The Impact of Leader in Me on Student Engagement, Social Emotional Skills, and Dropout Indicators

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-15 - Evaluating the Impact of Social and Emotional Learning Programs on School and Student Outcomes

Abstract

This study examined whether the implementation of Leader in Me (LiM) positively impacted student non-academic outcomes in 112 US schools participating in a Federal Race to the Top District (RTT-D) grant entitled kid•FRIENDLy (kids Focused, Responsible, Imaginative, Engaged, and Determined to Learn), and how varying levels of LiM implementation fidelity affected student non-academic outcomes. After 10-month of implementing Leader in Me, students in the LiM schools had greater school engagement and social emotional skills than students in the Non-LiM schools after controlling for school demographics. Students in the higher fidelity LiM schools had stronger school engagement, responsibility and self-control/self-management skills, emotional/physical wellbeing and fewer dropout indicators than students in in the lower fidelity LiM schools.

Authors

• Brant Goble

• Jie Zhang, Western Kentucky University

• Candace Elliott

• Komako Suzuki, Western Kentucky University

• Gary W. Houchens, Western Kentucky University

• Antony D. Norman, Western Kentucky University

• Jenni Redifer, Western Kentucky University

• Amber Schroeder

• Kyong Hee Chon, Western Kentucky University

• Stephen K. Miller, Western Kentucky University