Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate

Meghan P. McCormick, Elise Cappella, Erin E. O’Connor, Sandee G. McClowry

Research output: Contribution to journalArticle

Abstract

This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.

Original languageEnglish (US)
Pages (from-to)101-119
Number of pages19
JournalAmerican journal of community psychology
Volume56
Issue number1-2
DOIs
StatePublished - Sep 27 2015

Keywords

  • Academic achievement
  • School climate
  • School context
  • Social-emotional learning

ASJC Scopus subject areas

  • Health(social science)
  • Applied Psychology
  • Public Health, Environmental and Occupational Health

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