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No other facet of curriculum has stoked as much debate in schools across the United States as sexuality education (Corngold, 2013). However, it is now the widely held consensus that some form of sexuality education should be implemented in public schools. The "Professional Standards of the National Association of School Psychologists" (NASP, 2020) illustrate several foundational beliefs that position school psychologists as advocates for comprehensive sexuality education (CSE). With a distinctive background woven from child development, education, and psychology, school psychologists are called to integrate knowledge of evidence-based practices, current research, and central theories to support students' academic, behavioral, emotional, and social well-being. This notion should be broadened through recognizing how overall student well-being includes sexual health and development. By providing students with more accurate education and promoting responsible decision making around sex, as well as connecting students to health care services, school psychologists can shift the paradigm of negative stigma around adolescent sex into a more sex-positive outlook in schools.

Electronic media are ever-present for young children; yet, far more is known about media at home than in child care settings. This two-part survey study examined early childhood teachers' beliefs, access to, and self-reported use of media in U.S. settings. One group of teachers (N = 118) reported on media beliefs and practices (Study 1), and another set (N = 94) reported on media access and use (Study 2). Most Study 1 participants held positive beliefs about media but were more likely to restrict media use. Study 2 participants had access to multiple media devices but reported low media use. Time diary results revealed media use, especially playing music, during 21% of the hours within a typical day, and this often coincided with completing daily routines. Although educators should continue to align with recommendations, more research is needed about teachers' beliefs about and practices to support teaching and early learning with media.

Cocaring encompasses how parents and teachers work together to coordinate caregiving. Two critical components of cocaring have demonstrated importance for child and parent well-being: support and undermining. Although parent-teacher relationships have been studied via qualitative interviews and through self-administered questionnaires, little observational research has been conducted. This study sought to develop an observational approach to measure the quality of cocaring relationships by recording and coding parent-teacher interactions. Eighteen mother-teacher dyads of 6- to 36-month-old children from six childcare centers were video recorded during morning drop-off and evening pick-up times. Fifty-eight videos were coded for eight dimensions of cocaring quality, representing observed support and undermining. Results indicated strong inter-rater reliability and associations amongst the individual dimensions consistent with theory, thus supporting initial construct validity. This study offers a new observational tool to assess cocaring relationships and provides practical information about the kinds of behaviors that convey support and undermining in everyday interactions.