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The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (N[subscript T1] = 201, N[subscript T2] = 129) and students (N[subscript T1] = 242, N[subscript T2] = 183; ages 4-14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students' SEL, and students' school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation.

Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and measures of social network position, including incoming and mutual friendships, two forms of centrality, and social network prestige. We investigated network position of 488 students between the ages of 9 and 14 (M = 11.48; SD = 1.14). Our findings highlight a general negative curvilinear association between classroom incivility and social network position. Specifically, children and youth who engage in moderate levels of classroom incivility have more friends and are leaders in the group (higher network prestige). In contrast, those who engage in higher or lower levels of classroom incivility have fewer friends and are less prestigious.

North American rates of adolescent social media use hover between 98 and 100%, with 45% of adolescents reporting being online "almost constantly". Despite its prevalence, social media use is also controversial. If social media is now woven into the fabric of social interactions, what are the mental health implications for youth growing up in "a digital age"? This paper discusses the potential applications of transdisciplinarity by considering the question in three ways: first, the polarized research is presented, suggesting that social media has the power to either positively or negatively direct youths' social and psychological trajectories; second, the dichotomy is challenged; and third, transdisciplinary applications are considered. As a complex, novel, and nuanced topic, the study of social media, peer relationships, and mental health demands a paradigm that is able to accommodate complexity, nuance, and novelty in a critical, reflexive and meaningful way. Transdisciplinarity presents scholars an opportunity to tackle this challenge. This paper discusses the prevailing research surrounding social media, peer relationships, and mental health to challenge the good/bad binary and lay the foundation for approaching this topic from a transdisciplinary lens in future research. [ABSTRACT FROM AUTHOR]

Representations of boys and men in Disney films often escape notice due to presumed gender neutrality. Considering this omission, we explore masculinities in films from Disney's lucrative subsidiary Pixar to determine how masculinities are represented and have and/or have not disrupted dominant gender norms as constructed for young boys' viewership. Using Raewyn Connell's theory of gender hegemony and related critiques, we suggest that while Pixar films strive to provide their male characters with a feminist spin, they also continue to reify hegemonic masculinities through sharp contrasts to femininities and by privileging heterosexuality. Using a feminist textual analysis that includes the Toy Story franchise, Monsters, Inc., Finding Nemo, The Incredibles, and Coco, we suggest that Pixar films, while offering audiences a 'new man,' continue to reinforce hegemonic masculinities in subtle ways that require critical examination to move from presumed gender neutrality to an understanding of continued, though shifting, gender hegemony. Keywords: children's film, Disney, feminist textual analysis, hegemonic masculinities, Pixar, Seize Your Moment: Assumed Gender Neutrality and Presumed Progress in Pixar Films Attempting to restore some of its animation studio's former glory, the Walt Disney Company bought its rival and [...]

Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and measures of social network position, including incoming and mutual friendships, two forms of centrality, and social network prestige. We investigated network position of 488 students between the ages of 9 and 14 (M = 11.48; SD = 1.14). Our findings highlight a general negative curvilinear association between classroom incivility and social network position. Specifically, children and youth who engage in moderate levels of classroom incivility have more friends and are leaders in the group (higher network prestige). In contrast, those who engage in higher or lower levels of classroom incivility have fewer friends and are less prestigious. [ABSTRACT FROM AUTHOR]