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The news that most students at Williamsville East High School don’t like bullying and sexual harassment­­ — yet almost half of them don’t know what to say to stop it — didn’t surprise Principal Brian Swatland. The fall survey findings he was analyzing were part of an anti-bullying training and pilot project in the Williamsville Central School District. The three-year grant project called “Norms and Bystander Intervention Training” or NAB IT! aims to better equip students to navigate the bullying and sexual harassment situations they witness. This initiative is being led by Amanda Nickerson, director of GSE’s Alberti Center for Bullying Abuse Prevention and professor in the Department of Counseling, School and Educational Psychology.

Joelle Formato, EdM ’15, planned on an accounting career until curiosity inspired her to sign up for two years teaching math in a public school outside Washington, D.C. She was interested in service to others. It seemed like the right opportunity. “Five days into teaching I knew I had found my life’s work,” said Formato.

Jessica Jones chatted in the hallway reception with a fellow teacher resident and pondered the consequences of disjointed lessons about how to make an argument. Different disciplines take different approaches. This could confuse students. How could teaching be improved? That was a message from Okhee Lee, a visiting NYU scholar who came to campus last month to give the penultimate talk in the Dean’s Lecture Series.

College students who engaged in four or more high-impact practices, such as study abroad or internships, have a 70 percent chance of enrolling in graduate school or finding a full-time job after earning a bachelor’s degree, according to a new study by UB GSE researchers.

The trauma of displacement may negatively affect the physical, mental and emotional health of both students and educators, research by UB GSE authors has found.