Two innovative art projects funded by the Neag School’s Rogers Educational Innovation Fund, including a photojournalism art exhibit in Norwalk, Connecticut, and a mural project at a middle school in Hartford, Connecticut, brought together middle school students this past spring. The fund is in place thanks to the support of the late Neag School of Education Professor Emeritus Vincent Rogers and his late wife, Chris, a lifelong teacher. While Professor Rogers wasn’t able to personally enjoy the fruits of the projects his fund supported due to his passing in December 2020, the projects lived on at a middle school and an art gallery.
Even before COVID-19, as many as 1 in 6 young children had a diagnosed mental, behavioral or developmental disorder. New findings suggest a doubling of rates of disorders such as anxiety and depression among children and adolescents during the pandemic. One reason is that children’s well-being is tightly connected to family and community conditions such as stress and financial worries.
“Even before COVID-19, as many as 1 in 6 young children had a diagnosed mental, behavioral or developmental disorder. New findings suggest a doubling of rates of disorders such as anxiety and depression among children and adolescents during the pandemic. One reason is that children’s well-being is tightly connected to family and community conditions such as stress and financial worries,” co-writes Sandra Chafouleas, a Board of Trustees Distinguished Professor in the Neag School of Education.
Special education teachers are at heightened risk for stress and burnout, which negatively impacts their effectiveness and well-being. With a new five-year, $4 million grant from the Institute of Educational Sciences, Penn State and Georgia State University (GSU) researchers are teaming up with school districts in Georgia to develop and test an adaptation of the Cultivating Awareness and Resilience in Education (CARE) professional development program to support special education teachers. Tamika La Salle, associate professor of school psychology at the University of Connecticut, will advise the team on culturally responsive education practices.
Ben Bronz Academy/Foundation has announced the recent appointment of Dr. Gail Lanza as executive director and CEO.
This summer, the Center for Education Policy Analysis, Research, and Evaluation (CEPARE) at UConn’s Neag School of Education convened more than 50 principals, assistant principals, educators, and school district leaders from across the state of Connecticut to coach them on fostering social, emotional, and behavioral well-being and safe school environments.
Imagine a group of students not quite out of high school dedicating a considerable chunk of summer break to such activities as interpreting data, carrying out diagnostic coding, and reviewing academic literature — and loving every minute of it.
Thanks to the Young Scholars Senior Summit (YSSS), a three-week program hosted by UConn since 2018 and funded by the Jack Kent Cooke Foundation, this was the reality for select rising seniors from across the country this past July.
The Regional School District 17 Board of Education appointed Jeffrey Wihbey as its next superintendent of schools this week. He an extensive background and a distinguished career in public education, most recently as superintendent of schools for Connecticut Technical Education and Career System, leading and advocating for more than 11,000 students throughout the state. He holds a sixth-year degree in educational leadership from the University of Connecticut, and superintendent certification from the University of Connecticut’s Executive Leadership Program.
“There is no one who is more important and sustained than Senator Christopher J. Dodd,” said Glenn Mitoma, the director of Dodd Human Rights Impact. Mitoma added he had the honor of working with Dodd “over the past 8 years as we crafted these new programs, as we envisioned the kind of impact that we wanted to have, and as we worked to develop the resources in order to support these initiatives.”
After more than a year of restrictions and online schooling, educators and counselors are focusing on ways to assess the long-term social, emotional and mental impact of the pandemic on school children when they return to the classroom. Christopher Booker reports from Fairfield County, Connecticut as part of our ongoing series, “Roads to Recovery.”