Oregon Research Institute

School-based social and emotional learning (SEL) programs have the potential to meaningfully foster healthy development. NaliniKIDS is a school-based program designed to focus on promoting SEL and school connectedness by bridging physical and mental health through exercises, a book series, and schoolwide activities. This mixed-method study explored the effects of NaliniKIDS on students’ mental health and school climate and the teachers’ perspectives regarding the implementation in a racially diverse, urban, Title I public elementary school. Quantitative data comprised of student (N = 253) and parent (N = 29) self-reports at pre- and post-test; qualitative data were collected via two focus groups with teachers (N = 10 participants). Survey results showed small increase in prosocial behavior among students after NaliniKIDS implementation. Focus groups highlighted the importance of training, protecting time and resources, and adapting the program to students’ background to maximize its implementation and relevance. NaliniKIDS may be a promising SEL program that facilitates the integration of physical and emotional health. The findings emphasize the health benefits of investments and policies focused on school-based programs that are integrated in the school. The successful implementation of SEL programs such as NaliniKIDS may significantly promote elementary student physical and mental health.

Objective:In response to a clinical observation of an Anorexia Nervosa (AN) patient with family history of Parkinson’s Disease (FHoPD), and evidence of similarities in dopamine function, personality, anxiety and weight loss symptoms between AN and PD, we completed a pilot study to estimate FHoPD in families of those with eating disorders (EDs).Method:We ascertained FHoPD among ED patients and community participants, and estimated relative risks (RRs) for AN, Bulimia Nervosa (BN) and Binge Eating Disorder (BED).Results:We observed increased FHoPD among patients and community participants (N=482) meeting criteria for ED diagnoses compared to community participants (N=394) without an ED diagnosis. For AN, FHoPD prevalence was 6.6% vs 3.4%, χ2=4.638, p=.031, RR=1.935, 95%CI=1.012–3.768. For BN, FHoPD prevalence was 7.4% vs 3.4%, χ2=4.941, p=.026, RR=2.169, 95%CI=1.023–4.620. For BED, FHoPD prevalence was 13.3% vs 3.4%, χ2=6.953, p=.008, RR=3.886, 95%CI=1.108–11.524.Conclusions:EDs are associated with an elevated FHoPD. Translational analyses leveraging disorder-specific research resources may benefit our understanding of the genetics and neuroscience of both disorders.

The study examined the types of explanations students provide for fraction magnitude problems. Student responses were coded into one of five explanation types: (a) absent, (b) faulty, (c) conceptual-partially developed, (d) algorithmic, and (e) conceptual-fully developed. When examining latent classes specific to students’ explanations of their knowledge of fraction magnitude, a five-class model was the most tenable, conveying the presence of five distinct student profiles. The algorithmic class represented the largest percentage of student explanations and also revealed the strongest correlation with criterion measures. A combined algorithmic-conceptual class was not identified.

Herein we report an [11]CPP incorporating a dithiafulvene electron donor and its properties in neutral and radical cationic forms. The donor results in a redshifted longest-wavelength absorption band and reversible one- and two-electron oxidations. Generation of the radical cation formally generates a CPP with an unpaired electron delocalized in a neutral backbone (with a positively charged dithiolium appendage), implying two new aborptions in the visible and NIR regions.

Effective thermal management is critical to many engineering applications, yet identifying optimal heat-transfer designs remains challenging due to complex interactions among material, geometry, and structural parameters. Here, we use a full-factorial design combined with thermal physics finite element simulations to systematically evaluate the effects of five factors—material, fin configuration, geometry, spacing, and thickness—on the time to boil water (τb) in a heatsink-assisted system. Using data from just 32 treatment simulations and a statistically reduced categorical model, we resolve all main effects and interactions, revealing that sparse fin spacing, aluminum material, and thin fins significantly reduce τb. While radial configurations generally outperform linear ones, interaction effects demonstrate that optimum performance depends on specific factor combinations; for example, linear designs can outperform radial ones when paired with certain geometries and materials. Contrary to intuition, neither surface area nor surface-area-to-mass ratio reliably predicts performance due to confounding effects of mass. The best-performing design—an Al-linear-trapezoidal-sparse-thin heatsink—achieved τ^b=618±2s, while other optimal designs emerged under constraints such as reduced mass or manufacturing simplicity. This study underscores the value of factorial design in navigating complex design spaces and optimizing thermal performance, offering a powerful framework for the development of next-generation heat transfer systems.

High rates of attrition in secondary transition research present a persistent challenge to sustaining research-to-practice partnerships (RPPs) in special education. Districts and schools often face structural, leadership, and personnel barriers that hinder their ability to participate fully in research, particularly in initiatives focused on improving postschool outcomes for students with disabilities. Similarly, higher education and research institutions contend with systemic challenges, including rigid timelines, funding constraints, and top-down research agendas, which can limit their ability to engage in RPPs. This conceptual paper introduces the School/District Readiness Rubric for Secondary Transition Research, a tool designed to assess readiness across five domains: institutional capacity, infrastructure and resources, administrative commitment, sustainability potential, and collaborative community partnerships. Informed by implementation science, RPP literature, and feedback from high schools that withdrew from a federally funded efficacy study, the rubric aims to minimize attrition, strengthen school-researcher collaboration, and enhance the long-term feasibility of transition research efforts. Practical guidance is offered for using the rubric to (a) align research initiatives with district and institutional priorities, (b) support grant development, and (c) co-design studies that are both methodologically rigorous and grounded in the realities of practice and policy contexts.