TY - JOUR
T1 - Promoting Social and Emotional Learning in Middle School
T2 - Intervention Effects of Facing History and Ourselves
AU - Domitrovich, Celene E.
AU - Harris, Alexis R.
AU - Syvertsen, Amy K.
AU - Morgan, Nicole
AU - Jacobson, Linda
AU - Cleveland, Michael
AU - Moore, Julia E.
AU - Greenberg, Mark T.
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2022/7
Y1 - 2022/7
N2 - There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.
AB - There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.
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U2 - 10.1007/s10964-022-01596-3
DO - 10.1007/s10964-022-01596-3
M3 - Article
C2 - 35316458
AN - SCOPUS:85126906541
SN - 0047-2891
VL - 51
SP - 1426
EP - 1441
JO - Journal of youth and adolescence
JF - Journal of youth and adolescence
IS - 7
ER -