Socially-emotionally skilled children in SWPBIS schools were less often held back a grade than skilled peers in comparison schools (1.8% vs 4.2%, d = -0.39)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2015 · 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 i1 A lower percentage of socially-emotionally skilled children in SWPBIS schools had ever been held back a grade over the trial (1.8% vs. 4.2%, d = -0.39). → Bradshaw 2015
Evidence¶
Bradshaw 2015¶
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings From a Randomized Controlled Effectiveness Trial. Journal of Educational Psychology. https://doi.org/10.1037/a0037630
q3 · i1 · causal · r2
Archival administrative-record outcome (grade retention) in the group-randomized trial, within the socially-emotionally skilled latent class. "A low e r percentage o f so c ia lly -e m otio na lly skilled children in SW PB IS schools had ever been held back a grade," d = -0.39.
"A low e r percentage o f so c ia lly -e m otio na lly skilled children in SW PB IS schools had ever been held back a grade over the course o f the trial (1.8% vs. 4.2% , d = —0.39) relative to the so c ia lly -e m otio na lly skill ed children in the com parison schools."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- SWPBIS reduced receipt of counseling for inappropriate behavior among at-risk and socially-emotionally skilled children — related
- At-risk children in SWPBIS schools were significantly less likely to be referred to special education than at-risk peers in comparison schools — related
- SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12) — related
- SWPBIS produces a very small improvement in teacher-rated emotion regulation among elementary school children (ES = 0.11) — related
- SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17) — related
- School closings had no effect on grade retention rates or special education referrals for displaced students — related
- SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
swpbis-reduces-grade-retention-skilled |
title |
Socially-emotionally skilled children in SWPBIS schools were less often held back a grade than skilled peers in comparison schools (1.8% vs 4.2%, d = -0.39) |
description |
Socially-emotionally skilled children in SWPBIS schools were less often held back a grade than skilled peers in comparison schools (1.8% vs 4.2%, d = -0.39) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bradshaw-2015 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.