A study published in AERA Open looks at the long-term effects of the INSIGHTS programme – a social-emotional learning intervention that supports children’s ability to self-regulate by enhancing their attention and behaviour management.
Between 2008 and 2012, a total of 22 elementary (primary) schools from three New York City school districts were randomly assigned to participate in the INSIGHTS programme or to an attention-control condition (an after-school reading programme). A previous study found that the INSIGHTS programme reduced children’s disruptive behaviour and increased behavioural engagement by the end of first grade (Year 2). This study uses administrative data for those pupils to examine whether receiving the intervention in kindergarten and first grade (Years 1 and 2) had any impact on provision of special education services or grade retention (whether pupils had to repeat a year) by the end of fifth grade (Year 6). The study also considers whether impacts varied for low- versus high-income pupils.
The findings suggest that pupils in the INSIGHTS programme were less likely to receive special education services between kindergarten and fifth grade (p < .05). In addition, low-income pupils enrolled in the INSIGHTS programme were also less likely to receive special education services between kindergarten and fifth grade compared with low-income children enrolled in the attention-control condition (p < .05).
There were no effects of INSIGHTS on grade retention up to the end of fifth grade and this did not vary according to income.
Source: Long-term effects of social–emotional learning on receipt of special education and grade retention: Evidence from a randomized trial of INSIGHTS (August 2019), AERA Open, DOI. 10.1177/2332858419867290