Abstract
Research Findings: Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students (N = 2,630). The sample included participants of the Child-Parent Center early educational intervention program (N = 1,724) and a propensity-score matched comparison group (N = 906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income. Practice and Policy: Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 360-384 |
| Number of pages | 25 |
| Journal | Early Education and Development |
| Volume | 32 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2021 |
Bibliographical note
Funding Information:This study was supported by the National Institute of Child Health and Human Development under Grant No. R01HD034294. The first author was also supported by a Doris Duke Fellowship for the Promotion of Child Well-Being. All phases of this study were supported by the National Institute of Child Health and Human Development (Grant no. R01HD034294). The first author was also supported by a Doris Duke Fellowship for the Promotion of Child Well-Being to the first author. Any opinions, findings, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Doris Duke Charitable Foundation.
Funding Information:
All phases of this study were supported by the National Institute of Child Health and Human Development (Grant no. R01HD034294). The first author was also supported by a Doris Duke Fellowship for the Promotion of Child Well-Being to the first author. Any opinions, findings, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Doris Duke Charitable Foundation.
Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
