Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health‐related difficulties. Strengthening students’ social and emotional competencies through the delivery of school‐based Social and Emotional Learning (SEL) programs has been suggested as one strategy for promoting positive development and preventing negative outcomes. In particular, the delivery of developmentally appropriate and evidence‐based SEL programs at the universal level of tiered supports has the potential to benefit many students. The current study presents findings from a randomized controlled trial of the Speaking to the Potential, Ability, and Resilience Inside Every Kid (SPARK) Pre‐Teen Mentoring Curriculum for 357 students from two schools. Results revealed that students who received the curriculum showed significant improvements in knowledge of curriculum content and principles; communication, decision‐making, and problem‐solving skills; emotional regulation; and resilience compared to students in the comparison condition. Results provide initial evidence for the efficacy of the SPARK Pre‐Teen Mentoring Curriculum for middle school students. Study strengths and limitations as well as directions for future research and program development are discussed.

中文翻译：

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青春期早期的社交和情感学习：针对中学生的基于课堂的SEL计划的有效性

青春期早期和初中过渡给学生带来了许多挑战，负面结果并不少见，包括学业下降和社会适应不良。在这个发育时期，还存在着与精神健康有关的困难的风险增加。有人建议通过提供基于学校的社会和情感学习（SEL）计划来增强学生的社会和情感能力，这是促进积极发展和防止负面结果的一种策略。特别是，在普遍的分层支持水平上提供适合发展且基于证据的SEL计划，可能使许多学生受益。目前的研究提供了从“说话的潜力”，“能力”，“ 和每个孩子的内在韧性（SPARK）面向来自两所学校的357名学生的青少年指导课程。结果显示，接受课程的学生在课程内容和原理方面的知识有了显着提高；沟通，决策和解决问题的能力；情绪调节；并在比较条件下与学生相比具有韧性。结果为SPARK初中辅导课程对中学生的有效性提供了初步证据。讨论了研究的优势和局限性以及未来研究和程序开发的方向。决策和解决问题的能力；情绪调节；并在比较条件下与学生相比具有韧性。结果为SPARK初中辅导课程对中学生的有效性提供了初步证据。讨论了研究的优势和局限性以及未来研究和程序开发的方向。决策和解决问题的能力；情绪调节；并在比较条件下与学生相比具有韧性。结果为SPARK初中辅导课程对中学生的有效性提供了初步证据。讨论了研究的优势和局限性以及未来研究和程序开发的方向。