Impact of Building Resilience Through Social Emotional Learning and Its Correlation to Disciplinary Incidents

• In Event: Leveraging Social Emotional Learning for At-Risk Students

Abstract

The number of students who are exposed to adverse childhood experiences is ever growing in our country and impact the ability of students to benefit from academic instruction provided in schools. This research paper examines the School Survey on Crime and Safety 2007-2008 to correlate the impact of social-emotional learning to office referrals. The results of this study suggest that when students are taught resilience through behavior modification, counseling or social work services, and/or mentoring and tutoring, office referrals decrease. This has implications for adding a social-emotional learning curriculum in schools, thus supporting students’ ability to face adversity, trauma, tragedy, threats, significant sources of risk and mitigate the negative impact in school, on their lives, and future mental health.

Author

• Suzanne DeWeese, Notre Dame of Maryland University