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Building upon the science presented in Working Paper 15: Early Childhood Development and Lifelong Health Are Deeply Intertwined, this Working Paper examines how the built and natural environments—and the systemic factors that shape those environments—interact with each other and with a child’s social environment in deeply interconnected ways. It explains in clear language how these environmental influences shape development and lifelong health, while also highlighting the role that current and historic public policies have played, along with systemic racism, in creating a landscape where

This study, conducted by Learning Heroes and TNTP, explores the extent to which schools with strong family engagement prior to the pandemic were better equipped to withstand the academic impacts of school disruptions, and how they did so.

This guide includes a list of supporting tools to help Caring Adults navigate the process of mentoring. With a trauma-informed and positive youth development lens, this toolkit includes self-awareness and -care tools for the Caring Adult, coaching tools and strategies, sample daily check in questions, motivational interviewing techniques, information on students living in shelter, matching information, along with other resources to help you sustain a positive relationship with your mentee.

This manual outlines Carbondale School District's mentor recruitment process, including screening, selection, and training, among others.

This is a job posting for a Hope Zone Student Success Navigator posted by the Omega Community Development Corporation (Omega CDC).

This is a set of high school graduate profiles from United Way of North Central New Mexico, Zuni Public Schools, and Unity Point School #140.

This RAND research brief examines the impact of the New York City Community Schools initiative (NYC-CS), which was launched in 2014 by the New York City Department of Education (NYCDOE) to address the social consequences of poverty as a way to improve student outcomes. The initiative involves organizing resources in schools and sharing leadership among stakeholders so that academics, health and wellness, youth development, and family engagement are integrated into the fabric of each school. Although community schools are expanding across the country, New York City is implementing the strategy

This literature review serves as a shared fund of knowledge on climate terms, uses, and opportunities. It is intended as source material for our working group, comprised of school leaders, district leaders, and leaders in the field. Our aim is to add this to our shared knowledge and experience in order to create actionable resources that empower principals to integrate school climate data into their continuous improvement efforts.

In spite of all the attention to cross-sector collaboration, little research has been conducted to explore these new phenomena. To fill this knowledge gap, The Wallace Foundation commissioned a team of researchers at Teachers College, Columbia University, to carry out a three-pronged study. This is the third component of the study in which the authors conduct detailed comparative case studies of collective impact initiatives.