Nonpromotional School Changes and Social and Emotional Learning: An Exploratory Study of Development in an Urban School District

• In Event: 18.059 - MTCC Roundtable Session Three
  In Roundtable Session: 18.059-13 - Effects of Social and Emotional Learning (SEL) Interventions, School Violence, and School Changes on SEL Competencies

Abstract

Supportive school-based relationships positively influence social and emotional learning (SEL). Because they disrupt these relationships, non-promotional school changes could be associated with differences in SEL development. There is little research, however, on how non-promotional school changes may impact SEL development, and the existing research tends to treat mobility as a static student trait, and does not explore the impact of the school change itself. Using data from one urban district, this study addresses a gap in our understanding of how school changes may impact SEL development, and explores how development is associated with non-promotional school change. Results suggest that school movement initially impacts SEL and perceptions of school climate, but these impacts tend to diminish over time.

Author

• Jonathan Schweig, The RAND Corporation