Aïte, A., Berthoz, A., Vidal, J., Roell, M., Zaoui, M., Houde, O., & Borst, G. (2016). Taking a third-person perspective requires inhibitory control: Evidence from a developmental negative priming study. Child Development, 87(6), 1825-1840.

Barnett, D.; Manly, J. T.; Cicchetti, D. (1993). Defining child maltreatment: The interface between policy and research. In: Cicchetti, D., & Toth, SL. (Eds.). Child abuse, child development, and social policy (pp.7-73). Norwood, NJ: Ablex.

Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93-104.

Beck, J. S., Beck, A. T., Jolly, J. B., & Steer, R. A. (2005). Beck Youth Inventories for children and adolescents (2nd ed.). San Antonio, TX: Harcourt Assessment.

Biggs, E. E., & Rossi, E. B. (2021). Supporting Inclusion Through Peer Support. In Handbook of Effective Inclusive Elementary Schools (pp. 322-347). Routledge.

Bock, A. M., Gallaway, K. C., & Hund, A. M. (2015). Specifying links between executive functioning and theory of mind during middle childhood: Cognitive flexibility predicts social understanding. Journal of Cognition and Development, 16(3), 509–521.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.

Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471-490.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System: Manual. American Guidance Service.

Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Press.

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.

Koenig, K. P., & Rudney, S. G. (2010). Performance challenges for children and adolescents with difficulty processing and integrating sensory information: A systematic review. American Journal of Occupational Therapy, 64(3), 430-442.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.

LeBuffe, P. A., Naglieri, J. A., & Shapiro, V. B. (2012). The Devereux student strengths assessment–second step edition (DESSA-SSE). Lewisville, NC: Kaplan.

Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231-252.

Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.

Maughan, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (1996). Reading problems and antisocial behavior: Developmental trends in comorbidity. Journal of Child Psychology and Psychiatry, 37(4), 405-418.

McQuade, J., Murray-Close, D., Shoulberg, E., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422–435.

Mikami, A. Y., & Normand, S. (2015). The importance of social contextual factors in peer relationships of children with ADHD. Current Developmental Disorders Reports, 2(1), 30–37.

Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other?. Journal of Learning Disabilities, 41(5), 417-436.

Nowicki, E. A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26(3), 171-188.

Muntoni, F., Wagner, J., & Retelsdorf, J., (2020). Beware of stereotypes: Are classmates' stereotypes associated with students' reading outcomes? Child Development

Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 36-42.

Punch, R., & Hyde, M. B. (2011). Communication, psychosocial, and educational outcomes of children with cochlear implants and challenges remaining for professionals and parents. International Journal of Otolaryngology, 2011, 1-10.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children's prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21.

Schwarzenthal, M., Juang, L. P., Schachner, M. K., van de Vijver, F. J., & Handrick, A. (2017). From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence. Journal of Community & Applied Social Psychology, 27(5), 388-399.

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.

Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., & Meeus, W. (2014). Perspective taking and empathic concern in adolescence: gender differences in developmental changes. Developmental Psychology, 50(3), 881.

Wehby, J. H., Falk, K. B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 225-238.

Williams, C. D., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., Umaña-Taylor, A. J., … Whitesell, N. (2020). A lifespan model of ethnic-racial identity. Research in Human Development, 17(2–3), 99–129.