Oral Health Care Access in New Hampshire

In this brief, authors Eleanor M. Jaffee, Joan Widmer, and Lisa I. Speropolous provide an overview of the current state of oral health care in New Hampshire. They report that although New Hampshire is rated above the national average on most measures of pediatric oral health, performance varies substantially by county and by region. Access to adequate oral health care for both children and adults is particularly challenging for low-income families in the sparsely populated northern region of the state. Programs that address oral health care access issues by bringing services to those with the greatest need, such as school-based dental sealant programs and mobile dental care units, are among current efforts to improve oral health across the state

Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students

This research brief follows up on a joint Carsey/NH Kids Count publication from 2009. The 2009 study focused on larger disciplinary trends in New Hampshire schools and contextualized them in the policies, laws, and procedures that may have resulted in increased use of exclusionary discipline. The present study reports on rates of exclusionary discipline from 2010 through 2014 by school and student characteristics to better understand how and to what extent exclusionary discipline has been applied across the state in recent years. Authors Douglas Gagnon, Eleanor Jaffee, and Reeve Kennedy report that although rates of out-of-school suspension among secondary school students in New Hampshire are nearly as high as national trends, rates of expulsion are far below the national average. In urban secondary schools, the rate of in-school suspension is twice that of non-urban schools, while out-of-school suspension rates are three times higher. Male students, students of color, students eligible for free or reduced-price lunch, students with disabilities, and homeless students are more likely to experience exclusionary school discipline, although racial disparities appear to stem largely from the greater racial diversity at the urban schools that use this type of discipline at higher rates with all students. Statewide, 3.5 percent of New Hampshire’s middle and high school students are suspended out of school for a total of five days or more and/or expelled in a given year. Given the notably higher rates of use of exclusionary discipline in New Hampshire’s urban school districts, the authors recommend that school policies and environments be assessed for opportunities to reverse these trends and provide more students with consistent classroom time and instruction

Northern New Hampshire Youth in a Changing Rural Economy: A Ten-Year Perspective

The Coös Youth Study was a ten-year research project about growing up in a rural county undergoing transformative economic and demographic changes. The study addressed how these changes affected youths’ well-being as well as their plans to stay in the region, pursue opportunities elsewhere, permanently relocate, or return to their home communities with new skills and new ideas. In this report, the authors describe their findings and point to specific areas for action to support and retain North Country youth. The study was sponsored by the Neil and Louise Tillotson Fund of the New Hampshire Charitable Foundation as one component of the long-term research collaboration Tracking Change in the North Country

Simple guide to starting a research group

Conducting cutting-edge research and scholarship becomes more complicated with each passing year; forming a collaborative research group offers a way to navigate this increasing complexity. Yet many individuals whose work might benefit from the formation of a collaborative team may feel overwhelmed by the prospect of attempting to build and maintain a research group. We propose this simple guide for starting and maintaining such an enterprise

Coös County’s class of 2009: Where are they now?

This brief reports on the first follow-up survey of the Coös Youth Study participants beyond high school. The focus of the Coös Youth Study, a ten-year panel study following the lives of youth in Coös County, New Hampshire, is the transition of Coös youth into adulthood. Author Eleanor Jaffee reports that approximately half of the Coös County Class of 2009’s follow-up survey participants (49 percent) are living in Coös County the majority of the time. Of those living outside Coös County, 81 percent are attending school full time. The most frequently reported combinations of school and work situations were in school full time, working part time (41 percent), followed by in school full time, not employed (19 percent). Seventy-six percent rate leaving Coös County as highly or moderately important; however, 93 percent also report living close to family as highly or moderately important, suggesting conflicted priorities

Tracking Change in the North Country: Paths to the Future of Coös County

From 2008 through 2018, the Neil and Louise Tillotson Fund of the New Hampshire Charitable Foundation partnered with the Carsey School of Public Policy (formerly the Carsey Institute) at the University of New Hampshire for a research project titled Tracking Change in the North Country. In this brief, author Eleanor Jaffee summarizes several major products of this research partnership and considers how they may inform future directions for North Country policy and programming

Key Findings and Recommendations from the Coös Youth Study: Research from the First Half of the Study

In this brief, authors Michael Staunton and Eleanor Jaffee review the key findings and recommendations from research conducted in the first half of the Coös Youth Study, which began in 2008 and is planned to continue through 2018. The study explores young people’s decisions about their educational and job opportunities in rural northern New Hampshire and their plans to stay in their home region or move away. The authors discuss the highlights of these topics: youth aspirations and perceptions of regional opportunities, substance use and mental health, participation in extracurricular and out-of-school activities, youth retention and out-migration, and community attachment and school connectedness

Outreach and peer-delivered mental health services in New York City following September 11, 2001.

Objective: Following the tragedy of September 11, 2001, the Federal Emergency Management Agency (FEMA) funded Project Liberty, an umbrella program operating from multiple sites throughout New York City to provide free crisis counseling and other assistance. One particular Project Liberty site provided peer support services for individuals with pre-existing psychiatric disabilities. This article reports on the outreach efforts undertaken by Project Liberty\u27s Peer Initiative. Methods: As part of a broader qualitative study, face to face interviews were conducted with Project Liberty Peer Initiative staff and service recipients. Conclusions: Outreach was found to be a key strategy used to identify and connect with psychiatrically disabled individuals in need after disasters. Implications for the use of similar outreach strategies in future disaster planning and service delivery are described. (PsycINFO Database Record (c) 2013 APA, all rights reserved

Exclusionary Discipline Highest in New Hampshires Urban Schools

Exclusionary school discipline—that is, suspension and expulsion—disproportionately affects already disadvantaged students on both the national and state levels. In New Hampshire, students attending larger urban schools, male students, students of color, students eligible for free and reduced-price lunch, students with disabilities, and homeless students are more likely to experience exclusionary school discipline, although racial disparities appear to stem largely from the greater racial diversity at the urban schools that use this type of discipline at higher rates with all students. Previous research indicates that exclusionary discipline and the resulting loss of classroom time is associated with poorer academic outcomes. Therefore, regardless of the precipitates of exclusionary discipline, it is worth exploring the extent to which exclusionary discipline is experienced among New Hampshire students