An Exploratory Study Examining Student Social, Academic, and Emotional Behavior across School Transitions

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  • Author(s): Malena A. Nygaard (ORCID Malena A. Nygaard (ORCID 0000-0002-5265-2073); Heather E. Ormiston (ORCID Heather E. Ormiston (ORCID 0000-0002-3774-7090)
  • Language:
    English
  • Source:
    School Psychology Review. 2024 53(3):310-323.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Department of Education (ED)
    • Contract Number:
      S184X190033
    • Education Level:
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
      Grade 7
      Grade 9
      High Schools
    • Subject Terms:
      Grade 8; Grade 7; Grade 9; Middle School Students; High School Students; Change; Student Adjustment; Student Promotion; Academic Achievement; Social Behavior; Affective Behavior; Teacher Attitudes; Suburban Schools; Student Behavior; Risk
    • Accession Number:
      10.1080/2372966X.2022.2109061
    • ISSN:
      0279-6015
      2372-966X
    • Abstract:
      While there is evidence suggesting school-based transitions impact student mental health and academics (Lester et al., 2013), it is unknown how these transitions specifically impact the domains of social, academic, and emotional behavior, as measured via the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). The purpose of this study was to explore the relationship between school-based transitions and teacher ratings of student SAEBRS scores in a midsize, suburban school district. Using paired t-tests and McNemar's test we examined changes in SAEBRS scores and benchmark risk levels across grade level changes and school-based transitions. SAEBRS scores decreased significantly from 8th to 9th grade (school-based transition) in the total, academic, and emotional subscales, although risk level did not increase significantly during this transition. In contrast, SAEBRS scores increased significantly in each subscale as students transitioned from 7th to 8th grade (no school-based transition). Implications for research and school psychology are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1426645