Theresa J. Canada, Western Connecticut State University

Benefits and Costs of Michigan's State-Funded Preschool Expansion 2013–2015 - Tomoko Wakabayashi, Oakland University; Beth Hardin, HighScope Educational Research Foundation; Jill Claxton, HighScope Educational Research Foundation; Richard Lower, Michigan Department of Education

Long-Term Effects of Universal Play-Based Full-Day Kindergarten on Children's Self-Regulation - Janette P. Pelletier, University of Toronto; James E. Corter, Teachers College, Columbia University; Carl M. Corter, University of Toronto - OISE

An Evaluation of Pre-K 4 SA: Results From the First Year of Full Implementation - Lauren Elizabeth Decker-Woodrow, Westat; Emily A. Diaz, Westat

Paul Augustine LeBuffe, Aperture Education

Teacher Burnout as a Predictor of Emotional Support and Organization Within Classrooms - Alexa Connors, Fordham University; Essie Sutton, Fordham University; Amy Lowenstein, Fordham University; Joshua L. Brown, Fordham University; Jason Downer, University of Virginia

Teacher Well-Being: A Complex and Crucial Piece of the Social-Emotional Learning Puzzle in Australian Schools - Julie Bower, The University of Queensland; Annemaree Carroll, The University of Queensland

The Role of Teacher Psychological Safety in Engagement and Implementation of a Social-Emotional Learning Intervention - Ashley Shafer, University of Pittsburgh; Shannon Beth Wanless, University of Pittsburgh; Mallary I. Swartz, The Fred Rogers Company; Dana Marie Winters, Saint Vincent College; Paige Strasbaugh, The Fred Rogers Company; Junlei Li, Carnegie Mellon University