Implement programs to improve students' classroom behavior and social skills¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide's fourth recommendation has students 'establish attainable academic and behavioral goals and be recognized when they accomplish them,' teaches strategies to strengthen problem-solving and decision-making skills, and partners with community-based agencies to address external factors affecting social and behavioral interactions. Adult advocates or other engaged adults help students set goals with specific benchmarks.

Design Implications¶

Context¶

Requirements¶

• Adult advocates or engaged adults to help students establish goals with specific benchmarks
• Partnerships with community-based program providers and agencies such as social services, welfare, mental health, and law enforcement

Constraints¶

• The panel rated the evidence for this recommendation as low

Target Learners¶

• Middle and high school students at risk of dropping out with behavioral or social-skill challenges

Target Learning Goals¶

• Improved classroom behavior, problem-solving and decision-making skills, and social competence

Related Strategies¶

• Provide academic support and enrichment to improve academic performance of at-risk students
• Positive Behavior Support
• Explicit Interpersonal Skills Instruction
• Create a Classroom Code of Conduct
• Establishing Classroom Norms
• Take A Break Station
• Model Empathy and Explain
• Personalize the learning environment and instructional process to foster belonging
• Provide rigorous and relevant instruction connecting academics to postsecondary options

Examples¶

-

Key Sources¶

• Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008-4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/WWC/PracticeGuide/9.