The Impact of Social-Emotional Learning on Chronic Absenteeism

• In Event: The Bigger Picture Impact of Social-Emotional Learning in Schools

Abstract

This paper draws on the literature of psychology and social-emotional learning (SEL) studies to establish the link between SEL and chronic absenteeism. In particular, it is the self-management and self-efficacy that are the dominating forces determining chronic absenteeism since they largely reflect students’ school attitude and pro/anti-social behavior/cognition as suggested by the risk factors of chronic absenteeism literature. This hypothesis is confirmed by data from California CORE districts. The implications of this study are twofold. First it suggests that those SEL practices and interventions may provide a solution to the nation’s prevalence of chronic absenteeism. Second, it validates the ongoing practice of using survey of self-reported SEL as a reliable measure of students’ school attitude and pro/anti-social behavior/cognition.

Authors

• Sara Hu, Education Analytics

• Robert H. Meyer, University of Wisconsin - Madison