Social-Emotional Learning Foundations for K–1 Students at Risk for Emotional and Behavioral Disorder: Findings From a Three-Year Randomized Controlled Trial

• In Event: Marriott Roundtable Session 15
  In Roundtable Session: Protective Factors and Social and Emotional Learning Skills in Special Education and At-Risk Students

Abstract

Children’s social-emotional growth is inextricably connected to academic learning. We provide findings from a three-year federally funded efficacy study of Social-Emotional Learning Foundations (SELF), a K-1 curriculum merging social-emotional learning (SEL) and literacy instruction to promote both social-behavioral and academic self-regulation. The study is a pretest-posttest cluster randomized efficacy trial with one fixed between-subjects factor to test the effects of teacher-delivered SEL instruction against those of business as usual. The sample included 1,145 children identified by teachers as at risk for EBD in multiple classrooms/schools. We found positive effects of SELF on social-emotional learning, self-regulation, and general behavioral functioning. Findings show promise for guiding future researcher-practitioner collaborations aimed at informing practice to improve educational outcomes, particularly for students at risk.

Authors

• Ann P. Daunic, University of Florida

• Nancy Corbett, University of Florida

• James Algina, University of Florida

• Stephen W. Smith, University of Florida

• Delaney Boss, University of Florida