School Mental Health (2018) 10:199–201 https://doi.org/10.1007/s12310-018-9275-2 INTRODUC TION Advancement of Evidence‑Based Programs for Young Children with Social and Emotional Learning Difficulties 1 2 Mary Louise Hemmeter · Maureen A. Conroy Published online: 1 June 2018 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Over the past decade, there has been an increased focus suspended and expelled. When children are expelled from on the provision of high-quality early care and education Pre-K settings, they are removed from the settings in which programs. This focus is in large part due to the expansion they are likely to learn the social–emotional skills that will of funding for early care and education programs at the help them be successful in school and life. state and federal levels to ensure children and families have For these reasons, there is growing national concern about greater access and higher quality care and learning experi- the need to promote young children’s social, emotional, and ences. While much of the current focus is on early academic behavioral health. A recent federal policy statement high- skills, the importance of addressing children’s social–emo- lights this concern and offers guidance about decreasing tional development has also garnered attention. Shonkoff the use of inappropriate discipline practices and promot-
School Mental Health – Springer Journals
Published: Jun 1, 2018
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