Work

Student Differences in a Social–Emotional Learning Program: Engagement and Individual Factors

Year: 2026

Type: article

Abstract: BACKGROUND: This quality improvement project examined student engagement in a Social-Emotional Learning (SEL) program, analyzing how individual differences such as grade level, gender, and race/ethnicity impacted learning and motivation to use SEL skills. METHOD: Post-program surveys were collected from 981 middle and high school students. Three hierarchical regression models were used to analyze associations between engagement and outcomes: SEL knowledge learned, readiness to use skills, and intention to use skills. RESULTS: Higher engagement was significantly associated with knowledge learned in SEL skills, readiness and intention to use these skills across most groups. Gender-diverse students reported lower knowledge or intention than women. Racial/ethnic minority groups reported greater knowledge gains and higher motivation than white students. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Continuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation. CONCLUSIONS: Engagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners.

Source: Journal of School Health

DOI: 10.1111/josh.70164

Authors: Daijiazi Tang, Lucy R. Zheng, Tyler C. Hein, Jeffrey Albrecht, Natalie Rodriguez‐Quintana, Emily L. Bilek

Institutions: University of Michigan, Institute for Social Research

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,570