Social and Emotional Skills and Achievement: Predicting ACT Scores Among Students With and Without Disabilities

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Social and Emotional Learning and Student Achievement (Table 14)

Abstract

Social and emotional (SE) skills predict academic achievement, but less is known about this relationship for students with disabilities specifically. This study examines the relationship between SE skills and ACT scores among a matched sample of 820 students with and without disabilities. Results indicate there are differences in how and the extent to which SE skills predict academic achievement among students with and without disabilities. Additionally, accounting for income influences the relationships between SE skills and ACT scores for both groups of students but is particularly influential for students with disabilities. These results suggest SE skills may impact academic achievement differently for students with disabilities.

Authors

• Jill McVey, ACT, Inc.

• Nola Daley, ACT, Inc.

• Cristina Anguiano-Carrasco, ACT, Inc.