Social-Emotional Learning

This literature review explores the role of noncognitive factors in academic performance, which is measured by student GPA. The report develops an evidence-based conceptual framework from existing literature on noncognitive factors. The report also analyzes existing research to identify any gaps in knowledge in order to assist policymakers who wish to assess leverage points for improving student achievement. Additionally, it examines implications for student learning, presents case studies, and provides recommendations.

This study evaluated the effects of English, mathematics, and career development curriculum on high school sophomore and junior American Indian students’ academic achievement in Nizhoni Academy, a five-week summer program. Data from teacher-constructed math and English pre and posttests and a questionnaire regarding students’ feelings related to career goals and opportunities available to them after graduation were examined. Results revealed that the academy improved test scores in both content areas and prepared American Indian students for college.

This meta-analysis of 213 studies reviewed the impact of social-emotional skills programs. Of these studies, 27 comparison group studies examined high school programs. Programs aim to promote a wide array of skills including social skills, self-esteem, empathy, problem solving, conflict resolution, coping, and stress reduction. Results indicated that social-emotional learning (SEL) programs are successful at all educational levels (elementary, middle, and high school) and in urban, suburban, and rural schools.

This piece, produced by the Centers for Disease Control and Prevention (CDC), discusses efforts to improve child and adolescent health and educational outcomes by enhancing protective factors in their lives that reduce the effects of stressful events, increase one’s ability to avoid risks, and promote social and emotional competence. One of the most promising protective factors is school connectedness, or the idea that that students believe that adults and peers care about their lives and their learning.

This meta-analysis of 30 studies examines whether social and/or communicative skills interventions helped to improve transition or transition related outcomes in high school aged students with disabilities. Results showed 1) little support for interventions aimed at augmentative and alternative communication; 2) modest support for interventions focused on the acquisition of conversation skills or social skills training. The authors were unable to conduct a meta-analysis of Interventions designed to reduce inappropriate social behaviors.