Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise. Districts more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher socioeconomic status levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices.

我们使用美国公立学区的全国代表性样本，探索了当前的社会，情感和行为（SEB）方法的格局及其对行为结果的影响。数据表明，对SEB进行筛查是一个例外，而不是常规，大多数地区报告说，当出现SEB问题时，会将学生转介给内部支持团队。当他们拥有基本的SEB计划，位于城市地区并且具有较高的社会经济地位水平时，便会识别并支持内部报告SEB问题的地区。报告说已在内部识别并解决SEB问题（包括使用通用筛选程序）的地区管理员报告了有关SEB方法的最高知识以及改变其做法的意愿。