News Archive

What happens when educators look beyond rewards and short-term compliance to focus on connection? In this FPG Voices feature, Adam Holland shares the experiences behind Thinking Outside the Prize Box and his relationship-centered approach to navigating challenging classroom behavior.

STAAR-TRI is preparing paraeducators and other school staff to deliver timely, individualized reading support to K–5 students with or at risk for reading disabilities. Led by FPG’s Heather Aiken, the project pairs proven Targeted Reading Instruction with professional development, coaching, and digital tools designed to strengthen educators’ confidence and help more children thrive as readers.

Explore FPG’s latest research and resources advancing evidence-based practices and deepening understanding of children, families, and the professionals who support them. This fall roundup features recent journal articles, reports, policy briefs, practical guides, and other publications from across the Institute.

A new EPIC–FPG study is examining how school and district conditions shape the experiences of special education teachers—and the students they serve. By identifying practical, changeable factors that support educators, the research could help strengthen special education across North Carolina and beyond.

For 60 years, FPG has helped shape what children need to thrive—advancing research, practice, and policy in early childhood development. In this anniversary reflection, longtime FPG senior research scientist Donna Bryant, PhD, looks back on the landmark studies, partnerships, and people that have defined the Institute’s enduring impact.

Helen Rose Miesner is a research assistant professor in Public Policy at EPIC. She is also a faculty fellow at FPG. professional journey, what keeps her motivated, and what being a faculty fellow at FPG means to her.

Kylie Garber, a research scientist at FPG, received the 2026 Abecedarian Award for research that builds on FPG’s landmark early childhood studies. Her work explores how language-rich, responsive caregiving can inform today’s early care and education classrooms.

FPG’s 2026 McKinney Scholars closed their nine-week summer internship by presenting research on after-school engagement, autism diagnosis disparities, school discipline policy, and kinship care financial supports—highlighting the power of mentorship, lived experience, and research to advance outcomes for children and families.

A team from the University of Navarra is translating AFIRM autism training modules into Spanish, helping expand access to evidence-based resources for professionals, students, families, and communities across the Spanish-speaking world.