Question 1

Girls and Autism: Educational, Family and Personal Perspectives

Accepted Answer

Edited by Carpenter, Happe, & Egerton  




	Often thought of as a predominantly ‘male’ disorder, autism has long gone unidentified, unnoticed and unsupported in girls – sometimes with devastating consequences for their social and mental well-being. As current research reveals a much more balanced male-to-female ratio in autism, this book provides crucial insight into autistic girls’ experiences, helping professionals to recognize, understand, support and teach them effectively.
	 Drawing on the latest research findings, chapters consider why girls have historically been overlooked by traditional diagnostic approaches, identifying behaviours that may be particular to girls, and exploring the ‘camouflaging’ that can make the diagnosis of autistic girls more difficult. Chapters emphasize both the challenges and advantages of autism and take a multidisciplinary approach to encompass contributions from autistic girls and women, their family members, teachers, psychologists and other professionals.
	The result is an invaluable source of first-hand insights, knowledge and strategies, which will enable those living or working with girls on the autism spectrum to provide more informed and effective support.

Question 2

Conscious Discipline: Building Resilient Classrooms

Accepted Answer

By Becky Bailey




	There have been many shifts in modern society, yet none so profound as the shift from roles to relationships. Building relationships is key to learning to interact using a new foundation of social emotional skills. Conscious Discipline is a skill-based program to help educators resolve conflicts, enhance brain development by creating optimal learning environments and supporting self-regulation in ways that strengthen relationships instead of destroying them. Children learn to build respectful relationships with themselves, peers, parents and each other. 
	Conscious Discipline is a brain-based social-emotional learning model that build resilience in children, families and schools. It helps teachers to build effective classrooms by fostering the emotional intelligence of teachers first and children second.
	As teachers become more emotionally intelligent, we are better equipped to create positive, healthy educational climates that create and maintain optimal learning states. The core components of Conscious Discipline are safety, connection, and problem-solving.

Question 3

Helping Students Overcome Social Anxiety: Skills for Academic and Social Success

Accepted Answer

By Warner, Colognori, & Lynch 



It is common for teenagers to be self-conscious and to care about what others think of them. Some nervousness in social situations during this time is typical and expected. However, some teens have significant fears of social and performance situations that causes them to avoid situations or to endure them with great distress. Social anxiety can interfere with quality of life Helping Students Overcome Social Anxiety: Skills for Academic and Social Success


	It is common for teenagers to be self-conscious and to care about what others think of them. Some nervousness in social situations during this time is typical and expected. However, some teens have significant fears of social and performance situations that causes them to avoid situations or to endure them with great distress. Social anxiety can interfere with quality of life and healthy development.
	This unique book gives front-line school professionals innovative, easy-to-use tools for identifying and intervening with socially anxious students in grades 6–12. It presents Skills for Academic and Social Success (SASS), a school-based intervention with demonstrated effectiveness. Case examples and sample scripts demonstrate how to implement psychoeducation, cognitive strategies, social skills training, exposure, and relapse prevention with groups and individual students.

Question 4

Fostering Resilient Learners: Strategies for Creating a Trauma Sensitive Classroom

Accepted Answer

By Kristen Souers & Pete Hall 




	One out of three children in the United States will experience at least one traumatic event by age 16. These experiences frequently elicit a traumatic stress response, which can impact students’ learning, behavior, formation of relationships, and accomplishment of developmental tasks. This book will help you cultivate a trauma-sensitive learning environment for student across all content areas, grade levels, and educational settings. 
	This book study will help you:
	
		understand what trauma is and how it hinders learning
		build strong relationships and create a safe space for students to learn at high levels
		adopt a strength-based approach to viewing and responding to student behaviors
		head-off frustration with essential self-care techniques that help you and your student’s flourish.

Question 5

Girls and Autism: Education, Family, & Personal Perspectives

Accepted Answer

Edited by Barry Carpenter, Francesca Happe and Jo Egerton

 

Often thought of as a predominantly ‘male’ disorder, autism has long gone unidentified, unnoticed and unsupported in girls – sometimes with devastating consequences for their social and mental well-being. As current research reveals a much more balanced male-to-female ratio in autism, this book provides crucial insight into autistic girls’ experiences, helping professionals to recognize, understand, support and teach them effectively.

 

Giving voice to the experiences, concerns, needs and hopes of girls on the autism spectrum, this much-needed text will provide parents, teachers and other professionals with essential information to help them support and teach autistic girls more effectively.

Question 6

From Behaving to Belonging: The inclusive art of supporting students who challenge us.

Accepted Answer

by Julie Causton and Kate MacLeod

 

Challenging behavior is one of the most significant issues educators face. Though it may seem radical to use words like love, compassion, and heart when we talk about behavior and discipline, the compassionate and heartfelt words, actions, and strategies teachers employ in the classroom directly shape who students are—and who they will become. But how can teaching from the heart translate into effective supports and practices for students who exhibit challenging behavior?

 

This book details how teachers can shift from a "behavior management" mindset (that punishes students for "bad" behavior or rewards students for "good" or "compliant" behavior) to an approach that supports all students—even the most challenging ones—with kindness, creativity, acceptance, and love.

Question 7

Educator Bandwidth: How to Reclaim Your Energy, Passion, and Time

Accepted Answer

by Jane A. G. Kise and Ann Holm

 

It's time to make your mental bandwidth work for you. Being an educator is more stressful than ever, and teachers and administrators must constantly shift gears. The first step is to understand how much stress is weighing on your own mental bandwidth.

 

This book combines the latest neuroscience research with the authors own extensive experience working with educators to bring the most effective strategies and habits that help you manage your mental bandwidth and prioritize drains on mental energy. When you can establish good habits, focus on what's possible within your locus of control, and balance priorities, you can improve your educator bandwidth and feel more engaged, centered, and effective in your work.

Question 8

Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

Accepted Answer

by Zaretta L. Hammond

 

The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning


 
Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

Question 9

The Missing Link to Help Them Think: Connecting Executive Function and SEL Skills to Boost Student Achievement | By Marilee Sprenger

Accepted Answer

We’ve all taught the student who can’t stay focused, forgets assignments, or struggles to get started—and too often, those challenges are mistaken for motivation or behavior issues. The Missing Link to Help Them Think reframes what we see in our classrooms by showing how executive function skills are often the real barrier to academic success—and how teachers can intentionally teach those skills.

Written by veteran educator Marilee Sprenger, this practical, research-based guide offers classroom-ready strategies to build attention, working memory, self-control, organization, and time management across grade levels and subjects. By strengthening executive function, you’re not just improving behavior—you’re giving students the tools they need to think, learn, and succeed more independently.

Question 10

AI for Educators Made Easy: Unlock the Power of Artificial Intelligence to Enhance Teaching Effectiveness, Boost Student Engagement, and Embrace Ethical Practices  |  by Drew Carter

Accepted Answer

Teaching already asks so much of us—and AI doesn’t have to be one more thing. AI for Educators Made Easy shows how teachers can use AI in practical, ethical ways to save time, personalize learning, and focus more on what matters most: students. No tech background needed—just real strategies that fit into busy classrooms.

Written by educators for educators, this book offers simple tools, real classroom examples, and guidance you can use right away. AI isn’t about replacing teachers—it’s about giving us support, confidence, and breathing room to teach well in a rapidly changing world.

Question 11

Managing Challenging Behaviors in Schools: Research-Based Strategies that Work | by Kathleen Lynne Lane, Ph.D., et. al.

Accepted Answer

Managing behavior in real classrooms is complex, and teachers need strategies that actually work—not theory alone. This fully revised second edition offers practical, classroom-tested approaches to preventing and responding to challenging behavior across grades K–12, with support for all students, not just those in crisis.

Grounded in a clear, three-tiered framework, the book guides educators through effective Tier 1 classroom practices while also providing targeted interventions for students who need additional support. With updated content, real practitioner insights, and ready-to-use forms, this is a hands-on resource for teachers and teams looking to build consistent, proactive behavior support that strengthens learning and student well-being.

Question 12

Unsilenced: A Teacher’s Year of Battles, Breakthroughs, and Life-Changing Lessons at Belchertown State School  | by Howard C. Shane Ph.D.

Accepted Answer

In 1969, newly minted teacher Howard Shane stepped into Belchertown State School, a bleak institution where students with disabilities faced days of silence, tedium, and neglect. What he found there would change him—and the lives of his students—forever. Unsilenced is his personal, compelling account of learning to unlock communication, build connection, and celebrate small victories in the face of rigid rules and systemic challenges.

Through humor, honesty, and deep compassion, Shane shares how meaningful teaching and advocacy can transform lives. This memoir isn’t just history—it’s an inspiring reminder of the power of care, persistence, and belief in every student’s potential.

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