Vanessa Hammler Kenon, University of Texas - San Antonio

Dynamic Trajectories of Academic Resilience: A Longitudinal Study in the Chinese Context - Tianxue Cui, Dalian Maritime University; Mucheng Zhang, Beijing Normal University; QIMENG LIU, Beijing Normal University

From Goal Beliefs to Ethical Practice: Exploring the Mediating Role of Moral Resilience in Teachers’ Moral Awareness - Shu-Jyun Liou, National Sun Yat-sen University; Chih Ting Chang, National Sun Yat-sen University; Shu Ching Yang, National Sun Yat-sen University

Rebounding Efficacy, Enduring Burnout: Teachers’ Needs in a Post-Pandemic Education System - Alicia Brands, Notre Dame of Maryland University

The Hazardous Influence of Mental Health on School Principals’ Leadership Self-Efficacy and Sustainability - Eleanor Su-Keene, Texas A&M University; Jenna Doane, The University of New Mexico; John O. Ajamobe, Texas A&M University

Thriving After Crisis: Mixed-Method Research on Teacher Resilience Post-COVID-19 - Tim Buttler, Burman University

Dion Burns, Learning Policy Institute

Educational Leadership in Wartime Lebanon: Responding to Crisis with Resilience and Adaptability - Julia Mahfouz, University of Colorado - Denver; Rana Ziad Bassaj, University of Colorado - Denver

Beyond Words, Across Borders: A Pictorial SES Instrument Validated for Diverse Global Contexts - Boshi Wang, Georgia State University; Audrey J. Leroux, Georgia Institute of Technology; Niyati Malhotra, World Bank; Tomas Koutecky, World Bank; Stephanie Gottwald, Curious Learning; Tinsley Galyean, Curious Learning

Language Policy and Planning in Iraqi Education: A Century of Crisis (1920–Present) - Hadi Pir, Yazda

Teachers’ Well-Being During the Finnish Two-Year Pre-Primary Education Trial: Negative, Positive, and Neutral Experiences in Relation to Burnout and Work Engagement - Heli Johanna Muhonen, University of Jyväskylä; Hilla Villanen, University of Jyväskylä; Maarit Alasuutari, University of Jyväskylä; Marja-Kristiina Lerkkanen, University of Jyväskylä

Eman Abo-Zaed Arar, Texas State University

Factors Associated with Persistence in STEMM: The Case of Undergraduate Women in Ethiopian Universities - Meseret F. Hailu, University of Georgia; So Yoon Yoon, University of Cincinnati; Qin Xie, University of Minnesota

Second generation Sub-Saharan African youth: Parental and family influences on post-secondary educational achievement in Canada - Alana C. Butler, Queen's University - Kingston

Beliefs and Practices of Selected Effective Private School Teachers in Mumbai, India - Swathi Menon, College of William & Mary; Leslie W. Grant, College of William & Mary; James H. Stronge, College of William & Mary

Challenges in Cross-national Framework Curriculum Transfer: The Case of China’s Undergraduate Vocational Education - Jia Li, The Education University of Hong Kong

Jawanza Kalonji Rand, Teachers College, Columbia University

Building and Bridging Across Borders: An HBCU-Community-Based Partnership to Expand STEM Access through the Ventaja Panamá Study Abroad Program - Beverly A. King Miller, Prairie View A&M University; Kay Coates, Georgia Southern University; Myltazaire Crayton, Prairie View A&M University; Douglas M. Butler, Prairie View A&M University; Nina Cooper, University of New Mexico

Community and Not Identity First: How Bahamian Teachers Educate Students with Disabilities Without a Formal Inclusion Model - Phillandra Samantha Smith, University of Pittsburgh; Jaleah N Robinson, Duquesne University

Teacher Instructional Practices and School Readiness in ECE Classrooms in Ethiopia: Pilot Study Results - Kassa Michael, Addis Ababa University; Ann A. O'Connell, Rutgers University; Winifred Wilberforce, The Ohio State University; Mulugeta W/Michael, Addis Ababa University; Fiseha Teklu, Addis Ababa University; Meseret Teshome, Addis Ababa University; Jackie Goodway, Michigan State University; Arya Ansari, The Ohio State University; Laura M. Justice, The Ohio State University

Through the Eyes of Caribbean Immigrants: Reimagining Our Future with Children’s Picture Books - Natakki Jones, University of Rhode Island

Sonny Partola, University of Wisconsin - Stevens Point

“Taking Our Rights Away”: The Impact of Book Bans on Queer and Trans Students - Sonny Partola, University of Wisconsin - Stevens Point; Nicole C. Wilson Steffes, University of Utah & Westminster University; Rosie Ojeda, California Polytechnic State University - San Luis Obispo

Bringing a Missing Diversity Into School: Introduction of the Neurodiversity-Informed Culturally Responsive Framework - Hoi Kiu Karis Tao, The Chinese University of Hong Kong; Gary Lam, The Chinese University of Hong Kong

Good for some, not all: English-only and language immersion teachers’ perceptions of implementing SoR-informed curriculum - Letitia Basford, Hamline University; Annie C. Ittner, Hamline University

Internationalisation with Chinese Characteristics: Exploring the Paradox in Students’ Experiences at International Branch Campuses - Mei Lai, The University of Hong Kong

Isaiah Moore, University of Kentucky

Making Magic out of a Mandate: From Consolidation to Robust Redesign - Charlotte Thompson, Learning Policy Institute

Remodeling mindsets: leveraging instructional innovation toward systemwide change - Josette Neal-de-Stanton, Envision Learning Partners

Educating alongside: student identity as a multiplier of challenging and community-engaged learning - Chela Myesha Delgado, University of California - Berkeley

Charlotte Thompson, Learning Policy Institute

Cheryl E. Jones-Walker, Learning Policy Institute

Stephen W. MacGregor, University of Calgary

Conceptualizing The Ideas-Informed Society - Chris Brown, University of Southampton

Who Benefits From Ideas Engagement? Findings From A Seven-Country Study - Ruth Luzmore, University of Southampton

Tackling Misinformation: Implications For Education - Yin Wang, University of Southampton - Highfield

Chris Brown, University of Southampton

Jonathan A. Supovitz, University of Pennsylvania

Cynthia M. Sistek, National University

AI and social learning: A study of preservice teacher perceptions - Qing Li, Towson University; Michael Colin Levi, Towson University; Emily Bailey, Towson University; Ruddhi Wadadekar, Maryland Fire and Rescue Institute

Art and Science of Flourishing for College Students: A Mixed-methods Study of Instructors’ Experiences - Vani Gupta, Pennsylvania State University; Rachel Murray, Pennsylvania State University; Laura Evans, Pennsylvania State University; Robert William Roeser, Pennsylvania State University

Unpacking Social-Emotional Learning in Teacher Education: A Systematic Review of Research and Practice - Yanbei Chen, Syracuse University; Jing Lei, Syracuse University; Shiqin Wu, Shanghai Pudong Institute of Education Development, China

Aakash Arvind Chowkase, Yale University

Balanced or Not? ——Latent Profiles of Students' Social-Emotional Skills During the Middle-to-High School Transition - Hansheng Zhang, East China Normal University; Jing Zhang, East China Normal University; Lijuan Hu, East China Normal University

Students display five distinct social-emotional skill profiles: A person-centered analysis - Jianhua Zhang, The Chinese University of Hong Kong; Faming Wang, Zhejiang University; Ronnel B. King, Chinese University of Hong Kong; Xiaoyao Liu, Chinese University of Hong Kong

Teachers’ use and perceptions of SEL Kernels in afterschool settings - Stephanie M. Jones, Harvard University; Rebecca Bailey, Harvard University; Hannah Broderick, Harvard University; Janina Eberhart, Harvard University; Sarah Farnsworth Hatch, Harvard University; Lillian Massaro, Harvard University; Bryan Nelson, Harvard University; Laura Stickle, Harvard University; Chelsea Rubin, Harvard University

Transformative Social and Emotional Learning in a Youth Mental Health Advocacy Committee - Rebecca S. Levine, University of California - San Diego

Social and Emotional Competencies as Gendered Moderators of Bullying Victim–Perpetrator Link: Evidence from Chinese Youth - Xuan Wang, University of Hong Kong; Juyeon Lee, The University of Hong Kong