Can Social-Emotional Learning and School Culture and Climate Protect Students’ Academic Performance During COVID?

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Addressing Culturally and Linguistically Responsive SEL in Schools (Table 3)

Abstract

During the pandemic, schools sought strategies to protect student learning. This paper explores the role of Social-Emotional Learning (SEL) and School Culture Climate in mitigating learning loss during these challenging years and examines whether they are particularly beneficial for historically marginalized students. We find that self-management, growth mindset, and self-efficacy are positively associated with math and English Language Arts scores on both summative and interim assessments, after controlling for prior test scores and student demographics. Notably, the differential impacts of SEL become apparent in later grades. In fifth grade, English Language Learners benefit more from self-management and social awareness but less from self-efficacy. Additionally, our study indicates that a positive perception of school safety is linked to better test performance.

Authors

• Shuyuan Li, Education Analytics

• Yang Caroline Wang, Education Analytics