A study published in Contemporary Educational Psychology looks at the benefits of a school-based social and emotional learning (SEL) intervention in relation to academic achievement by examining how the four main components that underlie the SEL model (children’s social-emotional competence, school connectedness, mental health problems, and academic achievement) interact over time.
Margarita Panayiotou and colleagues from Manchester Institute of Education used data drawn from a major cluster randomized trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum to present a three-wave (annual assessment, T1, T2, T3) longitudinal sample. The sample included 1,626 students from 45 primary schools in north-west England. They examined the relationship over time between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic achievement (T3), and whether exposure to an SEL intervention (in this case PATHS versus usual provision) had any effect on these relationships. Findings were as follows:
- Social-emotional competence at T1 had a positive influence on school connectedness and mental health difficulties at T2.
- However, SEL was only a significant predictor and mediator of academic achievement at T3 after controlling for gender and prior academic performance.
- Students who had greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic achievement at T3 (p<0.01).
- However, greater connectedness to school at T2 did not predict later academic achievement.
Intervention exposure did not appear to influence these relationships.
Source (Open Access): Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193–204.