Social and Emotional Learning in the Bridgeport Public Schools: An Initial Report to the Community
This report provides a summary of key findings from an initial evaluation of the district-wide Social and Emotional Learning (SEL) Initiative in Bridgeport. During the first year of classroom-level programming, evaluators found evidence that SEL tools were becoming a regular part of classroom instruction throughout the Bridgeport Public Schools. The team also found evidence supporting the relationship of student outcomes such as academic grades, attendance, and rates of suspensions and expulsions with student perceptions of positive school climate and their own SEL skills. Student self-assessments of behavior regulation had the strongest and most consistent association. Similarly, students who perceived more student-teacher trust had higher grades and lower odds of having a suspension or expulsion. Other school climate measures associated with lower odds of suspensions and expulsions include self-reported emotional regulation, social competence, and school rules and norms. Findings suggest that enhancing school climate and social and emotional learning skills may be beneficial for Bridgeport students’ academic and behavioral outcomes. The report can be found here.
Authors: Joanna L. Meyer, M.A.T. and Michael J. Strambler, Ph.D., Yale University, 2016