Intervention for Struggling Learners in K-5 Social Studies: Exploring a Tiered Model of Support
Year: 2025
Type: article
Abstract: The K-5 social studies curriculum introduces students to foundational knowledge in civics, geography, economics, and history. Social studies is also a vehicle through which students: (a) synthesize content knowledge which in turn supports reading comprehension, (b) learn about community structures around them, and (c) build social-emotional skills through an in-depth understanding of the human condition. Yet, instructional time allocated to social studies has decreased over the past few decades, and scores on national social studies assessments indicate that most students do not attain proficiency in acquiring social studies knowledge. Furthermore, there is an absence of a robust system of intervention to address these academic deficits. This article proposes a multi-tiered system of support (MTSS) framework as a viable option for providing intervention for struggling learners in social studies. To illustrate how MTSS can be applied to social studies, an example unit of study is provided.
Author: Joshua Duggan
Institution: University of Georgia
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411202410