We intentionally center students with learning differences, their educators, and families, in their experiences with and opportunities to benefit from social and emotional learning science in practice.
Our inquiries center the experiences of students with learning differences, their educators, and families, in education research, practice, and policy.
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We are committed to synthesized evidence translation that advances material accessibility and contextual accessibility.
We are invested in co-constructing and supporting the development and validation of novel, unbiased school-based measures and implementation science that support school communities to understand discrete and global indicators of student, classroom, educator, and school social and emotional learning.