Social and emotional learning (SEL) lessons are showing promising signs of growth for Latinx students in and out of the classroom.
Latinx middle school students, primarily from low-income communities, showed progress academically and gained crucial interpersonal skills after receiving SEL lessons, even during the COVID-19 pandemic that restricted social interaction for all kids around the country.
ACT experts define social and emotional skills as interpersonal, self-regulatory, and task-related behaviors that are important for adaption to and successful performance in education and workplace settings. The ACT is the nonprofit organization that administers the ACT college readiness exam.
Students also received additional SEL support when participating in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). This program predicted outcomes such as sustaining effort, lower rate of absences, and higher math and English grades.
“We undertook this study because we know from previous research that social and emotional skills are critical to academic success, yet there is not enough research with a Latinx student focus, particularly those from low-income communities, and/or who would be the first generation in their families to attend college,” says Dr. Alex Casillas, a principal research psychologist at ACT. “These students need additional supports because they often face significant barriers to college entry and degree attainment.”
The study included students, educators, and administrators from 14 middle schools in Texas’ Region One Education Service Center (ESC). 96% of students are Latinx and 85% are economically disadvantaged.
After taking part in SEL lessons, students completed the Mosaic by ACT: Social and Emotional Learning. The results showed the students received learning gains and improved content knowledge, as well as a greater confidence in in applying content inside and outside of school.
Further research is required to understand long-term effects of SEL lessons and its impact on other underrepresented groups of students, says Dr. Casillas.
While educators and administrators see the tangible value these lessons offer — despite dealing with several obstacles to implementation such as limited support, insufficient instructional time, and limited resources — parents were recorded as having a less positive reaction.
The study found that parents who were engaged with during SEL lessons and webinars generally held more positive views on the lessons’ value, indicating that parents must be included in future SEL lesson plans.
“Together, these results provide support that engaging students, educators, and families in SEL work matters,” says Dr. Dana Murano, one of the lead researchers of the study. “It’s important for all students, and it’s arguably more important for Latinx students, a group of students who often need additional supports because they face significant barriers to college entry and completion.”
