Centers and Institutes

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Mindfulness Helps Adults Overcome Childhood Adversity

With significant implications for early childhood education, new research reveals that a mindful disposition is associated with alleviating lasting physical and emotional effects of childhood adversity. A team of scientists from Temple University, UNC’s Frank Porter Graham Child Development Institute (FPG), Child Trends, and the Rockefeller University conducted the groundbreaking study—the first to examine relationships between childhood adversity, mindfulness, and adult health. Read More...

Latino Children Make Greatest Gains in NC Pre-K

A new summary of 12 years of research on North Carolina’s pre-kindergarten program for at-risk 4-year-olds shows that “dual-language learners” make the greatest academic progress in the program. According to the report from UNC's Frank Porter Graham Child Development Institute (FPG), while students in NC Pre-K advance across all spheres of learning, the program is especially beneficial for the state’s dual-language learners. Read More...

Teachers Play Key Role in Program to Fight Childhood Obesity

An innovative physical activities guide developed at the Frank Porter Graham Child Development Institute (FPG) is helping North Carolina fight childhood obesity. New research shows that when teachers direct these physical activities, young children become more active and less sedentary.  Read More...

Interactive Workforce Model Will Bring New Insight to Physician Shortage Debate

As the nation grapples with concerns about growing physician shortages across the country, The Physicians Foundation and the Cecil G. Sheps Center for Health Services Research at The University of North Carolina-Chapel Hill launched a new innovative tool to help policy makers, physicians and health systems better plan where to practice and what type of practitioners will be needed to meet the growing utilization of healthcare in the United States.  Read More...

First Grade Reading Suffers in Segregated Schools

A groundbreaking study from the Frank Porter Graham Child Development Institute has found that African-American students in first grade experience smaller gains in reading when they attend segregated schools—but the students’ backgrounds likely are not the cause of the differences.

According to the Center for Civil Rights, although the United States is becoming more racially and ethnically diverse, segregation is still on the rise. To better understand segregation’s impact on student performance, FPG scientists looked at nearly 4000 first graders in public schools nationwide.  Read More...