The meta-analysis conducted by Eun-Young Park and Mikyung Shin in 2020 highlights several crucial findings regarding special education teachers' burnout. Special education teachers are particularly susceptible to burnout, with burnout identified as a major contributor to attrition in this field. Factors such as the type of disability taught, teachers' age, gender, teaching experience, and school-related variables play significant roles in burnout levels. For instance, teachers dealing with emotional disorders experience higher burnout than those teaching students with intellectual disabilities. Additionally, lack of support from school personnel is strongly associated with higher burnout levels. Teacher self-efficacy is closely linked to burnout, emphasizing the importance of improving teachers' self-efficacy through training programs. Overall, these findings underscore the need for targeted interventions and support systems to address burnout among special education teachers.

The research by Anne Gregory, Francis Huang, and Allison Rae Ward-Seidel, conducted in December 2022, evaluates the impact of the Morningside Center Whole School Restorative Practices (RP) Project after its first year of implementation. The study involved nine schools covering K–12 grades and focused on schoolwide RP, social and emotional learning (SEL), and equity. The key finding is that these schools experienced significantly lower discipline incident rates compared to similar schools in the same district. This effect persisted even after accounting for various student characteristics and past discipline incidents, making use of a rigorous experimental design with high internal validity. The research contributes to the understanding of RP's impact on school discipline, particularly by elucidating RP components and their delivery. Further investigation is needed to explore the mechanisms behind the reduced discipline incidents, such as improved staff-student relationships and the broader implications of equity-oriented RP initiatives, potentially setting the stage for future shifts in educational practice and policy.

Shanshan Li's research from August of 2023 investigates the interplay of teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout within the context of Chinese English as a foreign language (EFL) teachers. A sample of 638 Chinese EFL teachers participated in the study, completing self-report assessments. The research confirmed that teacher self-efficacy and resilience are directly associated with lower levels of teacher burnout. Interestingly, the study revealed that teacher emotion regulation indirectly impacts burnout, mediated by teacher resilience. This partial mediation model best represents the relationships observed.

The implications of this research are significant for EFL teaching programs. It underscores the importance of nurturing teacher self-efficacy and resilience to reduce the risk of burnout. Furthermore, the mediation effect of teacher resilience highlights the role of emotion regulation in enhancing teachers' overall well-being. These findings contribute to a better understanding of teacher dynamics and offer potential avenues for targeted interventions in the field of EFL teaching.

The research conducted by Shreya Kolluri, Thor Stead, Rohan Mangal, R. Lane Coffee Jr., Jonathan Littell, and Latha Ganti in July 2022 emphasizes the importance of tailoring telehealth options for residents of rural communities. This approach is considered an emerging tool to ensure quality healthcare for individuals living in remote areas. By identifying the specific needs that rural residents use telehealth to address, it becomes possible to create a more sustainable model of telehealth that complements traditional healthcare services.

The study aimed to assess the equivalence of online, remote administration of the Wechsler Intelligence Scale for Children (WISC-V) compared to traditional, in-person administration. The findings indicate that there were no significant method effects between the two modes of administration for any index score or the full-scale IQ, except for the subtest "Letter-Number Sequencing." This subtest, which uses only auditory stimuli, showed a slight underestimate of scores compared to traditional administration.

The study did not examine the underlying mechanisms for these differences in the "Letter-Number Sequencing" subtest. However, other subtests with more noticeable alterations in stimulus materials were not affected by the administration procedure.

Overall, the study suggests that scores obtained through both administration methods are largely equivalent and interchangeable. This finding supports the application of WISC-V normative and psychometric research to the new online, remote administration method. The study highlights the potential of online, remote cognitive and intellectual testing, particularly during situations like the COVID-19 crisis, to increase access to evaluations and address resource disparities, ultimately ensuring timely access to psychoeducational assessments for students.

Longitudal research conducted by Jose M. Castillo, Michael J. Curtis, and Sim Yin Tan indicated the following information regarding school psychologist shortage. Concerns about the adequacy of the school psychologist workforce have persisted for decades. Previous studies had forecasted a critical shortage of school psychologists, which was expected to peak around 2010 and extend into the future. This current study serves as a 10-year follow-up to those earlier projections, utilizing data from the National Association of School Psychologists' 2009–2010 national study. The objective was to assess the existing personnel shortages and predict their continuation. The study findings reveal that the school psychology field still grapples with a personnel shortage that is likely to persist until 2025. Moreover, it anticipates higher retirement rates, particularly among male school psychologists, those with doctoral degrees, and university faculty. Geographical variations, as per the U.S. Census Regions, are expected to impact the alignment of school psychologist supply and demand. The study discusses implications for the recruitment, retention, and service delivery of school psychologists.