2025 Conference Archive

Format

Individual Presentation

Format

Individual Presentation

First Presenter's Institution

University of North Florida

First Presenter’s Email Address

d.thomas@unf.edu

First Presenter's Brief Biography

Dr. Thomas is a Jacksonville native and product of Duval County Public Schools. Primarily educating students from lower socio-economic status, her foundational research interests focused on the perspectives and experiences of students that were overage for grade during their years of schooling. She has 11 years of PK-12 experiences, with 6 of those years being an educational leader in Duval County Public Schools, and 2 years faculty experience for a combined 13 years as an educator. She has a passion for training educators and a dedication to teaching and learning. Research in educational leadership drives her dedication to being impactful and she is currently working in partnership with the Bridge to Success Academy in Duval County through a community partnerships grant awarded by the University's Deans Advisory Council. Other research interests are attending to learning loss during a global pandemic, trauma-informed education, and creating policy for novice teachers and leaders at Title I turnaround elementary schools. As a leader she seeks to empower individuals, schools, and communities by uniting strengths, inviting advocacy, equity, and inspiring innovation. In addition to her role as an instructor, she is dedicated to service organizations such as 904ward, the Jacksonville public education fund, the Florida Institute of Education (UNF), and currently on the Girls on the Run of Northeast Florida board of directors.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Westbrook

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

The research and strategies in this proposal contribute to the development of social and emotional skills, academic achievement, and leadership among students. By focusing on targeted interventions, the initiatives will prioritize students’ emotional well-being alongside academic growth.

Social and Emotional Skills: Through mentorship programs, mental health support, and personalized interventions, the initiative will help overage students build resilience, self-awareness, and emotional regulation. These skills will empower students to manage stress, engage positively with peers, and stay motivated in their academic journey.

Academic Achievement: The research will emphasize differentiated instruction and targeted academic support, which will lead to measurable improvements in overage student performance. By addressing both the academic and emotional barriers to success, overage students will achieve higher levels of engagement and mastery of grade-level content.

Leadership Development: The program will foster leadership skills, not only in students but in teachers and administrators. By integrating social-emotional learning (SEL) into classroom management and instructional practices, educators will become more effective leaders in promoting student growth for Overage students. Additionally, students will take on leadership roles in peer support networks, cultivating a sense of responsibility and community.

Brief Program Description

This session explores best practices for enhancing social-emotional skills, academic achievement, and leadership development when educating overage, at-potential, students. Attendees will gain insights into innovative strategies that support student growth and empower educators to become effective leaders in diverse learning environments.

Summary

This session is based on a research partnership between Dr. Dione Thomas, principal investigator from the University of North Florida, and a Duval County Public Schools program specifically designed for students who are two to three years older than their peers. Dr. Thomas’s research builds on her initial study, which explored the perspectives of overage graduates and the challenges that impacted their schooling. In phase two, the research focused on the perspectives of teachers working with overage students.

Based on the findings from that survey, several specific training initiatives and strategies were implemented, including:

  • Professional development on tailoring instruction to meet the diverse academic needs of overage students, who often require individualized approaches.
  • Strategies to manage behavioral challenges and provide emotional support to students who may feel disengaged or frustrated with their academic situation.
  • Integration of restorative discipline methods to foster stronger relationships between staff and students, creating a supportive, community-based environment.
  • Cultural competency and implicit bias training for staff to ensure that overage students are treated with fairness and support.
  • Providing access to mental health counselors, educational psychologists, and ESE specialists, with a focus on ensuring that staff are equipped to refer students to these resources effectively.
  • Collaboration with staff to develop alternative academic pathways and flexible scheduling to better meet the needs of overage students.

These initiatives began in May 2024 and will continue through March 2025. The final results and findings of the process will be presented at NYAR 2025.

Evidence

The full evidence of effectiveness based on implementation has not yet been fully established. However, I do have the results from the initial research, which are currently being published in the Florida Journal of Educational Research (article to be included in conference documents once it is released), as well as the findings from the Perspectives of teachers of overage student's survey. For now, I can include the final draft of the article. Additional evidence will be added as it becomes available.

(Please advise on where to send and/or attach these documents)

Learning Objective 1

Participants will be able to gain insights into the academic, social, and emotional challenges faced by overage students and learn how tailored instructional strategies can address these diverse needs.

Learning Objective 2

Participants will be able to learn about the integration of restorative discipline methods, cultural competency training, and behavioral support techniques that foster a positive learning environment for overage students.

Learning Objective 3

Participants will be equipped with actionable strategies and initiatives, based on current research findings, to enhance instructional practices, support systems, and alternative academic pathways for overage students in their own educational settings.

Keyword Descriptors

Overage, Grade Retention, Instructional practices, Trauma-informed, social-emotional, black males, academic achievement

Presentation Year

2025

Start Date

3-3-2025 8:30 AM

End Date

3-3-2025 9:45 AM

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Mar 3rd, 8:30 AM Mar 3rd, 9:45 AM

Fostering an environment for Overage Student Success

Westbrook

This session explores best practices for enhancing social-emotional skills, academic achievement, and leadership development when educating overage, at-potential, students. Attendees will gain insights into innovative strategies that support student growth and empower educators to become effective leaders in diverse learning environments.