Longitudinal Effects of Teacher-Perceived School Organizational Support on Student Social-Emotional Competencies

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Supporting Teachers With Social and Emotional Learning (Table 41)

Abstract

This study investigated the association between teacher perceptions of school support (TPS), student sociodemographics, and student social-emotional competencies (SEC). Participant were18,170 students from 1,310 schools, in a nationally representative sample within the U.S. Results showed that TPS was positively associated with all three domains of SEC, including self-control skills, interpersonal skill, and executive functioning. The positive association between TPS and SEC was stronger among White than Hispanic students. The positive association between TPS and self-control was stronger among White than Asian students. The positive association between TPS and student attentional focus was stronger for White than Black students. Finally, the positive prediction from TPS to student attentional focus and self-control skills was stronger for students from a high SES background.

Author

• Maedeh Golshirazi, San Francisco Unified School District