Schools fostering high self-esteem and social and scholastic success reduce the likelihood of emotional and behavioral disturbance¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Rutter's school-effectiveness research found schools that foster high self-esteem and promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance. → Benard 1991

Evidence¶

Benard 1991¶

Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community. Western Regional Center for Drug-Free Schools and Communities, Northwest Regional Educational Laboratory. https://eric.ed.gov/?id=ED335781

q2 · i? · review · r1

The review reports, citing Rutter's Fifteen Thousand Hours study of London schools, the conclusion that "schools that foster high self-esteem and that promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance." No effect size is printed.

"schools that foster high self-esteem and that promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance"

Discussion¶

Related Claims¶

• Conflict devolves to aggression toward self or other under reduced self esteem and social interest — related
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
• High schools that foster 8th-to-9th-grade student growth across multiple dimensions positively influence students' social and academic trajectories — related
• SEL programs reduce disruptive behavior problems and emotional distress and foster prosocial behavior — related
• Persons with high self esteem and high social interest sustain extended exchange under conflict, while low self esteem persons withdraw prematurely — related
• Early Risers shows no discernible effects on emotional/internal behavior for children at risk of emotional disturbance classification — related
• Social and emotional learning programs promote competencies, reduce behavior problems, and improve engagement and achievement, with sustained longer-term benefits — related