title: Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.
abstract: This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.
authors.affiliation: MDRC, 16 East 34th St., New York, NY, 10016, USA, meghan.mccormick@mdrc.org.
authors.forename: Meghan P
authors.initials: MP
authors.lastname: McCormick
authors.forename: Elise
authors.initials: E
authors.lastname: Cappella
authors.forename: Erin E
authors.initials: EE
authors.lastname: O'Connor
authors.forename: Sandee G
authors.initials: SG
authors.lastname: McClowry
mesh_terms: D000124:Achievement; D002648:Child; D002675:Child, Preschool; D004644:Emotions; D005006:Ethnicity; D005260:Female; D006801:Humans; D007857:Leadership; D008297:Male; D008913:Minority Groups; D015279:Organizational Culture; D011203:Poverty; D012449:Safety; D012572:School Health Services; D012574:Schools / Q000458:organization & administration*; D000068356:Self-Control; D012931:Social Environment; D000067570:Social Learning; D012941:Social Responsibility; D013334:Students / Q000523:psychology*; D014505:Urban Population