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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
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Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Baxter-Patrick James Island
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
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Reappraising Academic and Social Adversity Improves Middle-School Students' Academic Achievement, Behavior, and Well-Being
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- Author(s): Borman, Geoffrey D.; Rozek, Christopher S.; Pyne, Jaymes; Hanselman, Paul
- Language:
English- Source:
Grantee Submission. 2019.- Publication Date:
2019- Document Type:
Reports - Research
Tests/Questionnaires- Online Access:
- Language:
- Additional Information
- Peer Reviewed: Y
- Source: 77
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305A110136
- Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades - Subject Terms: Early Adolescents; Middle School Students; Grade 6; Intervention; Attendance; Grades (Scholastic); Minority Group Students; Racial Differences; Ethnicity; Gender Differences; Program Effectiveness; Grade Point Average; Student Attitudes; Student Behavior; Student Adjustment; Stress Management; Social Influences; Well Being; Student School Relationship; Student Needs; Predictor Variables; Social Status; Anxiety; Achievement Gap
- Abstract: The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted the first district-wide double-blind experimental study of this approach with middle-school students (N=1,304). Compared to the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students' GPA were accounted for by changes in students' attitudes and behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition. [This paper was published in "Proceeedings of the National Academy of Sciences" v116 p16286-16291 2019.]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2019
- Accession Number: ED600814
- Peer Reviewed:
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