blog - Helping Students Improve Their Social-Emotional Functioning

Help Students Improve Their Academic and Social–Emotional Functioning for School Success with Universal Screeners, Individual Screeners, and Other Assessment Tools and Interventions

Thursday, February 10, 2022

Diverse group of children playing together in nature.

By Tonalli Espinoza, RA and Saad Iqbal, RA

Poor social–emotional functioning can impact children throughout their lives, potentially leading to low self-esteem, poor school performance, and higher rates of suspension. A child’s self-concept is closely linked to social–emotional functioning, and universal Social–Emotional Learning (SEL) programs can enhance self-concept, thereby supporting social–emotional function.

In the following article, WPS’s Tonalli Espinoza and Saad Iqbal answer these questions:

How does social–emotional functioning affect a child’s academic progress?
How does Social–Emotional Learning influence a child’s performance?
How can you screen for social–emotional functioning?
What assessments are available for social–emotional learning?
How can you track social–emotional learning?

The Importance of Social–Emotional Functioning and Self-Concept for World Preparedness

Navigating today’s world as a successful person requires a level of social–emotional functioning that we do not currently teach our children sufficiently. Social–emotional skills are essential for connecting with others and maintaining healthy relationships (Ragozzino et al., 2003). Dr. Ragozzino and colleagues (2003) describe social–emotional competence as “the capacity to recognize and manage emotions, solve problems effectively, and establish and maintain positive relationships with others” (p. 169). We aim to prepare our children in many ways, but emotional intelligence and social–emotional functioning is typically passed over, with more emphasis being placed on academics and sports. This, in turn, may lead to severe problems. For example, children who exhibit problems with social–emotional functioning early on have been shown to be more likely to suffer rejection and low self-esteem, perform poorly in school, and have higher rates of suspension (Ho & Funk, 2018). These individuals go into the world untreated and have difficulties obtaining/keeping a job, have problems leading a happy and satisfied life, and are more likely to suffer disapproval by society (Denham, 2018).

When we consider the importance of social–emotional functioning, we should also consider the development of children’s self-concept. The two have been shown to go hand in hand, and self-concept is generally affected by SEL. In a study done by Coelho and colleagues, universal SEL programs were shown to enhance self-concept, thereby supporting the effectiveness of such programs (Coelho et al., 2014). In another study, adolescents were more likely to show better social–emotional practices if they had a more positive self-concept, implying the importance of promoting positive self-concept development in SEL (Ybrandt, 2008).

Furthermore, in a similar way as social–emotional competence, self-concept contributes to students’ school success and world preparedness. Understanding one’s self, especially at a young age, will allow a person to develop emotionally and socially on a more typical level. Self-concept is a “multi-dimensional construct that mentions an individual’s perception of self in relation to any number of appearances, such as academics, gender roles and sexuality, [and] racial identity” (Mehrad, 2016, p. 62). Notably, there is no single factor that makes up one’s self-concept. People’s self-concept is developed through the stimuli that they experience and with which they interact within their current vicinity. Therefore, school professionals must be cognizant of the unique lifestyle, environment, personalities, and identities of students in order to help students perform the best that they can.

Many studies have demonstrated SEL’s relation to academic, social, and wellness outcomes. There exists a positive relationship between academic self-concept and academic achievement, and this relationship was especially higher for female students than for male students (Jaiswal & Choudari, 2017). In three data sets consisting of different early childhood/adolescence populations, Susperreguy and colleagues (2018) showed that one’s self-concept of ability in math and reading predicted later success in math and reading achievement. When it comes to mental health outcomes, there is a positive correlation between depression and school stress, and a negative correlation between depression and intellectual self-concept, resilience (optimism, trust, support, sense of control), and social skills (Jauregizar et al., 2018). Lastly, a systematic review by Maïano and colleagues (2018) found significant differences in self-concepts among youth with intellectual disabilities and typically developing youth. Specifically, global, behavioral, and cognitive–academic self-concepts were found to be lower among youths with intellectual disabilities than among typically developing youth. Thus, it is important to be cognizant of individuals with intellectual disabilities when developing assessments and resources. These studies demonstrate the current need to commit resources to youth’s developing self-concepts as early childhood/adolescence is an extremely malleable time. In the same way as with social–emotional competence, strategies to better develop self-concept should be implemented in schools, and universal screening should be used to identify students struggling in these areas, so that they may be given further help and intervention.

If our concern and focus is to best prepare our children for the world, social–emotional functioning and self-concept need to be considered as much as other cognitive skills. In fact, it has been shown that noncognitive skills, like interpersonal abilities, are better at predicting success in the workplace than cognitive abilities such as test scores and IQ (Jones et al., 2015). Timothy Judge and colleagues found that positive self-concept is linked to better job performance, which can attract future employers and promote more positive relationships in the workplace (Judge et al., 1998). In regards to social–emotional functioning, even public health professionals have noted it as an area of increasing importance.

Jones and colleagues (2015) note that low levels of social and emotional functioning may play a greater role in many public health problems, “(e.g., substance abuse, obesity, violence)” (p. 2283). For example, one’s likelihood of committing crimes in the future is heavily influenced by social empathy and the ability to regulate emotions (Bennett et al., 2005). Furthermore, professionals speculate that those who commit school shootings lack a wide range of prosocial skills and abilities that are associated with social–emotional competence (Paolini, 2015). Nevertheless, the issues at hand can be improved upon by the inclusion of SEL and universal screening for social–emotional problems in schools.

An Argument for Universal Screening of Social–Emotional Functioning

The question remains: How do we identify students struggling with social–emotional competence and self-concept, and provide them with learning and interventions to better prepare them for the world? Universal screening seems to be the best answer. Universal screening involves school-wide assessments to identify students who are at risk of certain issues (e.g., speech/verbal issues, dyslexia), so they can receive specialized help or education. Many schools operate with the assumption that teachers will catch these issues and then direct students to the support they need.

However, these assumptions are problems that may not be outwardly disruptive to the classroom. Schools rely on a subjective observer, who is also busy running a classroom of 20 to 40 children. It is far more objective and practical to administer a universal screener that can be done in one sitting and that evaluates each child in the same way. Furthermore, universal screeners have been shown to have high predictive validity and can better predict future problematic behaviors than a single observer (Burke, 2012). This proactive method of identifying risk should be preferred over attempts to catch the problem once it has already caused harm to the classroom and/or individual (Eklund & Dowdy, 2014).

In fact, this method may be the most cost-effective solution to minimize future crime, bullying, and time spent out of school, which in the long run could cost more for the school and society if left unchecked. In a recent study by von der Embse and colleagues (2021), a novel system modeling technique showed that implementing a prevention-oriented mental health model for schools would result in significant cost savings of roughly $30,000 for a school with 1,000 students, a 50% reduction in disciplinary referrals, and a 22% reduction in suspensions.

Universal Screening Tools for Social–Emotional Functioning

Schools can use several tools as universal screeners for the purpose of minimizing risk and determining intervention compatibility. A prime example is the BIMAS-2, which utilizes universal screening, progress monitoring, and outcome assessment. Specifically, the BIMAS-2 identifies children who are struggling with their behavior and social–emotional skills and then monitors them with change-sensitive items to minimize harm and promote healthy learning environments (edumetrisis.com, n.d.).

The BIMAS-2 has been shown to successfully improve attitudes, positive social behavior, and academic performance and to reduce conduct problems and emotional distress (edumetrisis.com, 2020). In a study done with over 1,200 students from urban communities, the integration of the BIMAS-2 as a universal screener was associated with improved outcomes to those who demonstrated levels of risk and was associated with fewer adverse childhood experiences (Battal, 2020).

In regards to self-concept, the Piers-Harris™ 3 involves a short, self-reported assessment, to provide a complete picture of one’s self-concept. Its widespread use among clinicians and experts could also be translated to school systems. In other words, schools can practically implement the Piers-Harris 3 as a universal screener to identify risk and subsequently provide the best intervention. Through collaboration, the process should be integrated with assessments of SEL, so multiple levels of risk can be evaluated and accounted for when intervention is considered.

Furthermore, since social–emotional functioning has become of growing importance, some schools have created entire programs to address the issue. In fact, many screeners are a part of school-wide programs that attempt to solve different overarching concerns like behavioral problems, SEL, and reading difficulties. In other words, schools often use universal screeners as a first step to identify children who show risk for the issue of concern, which leads to schools having a means to address the problem with interventions. An example of this type of program is Second Step. After a universal screener is done, Second Step teaches social skills at a classroom level and uses social learning theory (i.e., observation, self-reflection, performance, and reinforcement) to teach children social competence through Grade 9, with a distinct curriculum for each grade that parallels the children’s developmental capabilities. Several studies have demonstrated that children who participated in Second Step were shown to exhibit less physical aggression, less verbal hostility, and more prosocial behavior than children who did not participate (Frey et al., 2000).

In fact, WPS aims to bridge the gap in SEL progress-monitoring tools by developing instruments themselves! Alongside Dr. Schanding, Associate Professor at the University of British Columbia and premiere scholar in SEL, researchers are currently piloting the Social–Emotional Learning Skills Inventory Screener (SELSI). The SELSI is a universal Tier 1 assessment for children and adolescents to assess SEL skills, teach SEL skills, and measure pre-/post-screening. SELSI is based on a framework developed by the Collaborative for Academic, Social, and Emotional Learning, which measures five core areas of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. However, the SELSI is not the only SEL progress-monitoring tool available. Dr. Gresham, PhD, professor in the Department of Psychology at Louisiana State University, and Dr. Elliott, PhD, Mickelson Foundation Professor at Arizona State University, developed the Social Skills Improvement System (SSIS), SEL Edition and Progress Monitoring Scales to assess the five core areas of SEL as well as the three domains of academic enabling skills (i.e, motivation to learn, reading, and mathematics). Studies have found universal screeners to be an effective method to screen children who are at risk for academic failure and to positively predict academic success (Eklund et al., 2017; Elliott et al., 2018). Additionally, Sim and colleagues (2019) conducted a systematic review and found strong evidence that preschool screening tools for language and behavior difficulties have high predictive validity.

Understanding and developing youth’s and adolescents’ SEL and self-concept is crucial for them to become functioning members of society. Through universal screeners (e.g., BIMAS-2, SELSI), we can work toward a future where every school understands the issues their students are facing and can provide the most effective and cost-effective solution. Universal screeners provide the framework to guide and develop students to succeed socially, emotionally, personally, and academically in a society where academics is the most important metric and where SEL and self-concept are often ignored.