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Adolescents at School brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities. This third edition includes new chapters on boys' emotional lives, risk and resilience in girls, the experiences of undocumented immigrant students, Muslim-American youth, and income inequality; features on "teaching while white"; and an extensively updated chapter on LGBTQ+ students. Practical and insightful, Adolescents at School points to ways to foster the success of every student in our schools and classrooms. "Adolescents at School offers educators a thoughtful and vivid account of contemporary adolescent identity development. This compelling new edition addresses various factors facing today's young people, including the complexities of race and social class, gender socialization, and youth activism. Michael Sadowski continues to empower educators with the tools to develop productive, successful student-teacher relationships." --Linda Darling-Hammond, Charles E. Ducommun Professor of Education Emeritus, Stanford University, and president and CEO, Learning Policy Institute "This book propels our understanding of how to prepare teachers for the developmental needs of adolescents who are making sense of a rapidly changing society and a flawed educational system. Sadowski brings the social and emotional needs of young people into sharp focus, highlighting what teachers can do to create classroom environments that go beyond creating safe harbors for learning; he makes it possible for teachers to understand how to help all students thrive." --Peter Williamson, faculty director, Stanford Teacher Education Program for Secondary Teachers, and associate professor, Teaching, Stanford University "Adolescents at School challenges us to peel back the layers of hidden and explicit discrimination that manifests in young people's schooling experiences. It provides multidimensional lenses on adolescence through the voices of youth, teachers, and researchers in schools. It is a necessary text for pre- and in-service teachers, and all educators working to enact anti-oppressive pedagogies and practices in schools." --Dorinda J. Carter Andrews, professor and chairperson, Department of Teacher Education, Michigan State University Michael Sadowski is the director of Bard Early College Hudson; an associate professor in Bard's Master of Arts in Teaching program; and the editor of Harvard Education Press's Youth Development and Education series.