Abstract

Intervention efforts in turnaround elementary schools in the U.S. have focused on academic interventions, missing the important link between students’ social emotional competence and academic outcomes. The current study describes implementation of a multi-tiered approach to support young students’ social emotional competence in an urban turnaround elementary school primarily serving students of color. Details regarding how the approach was rolled out in the school’s early childhood classrooms are offered. Lessons learned are described and discussed as part of large-scale efforts to turn around chronically underperforming urban elementary schools through a focus on improving young children’s social emotional competence.

摘要

在美国，转型期小学的干预工作主要集中在学术干预上，而缺少学生的社交情感能力和学业成绩之间的重要联系。当前的研究描述了在主要为有色学生服务的城市转型小学中，采取多层方法来支持年轻学生的社交情感能力的方法。提供了有关如何在学校的幼儿教室中推广该方法的详细信息。描述和讨论所学到的教训，这是通过努力改善幼儿的社会情感能力来扭转长期表现不佳的城市小学的一部分的一部分。