SEL-related constructs are strongly predictive of long-term academic achievement and attainment¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Evidence indicates that constructs related to social-emotional learning strongly predict students' long-term academic achievement and attainment. → James Soland 2019

Evidence¶

James Soland 2019¶

James Soland, Gema Zamarro, Albert Cheng, Collin Hitt. (2019). Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata. Educational Researcher 48 (7). https://journals.sagepub.com/home/edr doi:10.3102/0013189x19861356

q2 · i? · review · r?

The article's abstract states, citing growing evidence, that SEL-related constructs are "strongly predictive of long-term academic achievement and attainment"; no specific studies, effect sizes, or statistics are printed in the available text, so this is the review's framing assertion.

"growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment"

Discussion¶

Related Claims¶

• In a large urban district, 6th-grade SEL status is more frequently a significant predictor of being off track academically in 9th grade than SEL growth between 6th and 8th grade — a narrower finding that bears on this claim
• The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors — related
• Educators' emotion regulation, relationship management, well-being, and school climate perceptions did not predict whether students met i-Ready math or reading growth goals — related
• Social and emotional learning programs promote competencies, reduce behavior problems, and improve engagement and achievement, with sustained longer-term benefits — a broader claim this one bears on
• Early prosocial behavior predicted later academic achievement more strongly than early academic skills — a narrower finding that bears on this claim