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From a young age, BYU student Naloni Felix cherished her heritage. She fondly remembers learning Native American traditions from her grandmother and watching her grandfather meticulously hand-craft beautiful Native American jewelry.
The BYU ARTS Partnership, part of the David O. McKay School of Education, began 16 years ago to increase the quality and quantity of arts education through dance, drama, music and visual art in elementary schools. The NACI is one of its four initiatives.
Training and empowering parents to offer at-home interventions to children with autism spectrum disorder helps children improve in positive behaviors and language communication skills says a new study from BYU.
Of the 752 students, 124 parents, and 69 staff surveyed, all three groups believed the wellness center reduced students’ anxiety and depression. Students who were more likely to experience marginalization or extra stressors reported that they used and benefited from the center the most.
Students who enjoy lunchtime are more likely to feel that they belong at school; which is correlated with better academic outcomes and better mental health.
BYU Law has earned its highest U.S. News ranking to date, rocketing up six spots from last year and coming in at No. 23 in the 2023 Best Graduate School rankings released today. The Marriott School of Business once again ranks high and the BYU Nursing program makes a big jump.
Respite care may allow parents of children with disabilities to step back and recount specific moments of joy with their children, which results in an uplift. Experiencing more uplifts might counteract the detrimental effect of stress on parents.
Students who attended three different field trips in fourth or fifth grade scored higher on end-of-grade exams, received higher course grades, were absent less often and had fewer behavioral infractions. These benefits were strongest when students entered middle school.
The study found that when middle school teachers praised students at least as often as they reprimanded them, class-wide on-task behavior improved by 60–70%. Students at high risk for emotional and behavioral disorders were also more likely to be on task, and their classroom marks went up by a full letter grade, compared to high-risk students in classrooms where teachers rarely offered praise.
Support interventions such as group meetings and family sessions that promoted healthy behaviors resulted in a 29% increased probability of survival over time.