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DLS supports fundamental research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to children's and adolescents' development and learning.  Research supported by this program will add to our basic knowledge of how people learn and the underlying developmental processes that support learning, with the objective of leading to better educated children and adolescents who grow up to take productive roles as workers and as citizens. Among the many research topics supported by DLS are: developmental cognitive neuroscience; development of higher-order cognitive processes; transfer of knowledge from one domain or situation to another; use of molecular genetics to study continuities and discontinuities in development; development of peer relations and family interactions; multiple influences on development, including the impact of family, school, community, social institutions, and the media; adolescents' preparation for entry into the workforce; cross-cultural research on development and learning; and the role of cultural influences and demographic characteristics on development. Additional priorities include research that: incorporates multidisciplinary, multi-method, microgenetic, and longitudinal approaches; develops new methods, models, and theories for studying learning and development; and integrates different processes (e.g., learning, memory, emotion), levels of analysis (e.g., behavioral, social, neural), and time scales (e.g. infancy, middle childhood, adolescence).

NoVo Foundation is committed to supporting the spread of social and emotional learning (SEL) practices in schools and districts nationwide. We know practitioners have some of the most inspiring, effective and innovative ideas in the field. NoVo Foundation, in partnership with Education First and Rockefeller Philanthropy Advisors, aims to seed projects that foster social and emotional competencies in students in grades PK-12. Whether you have an idea for a new initiative or want to expand or continue an existing project, we want to hear from you.For the 2019-20 school year, we are inviting applications from two applicant pools: Individual teachers or teams of teachers seeking to implement SEL initiatives in your classroom or school in the 2019-2020 school year, and District-level applicants seeking to implement SEL initiatives district-wide and/or across multiple schools within one district (including a charter network).

Early Childhood Welfare - Children can only reach their full potential when all aspects of their development - intellectual, emotional, and physical - are optimally supported. Providing a safe and nurturing environment is essential, as is imparting the skills of social living in a culturally diverse world. To that end, the foundation supports projects that seek to perfect child-rearing practices and to identify models that can provide creative, caring environments in which all young children thrive. Early Childhood Education and Play - Research shows that children need to be stimulated as well as nurtured, early in life if they are to succeed in school, work, and life. That preparation relates to every aspect of a child's development, and everywhere a child learns - at home, in childcare settings, and in preschool. The foundation seeks to improve the quality of both early childhood teaching and learning, through the development of innovative curricula and research based pedagogical standards, as well as the design of imaginative play materials and learning environments. Parenting Education - To help parents create nurturing environments for their children, the foundation supports programs that teach parents about developmental psychology, cultural child-rearing differences, pedagogy, issues of health, and prenatal care and diet, as well programs that provide both cognitive and emotional support to parents.

The Ohio Department of Education has administered the 21st Century Community Learning Center's program since 2002. The passage of the Every Student Succeeds Act (ESSA) of 2015 amended ESEA and altered the focus of the 21st CCLC grant. The program now focuses on funding expanded learning time (ELT) and out-of-school time (OST), both of which align academic services to the identified needs of students and state academic standards. ESSA broadened the allowable activities to include such things as student apprenticeships. The purpose of the 21st CCLC program is threefold. All funded programs must: 1. Provide opportunities for academic enrichment to assist students in meeting the state academic standards; 2. Offer students access to a broad array of additional services, such as those that focus on youth development, social emotional learning, civic engagement, and nutritional and physical health; and 3. Offer adult family members of program participants opportunities for educational development and engagement in their children's education. Eligible applicants may be local education agencies and community-based organizations. These may include faith-based organizations, institutions of higher education, city or county government agencies, for-profit corporations and other public or private entities.

Our goal is to supplement existing mental health programming, and help close gaps both within and outside the school environment to address loneliness, anxiety, depression, and suicide prevention. We will fund programs that foster collaboration between stakeholders including school administrators and teachers, clinicians, and local and national nonprofits to address mental health and emotional well-being challenges for children. Partners are encouraged to leverage one or more of the following evidence-based programs: Trauma Informed Practices (TIPS) Social Emotional Learning (SEL) Positive Behavioral Interventions and Supports (PBIS)

This Funding Opportunity Announcement (FOA) solicits applications for planning and initial development of a large scale multi-site research study to prospectively examine human brain, cognitive, behavioral, social, and emotional development beginning prenatally through childhood (e.g., age 9-10), and the long-term impacts of pre/postnatal drug (expected oversampling for opioid prenatal exposures) and adverse environmental exposures on brain and behavioral health and risk for substance use and mental disorders. In addition to planning and testing the feasibility of study designs, awardees will be expected to participate in 2-3 grantee meetings to share lessons learned and to begin to form collaborations needed to establish the network of sites that will conduct this study.