Social and Emotional Learning in Alternative Education- First-Year Direction Analysis Abstract

Alannah Clay and Dr. Deirdre Katz, Department of Education, University of Portland, 5000 N Willamette Blvd, Portland, Oregon, 97203

Social and Emotional Learning (SEL) interventions have gained traction in educational communities as a result of their positive impact on wellbeing and scaffolding of healthy relationships (CASEL, 2019). SEL, composed of 11 theoretical competencies/construct scores, has been shown to create caring, motivating, and equitable learning environments that promote social, emotional, and academic growth (Durlak & Weissberg, 2011). Currently, there is no research exploring implementation and effectiveness of schoolwide SEL in alternative high schools. Alternative high schools differ from traditional high schools in that these schools don’t provide a completely traditional learning experience. Alternative high schools are designed to provide special needs to students who could not fit into the regular school system due to various behavioral problems or to students who do not do well in a traditional academic environment, but still gives them an opportunity to succeed in high school and receive a high school diploma. The research question that was composed for this study is can the theoretical construct scores of growth mindset predict self-management, sense of belonging, engagement, and teacher-student relationship construct scores for students in an alternative high school? The present study explores this question as part of a multi-year, mixed-method program evaluation examining how the implementation of a school-wide SEL approach at one public alternative high school in Tualatin, Oregon impacts students. Similar to findings in non-alternative schools, it is predicted that a growth mindset construct score predicts relationships in self-management, sense of belonging, engagement, and teacher-student relationship construct scores. The poster uses quantitative baseline data measures from the first year of a 3-year longitudinal study. All data was collected in the Fall of 2019; 102 of the 206 students responded to the questionnaires. This data is important for creating school programs that are supportive for students and help them learn and develop. 

Additional Abstract Information

Presenter: Alannah Clay

Institution: University of Portland

Type: Poster

Subject: Education

Status: Approved

Time and Location

Session: Poster 6
Date/Time: Tue 2:00pm-3:00pm
Session Number: 4507