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In this article, we, a group of experts from three federally funded educational technical assistance centers housed at the American Institutes for Research, describe four ways teachers and school leaders can affect children's trajectory into and through the pipeline to prison. We then detail the competencies necessary to promote the kinds of positive interactions with children, youth, and their families that will help block the pipeline. We also describe promising approaches to enhancing those competencies and capacities among educators throughout their career continuum. Examples of successful research‐based initiatives for each approach are included.KeypointsTeachers and school administrators can affect children's trajectory into and through the pipeline to prison in at least four ways: (1) through their relationships, (2) through their attitudes and social emotional competence, (3) by contributing to the conditions for learning, and (4) through their responses to student behavior.
Educator competencies to block the pipeline to prison include the ability to establish supportive and productive relationships with students and their families and the ability to model social emotional competence and integrate social emotion learning strategies/activities/programs into the academic curriculum throughout the school year, among others.
Enhancing educator competencies to block the pipeline requires a holistic approach, from improving preparation to ongoing professional learning.

AbstractIt is possible to create schools that are humane, caring places where discipline issues are minimized.

Approaches to promotion and prevention / Kimberly Kendziora and Trish Shaffer -- Early intervention within the school setting / Stephanie Wu and Heather J. Clawson -- Assuring strengths- and evidence-based approaches in child, adolescent and school mental health / Mark D. Weist, Cheri J. Shapiro, Samantha N. Hartley, Abby A. Bode, Elaine Miller, Scott Huebner, John Terry, Kimberly Hills, and David Osher -- The impact of trauma and adversities / Kathleen Guarino and Sarah Caverly -- Students with school failure trajectories / Terry Salinger and Matthew J. Mayer -- Supporting students with intensive intervention needs in comprehensive, integrated, three-tiered (Ci3T) models of prevention : considerations for the field / Frank M. Gresham and Kathleen Lynne Lane -- Emotional and physical safety / Shannon B. Wanless, Dewey G. Cornell, and Dwight Davis -- What is school safety : school safety trends, data, and key issues / Matthew J. Mayer and Thomas W. Tramaglini -- Understanding the critical links between school safety and mental health : creating pathways toward wellness / Amy-Jane Griffiths, Elena Liles Diamond, Jennifer Greif Green, Eui Kyung Kim, James Alsip, Kevin P. Dwyer, Matthew J. Mayer, and Michael J. Furlong -- The scientific evidence supporting an eight point public health oriented action plan to prevent gun violence / Daniel J. Flannery, George Bear, Rami Benbenishty, Ron Avi Astor, Catherine P. Bradshaw, George Sugai, Dewey G. Cornell, Denise C. Gottfredson, Maury Nation, Shane R. Jimerson, Amanda B. Nickerson, Matthew J. Mayer, Russell J. Skiba, Mark D. Weist, Dorothy L. Espelage, Michael J. Furlong, Nancy G. Guerra, Robert J. Jagers, Pedro A. Noguera, Daniel W. Webster, and David Osher -- Major systems for facilitating safety and prosocial behavior : positive school wide behavior supports and interventions / Rhonda N. T. Nese, Sara C. McDaniel, Shanna E. Hirsch, Ambra L. Green, Jeffrey R. Sprague, Kent McIntosh, and Barbara McClung -- Supporting students involved in bullying behaviors : moving beyond a disciplinary framework / Deborah A. Temkin -- Reflections on 20 years of restorative justice in schools / Brenda E. Morrison and Nancy Riestenberg -- Threat assessment and school crisis preparedness / Amanda B. Nickerson and Dewey G. Cornell -- Using data to improve outcomes : collaborative planning, progress monitoring, and continuous improvement / Jason Katz, Abraham Wandersman, Patricia E. Campie, and Manolya Tanyu -- The importance of child-guided and youth-directed approaches : engaging youth participatory action research practices / Lawrence T. Winn and Katie E. Richards-Schuster -- Practical guidance for policy and practice : strategies and tools for assessing and building readiness and for launching local efforts / Robert V. Mayo and Deborah A. Moroney -- Getting to outcomes : planning, continuous improvement, and evaluation / Aaron R. Butler, Jessica Johnson, and Gene E. Hall -- Updating the national agenda for achieving better results for children and youth with emotional and behavioral disorders / Nicholas A. Gage, Nicolette M. Grasley-Boy, Trina Osher, David Osher, and Mark D. Weist

We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low‐socioeconomic students of color attending urban middle schools (n = 2,629; 10–16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined over time. We also identified several predictors of intercept and slope. For example, Black youth had a higher average purpose intercept, as well as a steeper average decline than other racial/ethnic groups. Females demonstrated a higher average purpose intercept than males, but this effect disappeared when academic achievement was added to the model.

AbstractInvesting in effective prevention and early intervention programs will reduce human costs of victimization and also save tax dollars in the short and long terms.

Background:Federal agencies and other funders seeking to maximise their impact aim to understand factors associated with implementing evidence-based interventions (EBIs) to address health problems. Challenges exist, however, in synthesising information from different disciplines and reaching agreement about these factors due to different terminology, frameworks, and measures being used in different fields.
Methods:A mixed-methods approach was used to identifying a set of implementation constructs helpful for selecting, monitoring, and supporting federal grantees in health and human service settings. Three phases of research were conducted: a literature review, structured expert interviews, and consensus building. Interviews with implementation experts were used to validate a set of implementation constructs identified in the literature review as strongly and consistently related to successful implementation of EBIs in international contexts. A modified Delphi approach was used with a technical working group (TWG) of federal staff to agree on the constructs most relevant for federally funded EBIs.
Findings:This process yielded 11 constructs related to either the intervention, the intersection between the invention and context, or the implementation process. These constructs are areas of interest when integrating research evidence into routine practice. Expert interviewees recommended establishing clear, consistent construct definitions before developing valid, feasible measures of the constructs. In contrast to the numerous and specific constructs advanced by researchers, federal TWG members favoured fewer constructs with more generalisability.
Discussion and conclusions:This article demonstrates the translation work required for policy contexts and highlights a successful approach to translate evidence from implementation science research for federal staff.

The field of positive youth development (PYD) is at an important crossroads in terms of defining its scope and directions for future research. This paper describes an effective consensus-building process that representatives from 16 federal agencies engaged in to develop a research agenda focused on PYD and the product that resulted from using this approach. During this process, the representatives identified and refined three research domains (conceptual issues related to PYD, data sources and indicators, and program implementation and effectiveness) and key research questions that could benefit from future research. We share lessons learned from our experience to emphasize the importance of organizational systems change efforts and interagency collaborations. A major contribution of this paper is to provide specific areas for future research in PYD from the federal perspective and to describe future implications for PYD policy and interagency collaborations.