Unified Champion Schools: Promoting Positive Social-Emotional Learning Outcomes for Students With and Without Intellectual Disabilities

• In Event: From Research to Practice: Promoting Social and Emotional Learning Skills for All Students Through Innovative Social Inclusion Programming

Abstract

Special Olympics Unified Champion Schools (UCS) is a three-component, innovative, education-based strategy for youth-driven social change, establishing a general standard of respect, acceptance, and inclusive school environments for students with and without intellectual disabilities (ID). Building on the ecological model of social inclusion (Simplican, et al., 2015), UCS exerts its effects through the promotion of interpersonal relationships and participation within the school community. Findings from annual evaluations indicate that the UCS program promotes skills in areas of personal growth including identity development, interpersonal skills, teamwork, and social skills – all skills related to social-emotional learning (SEL). Research suggests that SEL skills are bolstered when they are "learned, supported, and valued in a range of contexts" (Jones & Bouffard, 2012), of which extracurricular activities have emerged as a setting where students have natural opportunities to learn or practice the core competencies of SEL. Importantly, extracurriculars offer opportunities for all types of students to interact, get to know one another, and develop social and emotional skills (Siperstein et al., 2019).

This presentation presents data describing the impact of UCS participation on SEL skills using a mixed methods approach. Structural equation modeling was used to assess the impact of UCS on self-reported SEL skills (social awareness and relationships skills) for middle and high school students (N = 2,381) who participated in UCS. Comparisons were made between students who reported intense (two or more core activities including Unified Sports or Unified Club) vs moderate (one core activity, or two or more activities, not including Unified Sports or Unified Club) participation. Both Unified Sports and Unified Club indirectly impacted SEL skills through increased visibility of, and social interactions with students with ID in middle school (Sports, B = .20, p < .01; Club, B = .19, p < .01) and high school (Sports, B = 1.68, p < .01; Club, B = .91, p < .05). The impact was greatest for students reporting more intense participation as there were more opportunities to see and interact with their peers with ID which, in turn, led to enhanced social-emotional competencies. To complement student perspectives on their own social and emotional development, interviews with school staff (N = 27) including administrators, general education teachers, and counseling/guidance staff who oversee Unified Sports and Unified Club were also assessed to understand how these activities might promote SEL skills. School staff reported that that these activities teach students to be aware of other people’s feelings, put themselves in other people’s shoes, develop friendships, and display empathy – all skills that are central to the development and enhancement of SEL.

These data provide preliminary evidence that the inclusive spaces created by Special Olympics UCS allows students with and without ID to get to know each other in collaborative, goal-oriented environments where SEL is an outcome of these inclusive activities and interactions. Importantly participation in UCS provides equitable access to SEL curricula for students with ID who are traditionally not included in SEL-focused school activities.

Authors

• Ashlyn Smith, Special Olympics International

• Andrea Cahn, Special Olympics