Social-Emotional Learning (SEL) in a Multi-Tiered System of Support (MTSS) Framework: Relationship and Overlap Among SEL, Reading, and Math Performance

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Social and Emotional Learning and Student Academic Performance (Table 18)

Abstract

This study aims to investigate the relationship between SEL, Reading, and Math in an applied Multi-tiered System of Support (MTSS) practice. Analyses focus on performance of 2726 students in a Midwestern school district on three screening assessments: the DESSA-Mini, the NWEA MAP Reading, and the NWEA MAP Math. Three approaches were taken to examine these relationships: 1) correlations between measures assessed direct associations, 2) stepwise regression assessed if social emotional skills explained unique variance in Math beyond Reading performance, and 3) rates of students screened for Reading and Math intervention need were compared between overall student population and those screened in need of SEL intervention. The study provides further empirical evidence of the relationship between social-emotional competencies and academic performance.

Authors

• Luke Lawson, Oklahoma State University
  Presenting Author

• Essie Sutton, Branching Minds
  Non-Presenting Author