Promoting Adolescents' Academic Performance: A District-Wide Randomized Trial of a Social-Belonging Intervention

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-6 - Supporting Students: The Role of Social Support, Belonging, and Adversity in Learning Outcomes

Abstract

Treated sixth-grade students performed at statistically significantly higher levels on GPA and received fewer failing grades than their control group peers after participating in a district-wide randomized controlled trial of a social-psychological intervention designed to lessen belonging uncertainty and increase positive interpretations of adversity in academic settings. The randomized design and district-wide implementation provide strong warrants that such interventions can make a difference at scale.

Authors

• Geoffrey D. Borman, University of Wisconsin - Madison

• Chris Rozek, University of Chicago

• Rachel Feldman, University of Wisconsin - Madison

• Paul Hanselman, University of California - Irvine