Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools

Authors’ Note. This research was supported in part by a School Climate Transformation Grant (Grant # S184F140038 – 15) awarded from the U.S. Department of Education to the Delaware Department of Education.

Abstract

The concurrent associations between students' perceptions of cognitive–behavioral and emotional engagement in schools and three factors aligning with the major aims of the school-wide social–emotional learning (SEL) approach (i.e., teacher–student relationships, student–student relationships, and teaching of social and emotional competencies) were examined among 25,896 students across elementary, middle, and high school while controlling statistically for demographic variables. Results indicated that at the student level all three factors were associated significantly with cognitive–behavioral engagement, but at the school level only the teaching of social and emotional competencies was associated significantly with cognitive–behavioral engagement. All three factors were also associated significantly with emotional engagement at both the student and school levels, with teacher–student relationships having the strongest association. Results of moderating analyses revealed that the strength of association of student engagement with teacher–student relationships, student–student relationships, and the teaching of social–emotional competencies varied depending on the types of engagement and students' grade levels. These and other key findings, as well as implications for research and practice, are discussed.

Keywords:

• school-wide social–emotional learning
• student engagement
• teacher–student relationships
• student–student relationships
• teaching of social–emotional competencies

Notes

1 When the proportion of variance explained was calculated, the previous model (i.e., the model specified in the previous hierarchical step before the new predictors were added), not the null model, was chosen as the comparison model: Proportion of Variance Explained at Student Level by the Addition of Predictor(s) = σ_{previous model}² − σ_{current model}²/σ_{previous model}²; Proportion of Variance Explained at School Level by the Addition of Predictor(s) = τ_{previous model}⁰⁰ − τ_{current model}⁰⁰/τ_{previous model}⁰⁰.

Additional information

Notes on contributors

Chunyan Yang

Chunyan Yang, PhD, is an assistant professor in the Department of Counseling, Clinical, and School Psyhology at the University of California, Santa Barbara. Her research intersets focus on understanding the functions of school climate, social–emotional learning, school and classroom management techniques, and cultural factors in promoting and prohibiting the development of resilience among children and adolescents, particularly in programs targeting bullying and school engagement.

George G. Bear

George G. Bear, PhD, is a professor in the School of Education at the University of Delaware. His research focuses on school climate, classroom management, and children's social, emotional, and moral development.

Henry May

Henry May, PhD, is director of the Center for Research in Education and Social Policy and an associate professor of education and human development at the University of Delaware. He specializes in the application of modern statistical methods in education policy research and program evaluation.