Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of INSIGHTS

Abstract

Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students’ school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed.

Learning behaviors, executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school

“…Similar to the review of Hagarty and Morgan (2020), some evidence for improving the social skills of children and adolescents with learning disabilities is also found for interventions based on social-emotional learning (SEL) theory. In their longitudinal study with a randomized experimental-control group design (n = 1,634), McCormick et al (2019) examined the effects of SEL over a five-year period. The authors provide evidence of the significant effect of SEL on the need for special education needs assignments (i.e., students who participated in SEL showed a lower rate of special education needs).…”

Nurturing positive mental health and wellbeing in educational settings – the PRICES model

“…During the later elementary years (ages 9-11) there is a shift toward greater emphasis on peer and friend groups, a push towards greater independence in decision-making, and a need to build competencies that are self-driven (21,22). Developmentally, this period is focused on peer relationships and opportunities to support cooperation, empathy cultivation, conflict resolution and healthy collaboration, while also supporting the emergence of a self-concept that is strength-based and grounded in compassion.…”

Social-Emotional Learning untuk Siswa Berkebutuhan Khusus di Sekolah Inklusi

“…Namun, siswa yang mengalami tingkat viktimisasi teman sebaya yang tinggi, tetapi melaporkan tingkat instruksi dan keterampilan SEL yang lebih rendah, merasakan tingkat perundungan yang rendah secara keseluruhan di sekolah mereka." (McCormick et al, 2019) Menguji dampak dari satu program SEL yang diterapkan di taman kanak-kanak dan kelas satu terhadap penerimaan pendidikan khusus dan retensi nilai di kelas lima. penelitian ini mempertimbangkan apakah dampaknya bervariasi antaracsiswa berpenghasilan rendah dan tinggi.…”