Saying “a person with mental illness” instead of “the mentally ill” does make a difference, according to a study, the first of its kind. Darcy Haag Granello and Todd Gibbs tested the terms with more than 600 participants: college students, counselors in training and the general public. All respondents were less tolerant of those referred […]
On Campus
Making the path to education crystal clear
As an ophthalmologist, Ohio State President Michael V. Drake knows how to remove barriers to sight. Now he’s focused on putting students on the path to higher education. The 2020 Vision, Drake’s plan for the university, identifies access and affordability as top priorities. For Michaelyn Brace, a sophomore studying early childhood education, the President’s Affordability […]
Preventing diabetes as a group
New findings by Carla Miller show that a workplace group intervention in diabetes management is more effective than solitary efforts. Half the employees in the intervention met weekly to discuss weight loss strategies and exercise. They lost about 5.5 percent of their body weight over 16 weeks. Those in the control group, who received a […]
Principles of principals
Elementary school principals have a significant effect on student achievement when they lead teachers to collaborate with one another. Roger Goddard, Yvonne Goddard and their colleagues studied data from 1,606 teachers and 4,167 fourth-graders at 93 schools in Michigan. They found that learning improved when principals ensured time for teachers to work together. The study […]
REACHing out to stop suicide
Under the guidance of Professor Darcy Haag Granello, the Ohio State Suicide Prevention training program, REACH, empowers the campus community to talk about suicide and work together to prevent it. In seven years, REACH has taught more than 9,000 students, faculty, staff and community members to recognize the warning signs and take action to help […]
Silence as shields for Native American youth
In a three-year study, Tim San Pedro showed that Native American students in a predominantly white school in Arizona were repeatedly discouraged in history class from voicing ideas that countered dominant white settler history. They responded with silence, which some research literature argues is a Native American trait — being hesitant to speak in classrooms. […]
