Understanding how a student develops social-emotionally over intermediate school can improve identification of students not on track to succeed in high school¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Incorporating SEL growth information, not just initial SEL status, improves identification of students who will be off track academically in 9th grade. → James Soland 2021
Evidence¶
James Soland 2021¶
James Soland, Megan Kuhfeld. (2021). Identifying students who are off-track academically in 9th grade: The role of social-emotional learning trajectories. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12463
q3 · i? · associational · r?
Authors' summary finding from the longitudinal growth-model study of SEL trajectories in a large urban district. The article states that "understanding how a student develops social-emotionally can improve identification of students not on track to succeed in high school"; no effect size is printed.
"Findings suggest that understanding how a student develops social-emotionally can improve identification of students not on track to succeed in high school."
Discussion¶
Related Claims¶
- Middle school social-emotional learning skills predict being off-track to graduate high school — related
- 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 — reports the opposite
- Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study — related
- Successful transition from intermediate to secondary school depends on both academic preparation and social-emotional learning skills suited to a more independent environment — a broader claim this one bears on
- Growth in self-management between 6th and 8th grade predicts being off track academically in 9th grade above and beyond 6th-grade self-management status — a narrower finding that bears on this claim
- Students' 6th-grade SEL level and SEL growth from 6th to 8th grade relate to successful transition to secondary school — related
- The on-track indicator is strongly related to students' likelihood of graduating — related
- Students often slip off track during transition years (6th and 9th grade) even when they previously performed well — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sel-trajectories-improve-off-track-identification |
title |
Understanding how a student develops social-emotionally over intermediate school can improve identification of students not on track to succeed in high school |
description |
Understanding how a student develops social-emotionally over intermediate school can improve identification of students not on track to succeed in high school |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2021 |
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