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Context Matters for Social‐Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate
Author(s) -
McCormick Meghan P.,
Cappella Elise,
O’Connor Erin E.,
McClowry Sandee G.
Publication year - 2015
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-015-9733-z
Subject(s) - health psychology , social emotional learning , variation (astronomy) , context (archaeology) , psychology , public health , social environment , social psychology , sociology , developmental psychology , social science , geography , medicine , nursing , archaeology , physics , astrophysics
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.