Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 2017 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Students who have a sense of belonging and purpose, can work well with peers to solve problems, can plan and set goals, and can persevere through challenges—in addition to being literate, numerate, and versed in scientific concepts—are more likely to maximize opportunities and reach their full potential. → Stephanie M. Jones 2017

Evidence¶

Stephanie M. Jones 2017¶

Stephanie M. Jones, Jennifer Kahn. (2017). The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Washington, DC: The Aspen Institute, National Commission on Social, Emotional, and Academic Development. https://www.mathematica.org/publications/the-evidence-base-for-how-we-learn-supporting-students-social-emotional-and-academic-development

q1 · i? · review · r1

The consensus statement enumerates social, emotional, and academic capacities together, asserting that students with these capacities "are more likely to maximize their opportunities and reach their full potential." No individual studies or effect sizes are printed in the available text.

"Students who have a sense of belonging and purpose, who can work well with classmates and peers to solve problems, who can plan and set goals, and who can persevere through challenges— in addition to being literate, numerate, and versed in scientific concepts and ideas—are more likely to maximize their opportunities and reach their full potential."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Social-emotional learning benefits persist at follow-up — related
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure — related
• Belonging Interventions Improve Outcomes — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Schools where students report feeling more safe, supported, and challenged show stronger academic and social-emotional growth, and student reports predict future school improvement — related
• In schools where students experience peer support for academic work, student learning is more likely — related
• Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning — related
• An adult-education market report, citing a 2014 Department of Labor synthesis, states that cohort membership contributes to adult learners' skill development and persistence — a narrower finding that bears on this claim
• Positive learning communities and collaborative social interaction drive learning — related
• Decades of research show SEL benefits student well-being, academic performance, attendance, graduation rates, and future success — related
• Short belonging interventions in college settings can produce significant and lasting effects — related
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
• Supporting well-being and connection is a prerequisite to academic excellence — related
• Learning happens best when students feel a sense of belonging, while alienation and exclusion create cognitive barriers — related
• Cognitive, emotional, and social skills should be taught alongside content because learning is integrated in the brain — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — a narrower finding that bears on this claim
• Problem-based learning connecting coursework and practice is associated with stronger candidate skill development and self-efficacy — related
• 66% of Los Padillas students reported a sense of belonging in 2023–24, well above the 44% for students in the rest of the district — a narrower finding that bears on this claim
• A sense of belonging can help promote and consolidate online learning — a narrower finding that bears on this claim
• IPS implemented with adult support and regular review may increase students’ academic engagement, agency, career-relevant knowledge and skills, and college/career drive — related
• A sense of belonging is firmly linked with improved student attainment, increased learners' satisfaction and reduced attrition rates in campus-based learning — related
• Employers value social and emotional development alongside content knowledge for workforce preparation — possibly the same claim (merge candidate)
• Purpose in learning increases engagement, self-regulation, and academic performance — related
• Multiple non-academic competencies (leadership, sports-related skills, work habits, prosocial behavior, locus of control) appear to predict students' later success in higher education and the labor market — related
• Pokémon Go play is associated with improved social well-being, belonging, and connection, and reduced anxiety about leaving the house — a narrower finding that bears on this claim
• Students—particularly those facing significant social, economic, and academic impediments—demonstrate stronger academic, social, and emotional development in smaller learning settings — related
• Belonging is a prerequisite for effective collaborative learning, not merely a positive outcome — a narrower finding that bears on this claim
• The review proposes that embodied language learning engages learners holistically while promoting language skills and adding emotional and motivational benefits — a narrower finding that bears on this claim
• Goal-setting interventions with action plans and public commitment improved academic performance (review-reported) — a narrower finding that bears on this claim