Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools.

A growing body of research indicates that school-based social-emotional and character development (SECD) and SECD-like programs (eg, social-emotional learning, positive youth development) can influence health behaviors and academic achievement among low-income minority youth, a population disproportionately affected by disparities in health1 and education. 2 In their meta-analysis examining the impact of school-based mental health and behavioral programs set in low-income, urban schools, Farahmand et al3 reported a mean effect size (generally Hedges g) on academic outcomes of 0.24. Durlak et al4 reported a mean effect size (generally Hedges g) on academic outcomes of 0.27 in their meta-analysis on school-based social-emotional learning (SEL) programs. With respect to health-related outcomes, the Durlak meta-analysis4 also showed SEL programs decreased conduct problems (effect size = 0.22) and emotional distress (effect size = 0.24), and improved positive social behaviors (effect size = 0.24). Whereas these findings are encouraging, there is a need to accumulate further evidence regarding the capacity of SECD programs to promote academic outcomes, especially when implemented in low-income, urban schools. Accordingly, the primary purpose of this study was to examine the impact of one comprehensive, school-wide SECD program, Positive Action, on academic outcomes using a longitudinal cluster-randomized controlled design in low-income, urban schools. Positive Action5 is grounded in theories of self-concept, 6–8 is consistent with social-ecological theories of health behaviors such as the Theory of Triadic Influence (TTI), 9, 10 and proposes positive feelings, thoughts, and actions result in fewer negative behaviors and enhanced motivation to learn. The core curriculum is taught through 6 units: self-concept, positive actions for mind and body, positive social-emotional actions focusing on getting along with others, and managing, being honest with, and continually improving oneself. The sequenced classroom curriculum consists of over 140 15–20 minute, age-appropriate lessons per grade taught 4 days per week for grades K-6, and 70 20 minute lessons taught 2 days per week for grades 7 and 8. The PA program also includes teacher, counselor, family, and community training, and school-wide climate development; the school-climate kit, which was used by every school in the trial of PA under study, focuses on using curriculum lessons and school activities to promote further positive actions amongst students, the school, families, and the community. More information about PA is available at http://www.positiveaction.net. Prior research has demonstrated that the PA program impacts a range of risk and resilience factors linked to academic outcomes, as well as academic outcomes themselves. 6 In an analysis of 3 longitudinal randomized controlled trials (RCT) of PA involving students aged 6 to 11 years, PA partially mitigated the decrease in number of positive behaviors endorsed by youth across time. 11 In a matched-pair RCT of PA involving 20 schools in Hawai’i, PA was shown to create whole-school contextual change and improve school quality. 12 Students in schools receiving PA were also less likely to engage in substance use, violent behaviors, or sexual activity,13 and PA schools had significantly higher school-level academic achievement and less absenteeism.14 Limitations in prior PA research should be addressed. For example, the academic impact of PA during the middle-school years has not yet been examined. Doing so is critical, as the adolescent years represent a key developmental period with new academic and social demands. Also, the need exists to collect academic-related data from students and teachers so that precursors of academic achievement (eg, engagement with learning) that cannot be measured by school-level archival records alone can be assessed. Lastly, the need exists for experimental designs of PA in low-income, urban settings. The present study addresses these limitations by: (1) following a cohort of students during the elementary- and middle-school years; (2) including student self-reports and teacher ratings of students; and (3) being set in a low-income, urban setting. The purpose was to test the hypothesis that academic performance across time would be better among schools and students receiving PA, than those not receiving PA.