How Anxiety Leads to Disruptive Behavior:  Child Mind Institute, Kids who seem oppositional are often severely anxious.  Learn more.

New DOD report from the GAO:  Military families with incapacitated adult children must provide medical and financial information to DOD to prove the child's dependency.  These families may lose healthcare benefits if their dependency applications are denied.  GAO found that DOD's policy doesn't give the military services enough information to make consistent decisions.  For example, there isn't much guidance on financial determinations, so each military service uses its own formula to calculate eligible expenses in dependency applications.  Read more here.

Interstate Compact on Educational Opportunities for Military Children:  The Department of Defense, in collaboration with the National Center for Interstate Compacts and the Council of State Governments has developed an interstate compact that addresses the educational transition issues of children of military families.  Currently all 50 States and the District of Columbia participate in the interstate compact that provides a uniform policy platform for resolving the challenges experienced by military children.  It is estimated that the average military family moves three times or more often than the average non-military family.  These frequent moves can cause children to miss out on extracurricular activities and to face challenges in meeting graduation requirements.  The Compact is intended to ensure that the children of military families are afforded the same opportunities for educational success as other children and are not penalized or delayed in achieving their educational goals by inflexible administrative and bureaucratic practices.  States participating in the Compact would work to coordinate graduation requirements, transfer of records and course placement and other administrative policies.  Access the toolkit and other resources here.

Discrimination in America: Experiences and Views of Native Americans:  Discrimination is a prominent and critically important matter in American life and throughout American history.  While many surveys have explored Americans' beliefs about discrimination, this survey asks people about their own personal experiences with discrimination.  Overall, Native Americans report substantial and significant personal experiences of discrimination, across many areas of life.  In the context of institutional forms of discrimination, roughly three in ten Native Americans say they have been personally discriminated against because they are Native when being paid equally or considered for promotions (33%), when applying for jobs (31%), and when interacting with the police (29%).  Additionally, about a third of Native Americans believe they or someone in their family have been unfairly stopped or treated by the police (32%) or unfairly treated by the courts (32%) because they are Native American.  In the context of individual forms of discrimination, more than one-third of Native Americans say they have personally experienced racial or ethnic slurs (35%) and people making insensitive or offensive comments about their race or ethnicity (39%).  Similarly, more than one-third of Native Americans report they or a family member have experienced violence (38%) or threats or non-sexual harassment (34%) because they are Native American.  Nearly a quarter (23%) report that they or a family member have experienced sexual harassment.  This report looks at Native American living on and off reservations.  Read more.

Welcoming Black Families: What Schools Can Learn from Churches:   Educational Leadership features this article on how churches can be both models of hospitality and valuable community partners with schools that are striving to ensure that Black students' families feel safe and welcome.  Read the piece. 

Addressing Race and Trauma in the Classroom:   This resource for educators from the National Child Traumatic Stress Network (NCTSN) is intended to help educators understand how they might address the interplay of race and trauma and its effects on students in the classroom.  After defining key terms, the guide outlines recommendations for educators and offers a list of supplemental resources. This guide is intended as a complement to two existing NCTSN resources-Position Statement on Racial Injustice and Trauma and Child Trauma Toolkit for Educators-and it should be implemented in accordance with individual school policies and procedures.  Read more.