Sarah M Stilwell
Biographic Data
| ID | 6773197 |
|---|---|
| NAME | Sarah M Stilwell |
| GIVEN NAMES | Sarah M |
| FAMILY NAME | Stilwell |
| SIGNATURE | STILWELL S M |
| AFFILIATIONS | School of Public Health Department of Health Behavior & Health Equity University of Michigan Ann Arbor Michigan USA |
| ORCID | 0000-0003-0537-9876 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘Cracking the invisible code’ a mixed-methods exploration of K-12 tutor goals and motivations
Tutoring provides an opportunity to address student learning needs and extends classroom learning. While existing research largely focuses on students’ perspectives, a deeper examination of the tutor’s role is needed to fully understand the tutoring process. To examine tutor goals and motivations, the current study employed an explanatory quantitatively driven sequential mixed-methods design. In Phase 1, an adapted goal orientation framework was …
How mattering-oriented teacher practices foster positive youth development
Development across childhood and adolescence is shaped by relational contexts that signal whether young people are noticed, valued, and able to contribute meaningfully. In K-12 schools, classrooms are key developmental settings where teachers and peers communicate these signals through everyday interactions. This paper proposes a practice-oriented conceptual model that positions teacher practices as central drivers of students’ classroom-based se…
Inquiry‐Based Learning for Sustained Adolescent Critical Action
In an educational climate marked by increasing censorship and the marginalization of historically oppressed communities, fostering critical consciousness (CC) among adolescents is both urgent and necessary. Schools can function as transformative spaces where students critically examine social inequities and work to address them. This systematic review examines how inquiry‐based learning approaches (IBL), specifically Project‐Based Learning (PBL) …
What's in a Shame? Rethinking School Safety in the Face of Disruptive Threats
BACKGROUND: Following school shootings, threats of violence often surge, straining law enforcement and disrupting school operations. Some agencies respond with "shaming" tactics, such as publicizing arrests, but research shows these methods can worsen outcomes by increasing fear and alienation among students. CONTRIBUTIONS TO PRACTICE: This commentary advocates for moving away from punitive measures like shaming and instead recommends restorative…
Positive Youth Development Approach to School Safety
BACKGROUND: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior. METHODS: Despite rese…
Examining the Relationship Between Firearm Violence Exposure and Posttraumatic Symptomatology in Adolescents
Firearm-related violence is the leading cause of death for adolescents and can have lifelong ramifications, including to one’s mental health and well-being. Through a scoping review of existing literature published since 1980, the current study describes nuanced pathways through which exposure to firearm violence (direct or indirect) can contribute to the development and exacerbation of posttraumatic symptomatology during adolescence (ages 10–19)…
To Give or to Receive? The Role of Giver Versus Receiver on Object Tracking and Object Preferences in Children and Adults
For adults, ownership is a concept that rests on principles and connections that apply broadly – whether the owner is the self or someone else, and whether the self is giver or receiver. The present studies tested whether preschool children likewise treat ownership in this abstract fashion. In Experiment 1, 20 children and 24 adults were assigned to be either “givers” or “receivers.” They were then asked to identify which items they and the resea…
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To Give or to Receive? The Role of Giver Versus Receiver on Object Tracking and Object Preferences in Children and Adults
For adults, ownership is a concept that rests on principles and connections that apply broadly – whether the owner is the self or someone else, and whether the self is giver or receiver. The present studies tested whether preschool children likewise treat ownership in this abstract fashion. In Experiment 1, 20 children and 24 adults were assigned to be either “givers” or “receivers.” They were then asked to identify which items they and the resea…
Positive Youth Development Approach to School Safety
BACKGROUND: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior. METHODS: Despite rese…
Examining the Relationship Between Firearm Violence Exposure and Posttraumatic Symptomatology in Adolescents
Firearm-related violence is the leading cause of death for adolescents and can have lifelong ramifications, including to one’s mental health and well-being. Through a scoping review of existing literature published since 1980, the current study describes nuanced pathways through which exposure to firearm violence (direct or indirect) can contribute to the development and exacerbation of posttraumatic symptomatology during adolescence (ages 10–19)…
What's in a Shame? Rethinking School Safety in the Face of Disruptive Threats
BACKGROUND: Following school shootings, threats of violence often surge, straining law enforcement and disrupting school operations. Some agencies respond with "shaming" tactics, such as publicizing arrests, but research shows these methods can worsen outcomes by increasing fear and alienation among students. CONTRIBUTIONS TO PRACTICE: This commentary advocates for moving away from punitive measures like shaming and instead recommends restorative…
‘Cracking the invisible code’ a mixed-methods exploration of K-12 tutor goals and motivations
Tutoring provides an opportunity to address student learning needs and extends classroom learning. While existing research largely focuses on students’ perspectives, a deeper examination of the tutor’s role is needed to fully understand the tutoring process. To examine tutor goals and motivations, the current study employed an explanatory quantitatively driven sequential mixed-methods design. In Phase 1, an adapted goal orientation framework was …
How mattering-oriented teacher practices foster positive youth development
Development across childhood and adolescence is shaped by relational contexts that signal whether young people are noticed, valued, and able to contribute meaningfully. In K-12 schools, classrooms are key developmental settings where teachers and peers communicate these signals through everyday interactions. This paper proposes a practice-oriented conceptual model that positions teacher practices as central drivers of students’ classroom-based se…
Inquiry‐Based Learning for Sustained Adolescent Critical Action
In an educational climate marked by increasing censorship and the marginalization of historically oppressed communities, fostering critical consciousness (CC) among adolescents is both urgent and necessary. Schools can function as transformative spaces where students critically examine social inequities and work to address them. This systematic review examines how inquiry‐based learning approaches (IBL), specifically Project‐Based Learning (PBL) …
Psychology (4 works) · Developmental psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Early Childhood Education and Development (2 works) · Education Discipline and Inequality (2 works) · Medicine (2 works) · Pedagogy (2 works) · Positive Youth Development (2 works) · Qualitative research (2 works) · Social Psychology (2 works)