The decade ahead will test the nation's nearly 4 million nurses in new and complex ways. Nurses live and work at the intersection of health, education, and communities. Nurses work in a wide array of settings and practice at a range of professional levels. They are often the first and most frequent line of contact with people of all backgrounds and experiences seeking care and they represent the largest of the health care professions. A nation cannot fully thrive until everyone - no matter who they are, where they live, or how much money they make - can live their healthiest possible life, and helping people live their healthiest life is and has always been the essential role of nurses. Nurses have a critical role to play in achieving the goal of health equity, but they need robust education, supportive work environments, and autonomy. Accordingly, at the request of the Robert Wood Johnson Foundation, on behalf of the National Academy of Medicine, an ad hoc committee under the auspices of the National Academies of Sciences, Engineering, and Medicine conducted a study aimed at envisioning and charting a path forward for the nursing profession to help reduce inequities in people's ability to achieve their full health potential. The ultimate goal is the achievement of health equity in the United States built on strengthened nursing capacity and expertise. By leveraging these attributes, nursing will help to create and contribute comprehensively to equitable public health and health care systems that are designed to work for everyone. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity explores how nurses can work to reduce health disparities and promote equity, while keeping costs at bay, utilizing technology, and maintaining patient and family-focused care into 2030. This work builds on the foundation set out by The Future of Nursing: Leading Change, Advancing Health (2011) report. Table of Contents Front Matter Summary 1 Introduction 2 Social Determinants of Health and Health Equity 3 The Nursing Workforce 4 The Role of Nurses in Improving Health Care Access and Quality 5 The Role of Nurses in Improving Health Equity 6 Paying for Equity in Health and Health Care 7 Educating Nurses for the Future 8 Nurses in Disaster Preparedness and Public Health Emergency Response 9 Nurses Leading Change 10 Supporting the Health and Professional Well-Being of Nurses 11 The Future of Nursing: Recommendations and Research Priorities Appendix A: Biographical Sketches of Committee Members and Project Staff Appendix B: Data Collection and Information Sources Appendix C: Data Sources, Definitions, and Methods Appendix D: Glossary Appendix E: The Future of Nursing 20202030: Meeting America Where We Are: Supplemental Statement of William M. Sage, M.D., J.D. Appendix F: Committee Response to Supplemental Statement Appendix G: Profiles of Nursing Programs and Organizations

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences. Table of Contents Front Matter Summary 1 Introduction 2 The Scope of the Problem 3 Individuals within Social Contexts 4 Consequences of Bullying Behavior 5 Preventive Interventions 6 Law and Policy 7 Future Directions for Research, Policy, and Practice Appendix A: Public Session Agendas Appendix B: Information-Gathering from the Field Appendix C: Bullying Prevalence Data from National Surveys Appendix D: Selected Federal Resources for Parents and Teachers Appendix E: Biosketches of Committee Members and Project Staff

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs?who account for more than 9 percent of enrollment in grades K-12 in U.S. schools?are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. Table of Contents Front Matter Summary 1 Introduction 2 Policy Context 3 The Demography of the English Learner Population 4 Dual Language Learners: Capacities and Influences on Language Development 5 Promising and Effective Early Care and Education Practices and Home Visiting Programs for Dual Language Learners 6 The Development of English Language Proficiency in Grades K-12 7 Programs for English Learners in Grades Pre-K to 12 8 Promising and Effective Practices for English Learners in Grades Pre-K to 12 9 Promising and Effective Practices for Specific Populations of English Learners Grades Pre-K to 12 10 Dual Language Learners and English Learners with Disabilities 11 Promising and Effective Practices in Assessment of Dual Language Learners' and English Learners' Educational Progress 12 Building the Workforce to Educate English Learners 13 Recommendations for Policy, Practice, and Research Appendix A: Biosketches of Committee Members and Project Staff Appendix B: State Requirements for Teacher Certification Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population

The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a well-functioning and prosperous society, yet America's future is not as secure as it could be because millions of American children live in families with incomes below the poverty line. A wealth of evidence suggests that a lack of adequate economic resources for families with children compromises these children's ability to grow and achieve adult success, hurting them and the broader society. A Roadmap to Reducing Child Poverty reviews the research on linkages between child poverty and child well-being, and analyzes the poverty-reducing effects of major assistance programs directed at children and families. This report also provides policy and program recommendations for reducing the number of children living in poverty in the United States by half within 10 years. Table of Contents Front Matter Summary 1 Introduction 2 A Demographic Portrait of Child Poverty in the United States 3 Consequences of Child Poverty 4 How the Labor Market, Family Structure, and Government Programs Affect Child Poverty 5 Ten Policy and Program Approaches to Reducing Child Poverty 6 Packages of Policies and Programs That Reduce Poverty and Deep Poverty Among Children 7 Other Policy and Program Approaches to Child Poverty Reduction 8 Contextual Factors That Influence the Effects of Anti-Poverty Policies and Programs 9 Recommendations for Research and Data Collection Appendix A: Biosketches of Committee Members and Project Staff Appendix B: Public Session Agendas Appendix C: Authors of Memos Submitted to the Committee Appendix D: Technical Appendixes to Select Chapters Appendix E: TRIM3 Summary Tables Appendix F: Urban Institute TRIM3 Technical Specification: Using Microsimulation to Assess the Policy Proposals of the National Academies Committee on Reducing Child Poverty Board on Children, Youth, and Families Committee on National Statistics

The U.S. military has been continuously engaged in foreign conflicts for over two decades. The strains that these deployments, the associated increases in operational tempo, and the general challenges of military life affect not only service members but also the people who depend on them and who support them as they support the nation ? their families. Family members provide support to service members while they serve or when they have difficulties; family problems can interfere with the ability of service members to deploy or remain in theater; and family members are central influences on whether members continue to serve. In addition, rising family diversity and complexity will likely increase the difficulty of creating military policies, programs and practices that adequately support families in the performance of military duties. Strengthening the Military Family Readiness System for a Changing American Society examines the challenges and opportunities facing military families and what is known about effective strategies for supporting and protecting military children and families, as well as lessons to be learned from these experiences. This report offers recommendations regarding what is needed to strengthen the support system for military families. Table of Contents Front Matter Summary 1 Introduction 2 Family Well-Being, Readiness, and Resilience 3 Demographic and Military Service Characteristics of Military Families 4 Military Life Opportunities and Challenges 5 Stress, Risk, and Resilience in Military Children 6 High-Stress Events, Family Resilience Processes, and Military Family Well-Being 7 The Military Family Readiness System: Present and Future 8 Developing and Sustaining a Learning System to Support Military Family Readiness and Well-Being 9 Committee Recommendations Appendix A: Biosketches of Committee Members and Project Staff Appendix B: Agenda for Public Information-Gathering Session Appendix C: Authors of Memos Submitted to the Committee Appendix D: Acronyms and Glossary of Terms Board on Children, Youth, and Families