpersonal relationships with teachers and peers improved. However, there was also an increase in hyperactivity/inattention and conduct problems. Limitations and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The student population in the United States is becoming increasingly diverse, but the educator base, including teachers and other school professionals, remains primarily White and female. Educators are encouraged (and at times required) to participate in professional development training to increase their multicultural competence. Although previous research has shown that educators benefit from professional development training in general, there is limited research into the benefit of online training intended to increase their multicultural competence. As agents of social justice, school psychologists may help other educators to reflect on and confront their biases. In this pilot study, 17 elementary educators (i.e., teachers and school professionals) completed an online training titled, “Critical Practices for Anti-Bias Education.” The participants completed the Multicultural Teaching Competency Scale to assess the effectiveness of the training. Results indicated a statistically significant increase between pretest and posttest scores. The participants also completed an adapted version of the Usage Rating Profile-Intervention Revised to assess the social validity of the training. Overall, the participants ranked the training as acceptable and feasible. This study supports the potential use of online anti-bias training as one of the first steps to increase elementary educators’ multicultural competence.

Despite the existing research and evidence for teacher praise, this strategy has been studied less frequently in secondary school settings. To better understand and support teacher praise across all school settings, it is important to understand gaps in the literature, especially related to middle and high school settings. In this review, we examined middle and high school praise research by screening a total of 523 unique abstracts and identified, reviewed, and coded 32 empirical studies. A study was included if (a) praise was the focus (i.e., identified as either an independent or dependent variable), (b) the study was empirical and peer-reviewed, (c) at least 51% of the sample included middle or high school students, (d) praise involved teachers praising students (rather than student-to-student praise), and (e) the study took place in a school/classroom setting. Descriptive methods were used to identify and code praise themes. We found most studies (71%) examined the effects of teacher praise on student behavior or the effects of teacher training on teachers' use of praise. Few studies examined praise preferences at the secondary level. We also summarized the methodological characteristics and findings from 32 studies and provide recommendations for future research and practice.

This chapter describes Multi-tiered Systems of Support (MTSS), with a specific focus on Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). When outlining MTSS, authors address how MTSS evolved as well as operating characteristics of the framework. MTSS is a prevention-based framework for enhancing the development and implementation of a continuum of evidence-based practices to achieve academically and behaviorally important outcomes for all students. It can be designed and implemented to promote racial equity and healing in schools and is grounded in and shaped by a number of foundational influences. These influences include (a) supporting youth with disabilities and special education; (b) curriculum-based measurement and precision teaching; (c) teacher consultation and support; (d) prevention science; (e) behavioral sciences; (f) evidence-based practices; (g) direct instruction; and (h) innovation implementation research. School counselors can use MTSS to address root causes of discipline disparities and explicitly integrate action to advance racial equity into MTSS’ implementation. This chapter discusses the rationale for why this work is critically important, and how to leverage MTSS work to achieve needed change.