The social-emotional well-being of high school students is a growing priority, and high schools and school districts have responded by expanding social-emotional supports, but there is little research examining how these efforts are implemented. In this study, the authors examine high school social-emotional well-being initiatives via interviews with educational stakeholders and produce insights about these initiatives’ benefits and challenges.
Authors
- Division
- RAND Education and Labor
- Pages
- 48
- Published in
- United States
- RAND Identifier
- RR-A3377-1
- RAND Type
- report
- Rights
- RAND Corporation
- Series
- Research Reports
- Source
- https://www.rand.org/pubs/research_reports/RRA3377-1.html
Table of Contents
- About This Report 3
- RAND Education and Labor 3
- Acknowledgments 3
- Summary 4
- Key Takeaways 4
- Recommendations 5
- Contents 6
- Tables 7
- Social-Emotional Well-Being for High School Students Guidance for School and System Policy and Practice 9
- Background on Social-Emotional Well-Being of High School Students 10
- Social-Emotional Learning in High School Settings 10
- Equity in Social-Emotional Well-Being Policy and Practice 11
- District Leadership as a Policy Lever for Social-Emotional Well-Being 11
- Study Methods 11
- Research Questions 12
- Sample and Data Analysis 12
- Trustworthiness and Validity of Findings 12
- Limitations 13
- Findings and Discussion 13
- RQ1. Social-Emotional Well-Being Needs of High School Students 13
- Educators Report That High School Students Are Struggling with Anxiety Depression Apathy and Communication Skills 14
- The Social-Emotional Well-Being Needs of High School Students Are Different from Those of Younger Students 14
- RQ2. School Practices That Support High School Students Social- Emotional Well-Being 15
- Staffing Mental Health Specialists Counselors and Support Staff Are Key 16
- Formal Programs and Supports Can Specifically Target Social-Emotional Well- Being for High Schoolers 17
- Relationships and Connections Are Important 17
- School Leadership Matters to Social-Emotional Well-Being 17
- Practices and Routines Contribute to Social-Emotional Well-Being 18
- High School Social-Emotional Well-Being Supports Should Vary 19
- RQ3. District Practices that Support Social-Emotional Well-Being for High Schoolers 19
- District Management and Oversight of Social-Emotional Well-Being Supports and Staffing 20
- District Encouragement and Advocacy for Social-Emotional Well-Being 20
- District Practices That Support Social-Emotional Well-Being for High School Students 21
- RQ4. Equity-Minded Practices for Social-Emotional Well-Being in High Schools 22
- Diversity Equity and Inclusion Staff and Practices 22
- Individualized Social-Emotional Well-Being Supports for Minoritized Students 23
- Equity-Oriented Clubs and Inclusive Safe Spaces 23
- RQ5. Challenges and Barriers with Social-Emotional Well-Being for High School Students 24
- Precarity of High School Mental Health Staff 24
- High School Leadership Disengagement with Social-Emotional Well-Being Initiatives 25
- School Piecemeal Approaches to Social-Emotional Well-Being for High School Students 25
- District Churn Disorganization and Lack of Support 26
- Equity Disconnected from Systemic Social-Emotional Well-Being Supports 27
- Recommendations 27
- Interview Protocol 30
- Study Methods 32
- Research Phase I High School Thematic Analysis of Previously Collected Data 32
- Research Phase II Additional Interviews on High School Student Social-Emotional Well-Being 32
- Formal High School Social-Emotional Well-Being Programs 39
- Abbreviations 42
- About the Authors 43
- References 44
