http://www-personal.umich.edu/~daneis/symposium/2012/readings/Hunt_Eisenberg2010.pdf

Mental Health Problems and Help-Seeking Behavior Among College Students

Persistence of mental health problems and needs in a college student population.

Status and Trends in the Education of Racial and Ethnic Groups

This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.

/pdf/employment-and-post-secondary-educational-activities-for-25yvx1u6ey.pdf

Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month followup; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and selfcompassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed.

http://discovermindfulness.ca/wp-content/uploads/2013/08/Apr-29-2013-Study-of-SMART-for-Teachers.pdf

Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.

https://nces.ed.gov/pubs2010/2010028_1.pdf

The Condition of Education 2010

/pdf/the-condition-of-education-2011-nces-2011-033-533ifxmtop.pdf

The Condition of Education 2011. NCES 2011-033.

The Condition of Education 2010. NCES 2010-028.

/pdf/the-condition-of-education-2009-nces-2009-081-1ihtvqtgnn.pdf

The Condition of Education 2009. NCES 2009-081.

/pdf/the-condition-of-education-2009-indicator-6-homeschooled-4e2awede0f.pdf

Kevin Bianco

Papers

The Condition of Education 2010

The Condition of Education 2011. NCES 2011-033.

The Condition of Education 2010. NCES 2010-028.

The Condition of Education 2009. NCES 2009-081.

The Condition of Education 2009: Indicator 6--Homeschooled Students. NCES 2009-081.