Every year, nearly 3 million students in the U.S. get suspended or expelled from school. Suspension or expulsion from school ­are forms of school pushout, which refers to punitive school policies and/or practices that make it difficult for students to be successful in school.  School pushout is disproportionately experienced by students of color, (lesbian, gay, bisexual, trans, and queer) LGBTQ youth, and other underrepresented and underserved youth. Yet, there are several supportive strategies schools can use that keep students in school and learning. In our research, we explored how supportive versus punitive strategies might impact school pushout for LGBT youth of color.

School is one environment which may help facilitate youths’ exposure to a variety of attitudes towards race and diversity, and such attitudes may impact adolescents’ educational experiences in both positive and negative ways. It is therefore vital to understand how attitudes towards race are expressed in school settings, particularly by White teachers towards youth of color. Dr. Alexandra Davis’s recent article, Understanding racial attitudes among students and teachers in a ethnically/racially diverse high school, examines the role of racial attitudes among teachers within the high school setting.

Much of the existing research on subjective adulthood (i.e., feeling like an adult) among adolescents has been conducted with participants from wealthy countries. In their recent article on this topic, Erick Axxe and his colleagues instead examined subjective adulthood among youth from less frequently studied settings—specifically, Jalisco, Mexico, Gaza Province, Mozambique, and Chitwan Valley, Nepal.

Hello SRA community! Are you looking for another opportunity to get involved with a great new initiative on adolescent development? We are the newly formed Committee for Adolescent Girls (CAG), a committeebased in APA Division 35 (Psychology of Women). The CAG is a diverse and dedicated team of researchers, practitioners, and educators working collaboratively to promote the mental, physical, and emotional well-being of adolescent girls (and female-identifying youth) through conducting and disseminating scholarly research, resources, and ideas. The following lays out our primary objectives, as well our preliminary plans to address them, which we believe will be of interest to many SRA members: