Research output per year
Research output per year
Project Details
Description
Project SELA’s seven-year research-practice partnership between the Arlee School District, the Confederated Salish and Kootenai Tribes of the Flathead Nation (CKST), and the University of Montana originated from a collective response to a devastating suicide cluster that occurred in Arlee, MT in 2016-2017. Arlee is a close-knit, rural community, with a school comprising of 75% Indigenous students. The trauma from the suicides, including the death of a child from the school, significantly impacted the community.
The central goals of our partnership have been to better understand: 1) How schools serving Indigenous students can draw on community strengths to promote culturally responsive education; 2) How schools and communities can co-develop culturally responsive interventions to support Indigenous students’ educational success and well-being.
The central goals of our partnership have been to better understand: 1) How schools serving Indigenous students can draw on community strengths to promote culturally responsive education; 2) How schools and communities can co-develop culturally responsive interventions to support Indigenous students’ educational success and well-being.
| Status | Active |
|---|---|
| Effective start/end date | 08/1/18 → 07/31/28 |
Collaborative partners
- University of Montana-Missoula (lead)
- Arlee Elementary School (Project partner)
- Confederated Salish and Kootenai Tribes (Project partner)
Funding
- Spencer Foundation: $399,998.00
- Robert Wood Johnson Foundation: $634,786.00
UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):
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SDG 3 Good Health and Well-being
Fingerprint
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Research output
- 3 Article
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Cultural Adaptation of an Educator Social–Emotional Learning Program to Support Indigenous Students
Goforth, A. N., Nichols, L. M., Sun, J., Violante, A. E., Brooke, E., Kusumaningsih, S., Howlett, R., Hogenson, D. & Graham, N., 2024, In: School Psychology Review. 53, 4, p. 365-381 17 p.Research output: Contribution to journal › Article › peer-review
22 Scopus citations -
Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning
Sun, J., Goforth, A. N., Nichols, L. M., Violante, A., Christopher, K., Howlett, R., Hogenson, D. & Graham, N., May 1 2022, In: Child Development. 93, 3, p. 699-716 18 p.Research output: Contribution to journal › Article › peer-review
Open Access42 Scopus citations -
Incorporating the indigenous evaluation framework for culturally responsive community engagement
Goforth, A. N., Nichols, L. M., Sun, J., Violante, A., Christopher, K. & Graham, N., Oct 2022, In: Psychology in the Schools. 59, 10, p. 1984-2004 21 p.Research output: Contribution to journal › Article › peer-review
25 Scopus citations