The Relationship Between Student Social and Emotional Learning and Academic Achievement at a Selected High School in Northeast Tennessee
Date
2023-04-27
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Abstract
The purpose of this quantitative study was to determine the relationship between self-reported social and emotional health and test scores at a selected high school in Northeast Tennessee. The sample consisted of 363 participants from the student population during the school year 2022-2023. The participants completed an SEL survey during the Fall 2022 Semester while enrolled in the selected high school. Data were collected using student survey performance framework measures and testing data extracts from the school and district student information systems. Data were analyzed using SPSS to determine the relationship between SEL scores and attendance. This research found students’ SEL survey scores to be significantly related to standardized test scores. The results suggest that the higher students self-report their social and emotional health, the more likely it will correspond with high test scores. This research recommends incorporating SEL measurements in addition to academic achievement measures for the purpose of early warning systems and at-risk student indicators. Consideration should be given to using research-based SEL programming and interventions to improve practice. Future research should include targeted SEL skills and academic test score levels measured before and after applying appropriate interventions
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Collaborative for Social and Emotional Learning, Social and Emotional Learning (SEL), Social and personal competencies, Whole Child Approach