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Student behavior

SRI Education promotes and evaluates evidence-based approaches to support all students’ positive behavior, mental health and well-being.

Visit the Student Behavior Blog.

Recent work

more +

  • Evaluation of the Impact and Implementation of Classwide Function-related Intervention Team (CW-FIT) in Elementary Schools

    Student behavior

    July 5, 2022

    Evaluation of the Impact and Implementation of Classwide Function-related Intervention Team (CW-FIT) in Elementary Schools

    SRI is serving as the independent evaluator to examine the impacts of strategies to scale CW-FIT on student engagement, academic achievement, and teachers’ use of praise and positive support, as well as the extent to which CW-FIT is implemented with fidelity.

  • Promises and pitfalls of positive behavioral interventions and supports

    Student behavior

    June 9, 2022

    Promises and pitfalls of positive behavioral interventions and supports

    Students who are Black, Latinx, and Native American are more likely than White students to be suspended or expelled – even when comparing consequences for the same infractions.

  • Evaluation of Skills for Secondary School Success (4S)

    Student behavior

    April 4, 2022

    Evaluation of Skills for Secondary School Success (4S)

    SRI Education evaluation experts are partnering with John’s Hopkins University’s Center for the Social Organization of Schools (JHU CSOS) to measure the impact of its Skills for Secondary School Success (4S) course module.

Recent reports and publications

more +

  • June 1, 2021

    Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the STEM Learning Center on Student Outcomes

    This report presents findings from a quasi-experimental study to estimate the impact of the STEM Learning Center on STEM course success and continuation in STEM.

  • May 10, 2021

    Measuring the Impact of Trauma-Focused, Cognitive Behavioral Group Therapy with Middle School Students

    This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students.

  • April 1, 2016

    Factors Affecting Mental Health Service Utilization among California Public College and University Students: Who Accesses Resources and Who Doesn’t?

    OBJECTIVE: Unmet need for mental health treatment among college students is a significant public health issue. Despite having access to campus mental health providers and insurance to cover services, many college students do not receive necessary services. This study examined factors influencing college students’ use of mental health services. METHODS: Online survey data for 33,943 students and 14,018 staff and faculty at 39 college campuses in California were analyzed by using logistic regressions examining the association between students’ use of mental health services and student characteristics, campus environment, and the presence of a formal network of campus mental health clinics. RESULTS: Nineteen percent of students reported current serious psychological distress in the past 30 days, and 11% reported significant mental health-related academic impairment in the past year. Twenty percent reported using mental health services while at their current college, 10% by using campus services and 10% off-campus services. Students on campuses with a formal network of mental health clinics were more likely than students at community colleges to receive mental health services (odds ratio [OR] range=1.68-1.69), particularly campus services (OR=3.47-5.72). Students on campuses that are supportive of mental health issues were more likely to receive mental health services (OR=1.22), particularly on campus (OR=1.65). Students with active (versus low) coping skills were consistently more likely to use mental health services. CONCLUSIONS: Establishing more campus mental health clinics, fostering supportive campus environments, and increasing students’ coping skills may reduce unmet need for mental health services among college students.

  • December 9, 2015

    Screening for trauma in early adolescence: Findings from a diverse school district

    Abundant evidence demonstrates that traumatized adolescents are at increased risk of a host of negative psychoeducational and functional outcomes, but demographic disparities are often seen in access to and use of mental health services and supports. In light of this, the current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and low-income families. Descriptive statistics document the mean reported number of trauma experiences and posttraumatic stress subscale scores by participants’ sociodemographic variables. Inferential statistics report significant differences associated with race/ethnicity, gender, and type of trauma—including exposure as a victim or a witness. Results show complex and significant racial/ethnic group differences in the experience and symptomatology of trauma among the entire screened sample as well as the subset of youth with elevated distress. Furthermore, findings document the predictive value of particular trauma events related to early adolescents’ severity of self-reported traumatic stress. These in-depth findings underscore the need for routine, school-based screening to identify and bring culturally competent, trauma-informed support and interventions to middle school students experiencing traumatic stress.

  • March 1, 2015

    California College and University Collaborations: Facilitators, Challenges, and Impact on Student Mental Health

    Reports on an evaluation of student mental health collaboration activities among California higher education systems, community agencies, and county mental health.

  • March 1, 2015

    California K–12 and Community Collaborations: Facilitators, Challenges, and Impact on Student Mental Health

    Reports on an evaluation of student mental health collaboration activities among California K–12 school districts, counties, and regions.

Our experts in student behavior

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Nancy K Perez

Research Associate, SRI Education

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Michelle W. Woodbridge

Exec. Director & Sr. Principal Researcher, Center for Learning & Development, SRI Education

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W. Carl Sumi

Senior Principal Education Researcher, SRI Education

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Erika Gaylor

Principal Senior Researcher and Early Childhood Program Leader, SRI Education

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Jennifer W Yu

Program Director/Senior Principal Scientist, SRI Education

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Betsy Davies-Mercier

Senior Researcher, SRI Education

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Kirby A Chow

Senior Education Researcher, SRI Education

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Todd A. Grindal

Associate Center Director and Principal Senior Researcher, Center For Learning & Development, SRI Education

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Elisa Garcia

Senior Education Researcher, SRI Education

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Kristen Rouspil

Division operations manager, SRI Education

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Maddie Cincebeaux

Research Associate, SRI Education

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Jennifer Nakamura

Researcher, SRI Education

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Lynn Newman

Principal Researcher, SRI Education

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