Can We Efficiently Help Adults Strengthen their Relational Practice? 
​(Akiva, White, Covlin, Li, & Wardrip, 2022)

This article describes a design study through which library and afterschool staff engaged in Simple Interactions and did a deep dive into their own practice through projects inspired by improvement science.

Simple Interactions: A randomized controlled trial of relational training for adults who work with young people across settings. 
​(Akiva, White, Colvin, DeMand, Page, 2020) 

​This study found that attending SI workshops increased the degree to which staff prioritized relational practice. In addition, participating afterschool staff expressed very high satisfaction with the Simple Interactions professional learning approach. 

​Achieving quality with equity: Recognizing and supporting high-quality practices  and professionals in low-resource communities. 
​(Li, 2019)

This article represents a renewed focus of the Simple Interactions work to support educational equity by affirming and supporting helpers in communities with limited access to material resources.

Simple, Everyday Interactions as the Active Ingredient of Early Childhood Education; Appreciating and Growing the Active Ingredient in Early Childhood Education 
​(Li & Winters, 2019); (Winters & Li, 2019)

This pair of companion articles explore an update to the original research for developmental relationships and the practical application of that theory and research in practice in early childhood education.

​Educators continue Mister Rogers’ legacy through ‘Simple Interactions’ 
​(Jacobson, 2019)

In this article, the authors describe Simple Interactions projects and ideas from a number of contexts including early childhood, out-of-school learning, and residential care

Facilitation in library makerspaces: a prototype for a professional development model 
​(Bowler, Akiva, Colvin, McNamara, 2019)

This paper describes a Simple Interactions professional learning program for library settings that highlights improvement science in the context of SI.

Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status 
​(McNamara, Akiva, Delale-O’Connor, 2018)

This paper explores opportunity gaps in out of school learning, using data from a study of Simple Interactions to explore interactions in these settings ​

A Welcome Space for Taking Risks: Psychological Safety Creates a Positive Climate for Learning. 
​(Wanless & Winters, 2018).

This paper uses Simple Interactions as an example of a psychologically safe professional learning experience for educators.

Growing Simple Interactions Inside Everyday Practice 
​(Li, 2017)

​A special edition of the ALIGN Journal, focused on residential care, featured an article about Simple Interactions in this context

Simple Interactions: Piloting a Strengths-Based and Interaction-Based Professional Development Intervention for Out-of-School Time Programs 
(Akiva, Martin, Galletta Horner & McNamara, 2016)

The first research paper about Simple Interactions was published in Child and Youth Care Forum.

The Simple Human Interactions That Make Learning Possible, Part 1; Part 2; Part 3
(Li, Martin, Palmer, 2016).

A 3-part blog post by Remake Learning highlights the importance of human interactions in an increasingly technological world. 

Developmental Relationships As the Active Ingredient: A Unifying Working Hypothesis of 'What Works' Across Intervention Settings
(Li & Julian, 2012)

A foundational paper to our work that highlights the theory and approach behind Simple Interactions.