The Role of Social Emotional Learning Interventions and High School Pushouts

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

Abstract

This study examines the role of a Social Emotional Learning based intervention on thirty-nine former high-school students who were pushed out of school were interviewed. The mean age is 18.1 years and the sample consists of 27 Latino and 12 African American/Black youth. The goals of the study were to identify why students were being pushed out of high schools. Findings help us understand students’ experiences and resiliency in finding a way to earn their high school diploma/equivalency despite the daily barriers they faced. We recommend creating policies that make it easier for teachers to engage in their student’s education in order to decrease the changes of students being pushed out of school.

Authors

• Jay Barragan, University of California - Santa Barbara

• Rebeca Mireles-Rios, University of California - Santa Barbara

• Victor M. Rios, University of California - Santa Barbara