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Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement

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  • Dougherty, Danielle
  • Sharkey, Jill

Abstract

Previous research indicates that students who drop out of high school are at risk for a number of negative outcomes. Both ecological and individual risk factors contribute to students' propensity for dropout. This study examined the effectiveness of a targeted dropout prevention program at improving academic achievement and investigated whether improved social support and emotional competencies partially mediated the association between intervention participation and student outcomes. A sample of 110 middle and high school students (55 intervention participants and 55 students in a matched control group) completed surveys investigating their social-emotional assets and schools provided academic data for participants. Structural equation modeling revealed that students who participated in the program had higher academic achievement compared to the control group. Prior levels of academic achievement moderated the effectiveness of the program with students with low initial levels of academic achievement benefiting more. Emotional competencies and social support did not mediate the relation between participation and achievement. The intervention was related to improved academic achievement among participants; however, the means by which it was effective was unclear. Given the evidence that the program was more effective for some students than others, targeting interventions to meet specific needs of students may be advantageous.

Suggested Citation

  • Dougherty, Danielle & Sharkey, Jill, 2017. "Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement," Children and Youth Services Review, Elsevier, vol. 74(C), pages 28-34.
    • Handle: RePEc:eee:cysrev:v:74:y:2017:i:c:p:28-34
    DOI: 10.1016/j.childyouth.2017.01.021
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    References listed on IDEAS

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    1. Michael Furlong & Sukkyung You & Tyler Renshaw & Douglas Smith & Meagan O’Malley, 2014. "Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 117(3), pages 1011-1032, July.
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    Cited by:

    1. Alex Yue Feng Zhu, 2019. "The Mediational Role of Parenting in the Relationship between Family Poverty and Social-Emotional Competence in Chinese Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(5), pages 1759-1780, October.
    2. Iago Portela-Pino & Myriam Alvariñas-Villaverde & Margarita Pino-Juste, 2021. "Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables," IJERPH, MDPI, vol. 18(9), pages 1-12, April.

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