培养社交情感技能的教室能同时提高学生成绩

Classroom programs designed to improve elementary school students' social and emotional skills can also increase reading and math achievement, even if academic improvement is not a direct goal of the skills building, according to a study to be published this month in American Educational Research Journal (AERJ). The benefit holds true for students across a range of socio-economic backgrounds. In the study, "Efficacy of the Responsive Classroom Approach: Results from a Three Year, Longitudinal Randomized Controlled Trial," researchers Sara Rimm-Kaufman (University of Virginia), Ross A. Larsen (University of Virginia), Alison A. Baroody (University of Virginia), Timothy Curby (George Mason University), Michelle Ko (University of Virginia), Julia B. Thomas (University of Virginia), Eileen G.Merritt (University of Virginia), Tashia Abry (Arizona State University), and Jamie DeCoster (University of Virginia), looked specifically at Responsive Classroom (RC), a widely-used social and emotional learning intervention.

The study, funded by a grant from the Institute for Education Sciences at the U.S. Department of Education, is among just a handful of randomized controlled trials that have examined the effect of social and emotional learning interventions on student achievement.

"We find that at the very least, supporting students' social and emotional growth in the classroom does not interfere with academic learning," said Rimm-Kaufman, professor at the University of Virginia Curry School of Education. "When teachers receive adequate levels of training and support, using practices that support students' social and emotional growth actually boosts achievement."

Math and reading gains were similar among those students who qualified for free and reduced-priced lunch and those who were not.

"The success of many curricula（课程）, including those that map onto the Common Core expectations, require that teachers use effective classroom management and develop student confidence and autonomy," said Rimm-Kaufman. "Our trial of the Responsive Classroom approach suggests that teachers who take the time to foster relationships in the classroom and support children's self-control actually enhance student achievement."

"In a time of intense academic demands, many critics question the value of spending time on teaching social skills, building classroom relationships and supporting student autonomy," said Rimm-Kaufman. "Our research shows that time spent supporting children's social and emotional abilities can be a very wise investment."