Associations between school-wide practices and school-wide bullying: Advancing the cross-country understanding of teachers' perspectives from the U.S. and China.

To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and emotional learning [SEL] practices) and school-wide bullying between United States (n = 1,833) and Chinese (n = 1,627) teachers from middle and high schools. Measurement invariance tests confirmed that the associations between the three forms of school-wide practices and school-wide bullying were comparable across the two countries. Results of multilevel analyses suggested that more frequent positive practices at the between-school level were associated with increased school-wide bullying in the United States but decreased school-wide bullying in the Chinese. Also, more frequent punitive practices at the within-school level were associated with increased school-wide bullying in both the U.S. and Chinese samples, and this positive association between punitive practices and school-wide bullying was significantly stronger in the Chinese sample than in the U.S. sample. More frequent punitive practices at the between-school level were also associated with increased school-wide bullying in the U.S. sample, but not in the Chinese sample. Moreover, the frequent SEL practices at the within-school level were significantly associated with decreased school-wide bullying in the United States, but not in China; the frequent SEL practices at the between-school level were associated with decreased school-wide bullying in the United States but increased school-wide bullying in China. Implications for school-wide practices in bullying prevention and intervention with sociocultural considerations were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Culturally Responsive Approaches for Addressing ADHD Within Multi-tiered Systems of Support.

PURPOSE OF REVIEW: Limited work has emphasized cultural responsiveness when working with families and children with attention-deficit/hyperactivity disorder (ADHD) from diverse backgrounds. We present a primer for psychiatrists, psychologists, and other mental health professionals on the implementation of culturally responsive practices within a multi-tiered system of support (MTSS) framework when collaborating with schools. RECENT FINDINGS: Individuals with ADHD demonstrate unique behavioral challenges that affect school and home functioning. As a framework to address the needs of all children with academic and behavioral issues, many public schools have adopted MTSS. Emerging findings on cultural adaptations of evidence-based interventions for ADHD within MTSS are promising. Through a comprehensive tiered approach, this review focuses on (1) initial behavior screening and prevention, (2) implementation of evidence-based interventions tailored to the child's development and family culture, and (3) collaboration between psychiatrists, psychologists, school personnel, and families regarding evaluation of outcomes for children with ADHD, particularly when pharmacological treatment is considered. Engaging in these approaches can promote culturally responsive practices and improve the quality of services provided to children with ADHD.