Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms
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| Title: | Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms |
|---|---|
| Language: | English |
| Authors: | Susan Crandall Hart (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170047 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Social Emotional Learning, Academic Achievement, Grade 1, Elementary School Students, Outcomes of Education, Mathematics Achievement, Learning Motivation, Achievement Gains, Program Effectiveness, Program Implementation, Comparative Analysis, Teacher Attitudes, Learner Engagement, Student Characteristics, Cooperative Learning, Rating Scales, Student Evaluation, Classroom Environment |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| ISSN: | 2332-8584 |
| Abstract: | Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455210 |
| Database: | ERIC |
| Abstract: | Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions. |
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| ISSN: | 2332-8584 |
