Describe a research question in human relations that is of interest to you, with specific dependent and independent variables.

Journal of Experiential Education 2016, Vol. 39(4) 370 –385

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Article

Preventing Academic Disengagement Through a Middle School–Based Social and Emotional Learning Program

Amanda Moore McBride1, Saras Chung2, and Anne Robertson1

Abstract Behaviors that warrant school discipline (e.g., fighting, victimizing peers) is detrimental to school climate and the learning process. This study examines the effectiveness of preventing school disciplinary incidents in middle school through an experiential, social and emotional learning (SEL) program. A community youth development organization, two public middle schools in low-income communities and a local university collaborated to design and deliver the program to all seventh- grade students in social studies curricula. This article describes the design of the intervention and its effect on students’ suspensions, skipping class, and failing grades. The results of this study indicate that a school-based SEL service-learning program may reduce disciplinary incidents for middle school students. Other attitudes and skills, however, did not change significantly in the anticipated direction. This research demonstrates the effect of SEL curricula and service-learning programs embedded in school coursework. Implications for practice and research include understanding mechanisms of change in SEL processes.

Keywords service learning, experiential learning, school discipline, social and emotional learning, middle school

1University of Denver, CO, USA 2Washington University in St. Louis, MO, USA

Corresponding Author: Saras Chung, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130, USA. Email: saraschung@wustl.edu

668901 JEEXXX10.1177/1053825916668901Journal of Experiential EducationMcBride et al. research-article2016

McBride et al. 371

Introduction

Many public schools in economically vulnerable communities are constrained by a lack of resources available to help students learn increasingly difficult academic con- cepts, while also preparing them for a successful launch into society. For resource- depleted schools, the primary mission of education is often complicated by the urgent need to address student behaviors, which can be exacerbated by the effects of poverty (Wadsworth et al., 2008). Poverty-related stress can manifest itself in adolescent inter- nalizing and externalizing problems, deviant behavior, and school dropout (Wadsworth et al., 2008), further complicating the already difficult task of educating.

These types of stressors can create vicious cycles for vulnerable schools. Instead of proactively encouraging positive student behaviors, schools are left with little choice but to spend their limited time and resources addressing highly disruptive and often- times dangerous behaviors. On an individual level, paying the consequences of one’s actions can reduce time that a student remains in the classroom to learn. Fragmented attendance in the classroom further diminishes a student’s exposure to instruction, which may increase academic disengagement, causing students to fall farther behind academically (American Academy of Pediatrics, 2013). Lack of academic motivation may further exacerbate their participation in disruptive behaviors, creating a negative reinforcing loop of behaviors for schools to address.

The purpose of this study was to examine whether a universal social and emotional learning (SEL) curriculum delivered through a service-learning program could reduce school disciplinary incidents and increase academic engagement for middle school stu- dents. Specifically, this study included the following objectives: (a) work with an urban middle school to deliver an SEL program to an entire grade of seventh-grade students as part of their weekly social studies curricula, and (b) determine whether the interven- tion could reduce middle school disciplinary incidents and increase academic engage- ment, as found in previous replications of the program with high school students.

The intervention design tests a range of academic and social outcomes. First, this study tests whether the intervention could enhance academic efficacy, civic attitudes, and engagement in schools. To our knowledge, few SEL programs have been coupled with service learning and embedded in school curricula in this way. In addition, this study examines whether delivering the intervention in school curricula could reduce negative school behaviors when embedded in school curricula during the school day.

SEL as an Intervention to Prevent Negative School Behaviors

SEL is defined by the most widely used definition from the Collaborative for Academic, Social, and Emotional Learning (CASEL) and Zins, Bloodworth, Weissberg, and Walberg (2004) as follows:

SEL is a process for helping children develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships and our work effectively and ethically. These skills include recognizing and managing our emotions,

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developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. They are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices. (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2014, http://www.casel.org/ social-and-emotional-learning/)

Similarly, Zins et al. (2004) define SEL as the process through which children and adolescents enhance their ability to incorporate thinking, feeling, and behaving to achieve important life tasks. These skills include recognizing and managing emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically (Zins et al., 2004).

The American Academy of Pediatrics (2013) has recommended that early interven- tion programs identifying students at risk of suspensions and expulsions should also teach age-appropriate behaviors. SEL programs seem to align with this need. Previous research suggests that SEL programs can influence the development of appropriate emotion regulation techniques and positive peer interactions, encouraging young peo- ple to follow positive and productive trajectories (Anderson-Butcher, Stetler, & Midle, 2006; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Zins & Elias, 2006).

In schools, SEL interventions have been used to reduce a variety of negative behav- iors and increase positive development for youth. In a meta-analysis of SEL programs, successful programs included components that (a) use a connected or coordinated set of activities to achieve objectives related to skill development, (b) use active forms of learning to help youth learn new skills, (c) have at least one component devoted to developing personal or social skills, and (d) targets specific SEL skills rather than targeting skills in general terms (Durlak et al., 2011).

Social and emotional skills taught and demonstrated during childhood have been tied to numerous positive behaviors and qualities. A 3-year longitudinal study of a universal SEL program for elementary school students indicated that students who engaged in the program experienced preventive effects on population-level rates of aggression, social competence, and school engagement (Conduct Problems Prevention Research Group, 2010). In adolescence, there is evidence of indirect effects on the reduction of anxiety and depression or emotional distress (Durlak et al., 2011; Neil & Christensen, 2009); decreased incidence of conduct problems, such as drug use (Diekstra, 2008; Durlak et al., 2011); and improved performance in school (Diekstra, 2008; Durlak et al., 2011; Wilson, Lipsey, Jo, & Mark, 2006).

Although there are many different types of SEL programs, experiential activities embedded in service learning within a positive youth development framework may be one way to build social and emotional skills in early adolescence (Chung & McBride, 2015). Service learning is a pedagogy that is used to describe structured learning opportunities that engage students in service from research to reflection. These types of experiences have an explicit student learning focus integrated with an equally fun- damental community focus, providing hands-on opportunities for students to research,

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