Social and Emotional Skills of 10-Year-Old Students in the Houston Independent School District

Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: [email protected]; Web site: https://kinder.rice.edu/houston-education-research-consortium

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Spencer Foundation

Social Emotional Learning; Social Development; Emotional Development; Skill Development; Altruism; Personality Traits; Creativity; Cooperation; Motivation; Grade 5; Grade 6; Grade 4; Age Differences; Racial Differences; Ethnicity; Socioeconomic Status; At Risk Students; English Language Learners; Students with Disabilities; Grade 3; Self Control; Interpersonal Relationship; Student Behavior; Self Efficacy

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a snapshot of social and emotional (SE) skills of the 10-year-old students surveyed and sheds light on the student populations in need of support at district and campus levels. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). HISD students in the 10-year-old cohort varied with respect to their levels of SE skills, having reported higher levels of Tolerance, Curiosity, Creativity, Cooperation, Motivation and Self-Efficacy than other skills. Substantial variation existed across different groups of students.

As Provided

2022

ED617758