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The purpose of this program is to reduce fatal and serious injuries among infants, children, and youth by supporting collaborative improvement among Title V agencies working to address child safety, including sudden unexpected infant deaths (SUID) and bullying. The program will accomplish this through two components: (1) providing capacity building services to Title V agencies in implementing effective child safety interventions in priority topic areas that are responsive to common state performance measures identified in the Title V State Action Plans; and (2) maintaining a coalition of national, state, and local agencies and other key stakeholders that support improvements in the adoption of evidence-based policies, programs, and practices. For the purposes of this notice of funding opportunity (NOFO), the term child safety applies to children ages 0-19 years nationally, and includes reductions in injury-related deaths, hospitalizations, and emergency department (ED) visits; SUID; and bullying. CSN will serve as the principal technical assistance provider to Title V agencies in their improvement efforts to address injury-related National Performance Measures (NPMs) pertaining to injury hospitalization (NPM 7), safe sleep behaviors (NPM 5), and bullying prevalence (NPM 9).

The U.S. Agency for International Development (USAID) is committed to supporting education in conflict and crisis areas. The current protracted crises in Syria and Yemen have contributed to a global discussion on the need for more flexible and responsive programs to address education needs that reduce learning loss, normalize schooling, and help to stabilize communities. There is a need to respond creatively and quickly to better serve populations that have missed many years of schooling, witnessed violence, and desire normalcy in their lives again with education programs. Flexibility and partnerships with local organizations will be essential to ensure relevant education opportunities are provided given the dynamic context.

Established in 1962, the Spencer Foundation is dedicated to the belief that research is necessary to the improvement of education. To that end, the foundation supports high-quality investigations of education through its research programs and the strengthening and renewing of the educational research community through its fellowship and training programs and related activities. Through its Small Research Grants Program, the foundation is accepting research proposals for education research projects. In keeping with the foundation's mission, the program aims to fund academic work that will contribute to the improvement of education, broadly conceived. Examples of previously funded projects include an experimental study of how college students use visual representations in solving math problems; a study exploring the process of racial and rural identity formation among African-American high-school students who attend de facto segregated schools in the rural South; and a mixed-methods study focused on the different types of knowledge novice and experienced teachers draw on in teaching reading comprehension. The program awards grants of up to $50,000. To be eligible, principal investigators and co-PIs must have an earned doctorate in an academic discipline or professional field, or appropriate experience in an education research-related profession. In addition, the PI must be affiliated with a college, university, school district, nonprofit research facility, or nonprofit cultural institution that is willing to serve as the fiscal agent if a grant is awarded.

The American Psychological Association is accepting applications for its Elizabeth Munsterberg Koppitz Fellowship program, which is designed to nurture excellent young scholars for careers in areas of psychology, such as child-clinical, pediatric, school, educational and developmental psychopathology. Through the program, one-year grants of up to $25,000 will be awarded to support graduate research projects and scholarships in child psychology. To be eligible, applicants must have completed doctoral candidacy at the time of application (documentation required) and demonstrated research competence and area commitment. In addition, IRB approval must be received from their host institution before funding can be awarded if human participants are involved.

The Brady Education Foundation seeks to close the achievement/opportunity gap for children at risk for poor school outcomes due to environmental factors associated with poverty. To advance this mission, the foundation is accepting stage-one applications for projects related to the development and evaluation of programs that are consistent with a strength-based approach and show promise of being feasible, effective, and sustainable. 1) Program Development: One-year grants will be awarded to projects aimed at developing and testing the feasibility of new programs that promote positive cognitive and/or achievement outcomes for children (birth through 18 years) from underserved groups and/or low-resourced communities. Priority will be given to programs/projects that represent strong collaborative relationships between researchers, practitioners, and other community stakeholders (as appropriate), and where the community/population being studied is reflected by the composition of the project's leadership team; programs/projects consistent with strength-based approaches rather than deficit models; programs/projects that leverage other funding; and/or programs/projects that, in addition to showing promise of being effective, show promise of being affordable, accessible, and sustainable. Past Program Development grants have ranged between $25,000 and $276,000.

Supported by the Elaine Schlosser Lewis Fund, the program annually provides an award of $15,000 to a child and adolescent psychiatry resident or junior faculty who has an interest in beginning a career in child and adolescent mental health research. The program is designed to support a young investigator at a critical stage of his/her development and encourage a future career in child and adolescent psychiatry research.