Are student support plans in middle schools effective in addressing social/emotional needs in young adolescents?

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cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorThandi, Devinder
dc.date.accessioned2020-04-07T21:58:25Z
dc.date.available2020-04-07T21:58:25Z
dc.date.issued2020-03
dc.description.abstractThe purpose of this paper is to look at whether current student support plans in British Columbia middle schools are addressing the social/emotional needs of students. Adequate funding, teacher training, and social emotional learning in children are a few key factors as to whether needs of students are being met. These key ideas will be discussed in depth in this paper through a literature review of recent research and findings of various authors in regard to 21st century education in British Columbia.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/875
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectstudent support plans
dc.subjectspecial education
dc.subjectsocial/emotional
dc.subjectBritish Columbia
dc.subjectmiddle school
dc.subjectmental health
dc.subjectteacher education
dc.titleAre student support plans in middle schools effective in addressing social/emotional needs in young adolescents?
dc.typeThesis
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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