A Mediational Model of Social, Emotional, and Behavioral Approaches and Outcomes in U.S. Public Schools

• In Event: AERA Poster Session 11
  In Poster Session: Leading to Improve School Climate Through Diversity, Equity, and Inclusion

Abstract

Universal screening of social, emotional, and behavioral (SEB) functioning is recommended as a school-based practice, yet to-date, limited research has investigated outcomes. The purpose of this study was to explore the national landscape of SEB screening approaches in U.S. public schools in relation to district academic and behavioral outcomes. Primary results indicated that those districts with the greatest need for SEB services are the districts least likely to implement any screening approach and have no universal program in place. Further, perceptions of SEB problems were found to have a marginally predictive effect on district behavioral program practice and district behavioral outcomes. Overall, the study finds that district administrator beliefs matter in terms of advancing use of universal SEB screening approaches.

Authors

• Sandra M. Chafouleas, University of Connecticut

• Dakota Wayne Cintron, University of California - San Francisco

• D. Betsy Mccoach, University of Connecticut

• Amy Briesch, Northeastern University

• Jennifer Dineen, University of Connecticut - Storrs

• Daniel Volk, University of Connecticut