Social-Emotional Learning in Context: School Mobility and Social-Emotional Learning Trajectories in a Low-Income, Urban School District

• In Event: Social Emotional Learning in Various Contexts

Abstract

Social-emotional competencies stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigates whether and how one source of stress more common in these communities – school mobility – impacts SEL for African American students living in low-income, urban districts. Using a series of multi-level growth models, we find that school mobility in general has little to no effect on SEL trajectories. However, the relative safety of schools students moved to did have consistent and potentially long-lasting effects. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.

Authors

• Jessica Hoskins, University of California - Los Angeles

• Jonathan Schweig, The RAND Corporation