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2 Result(s) for ' middle school students'
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1.
Social-Emotional Competence among Students with Special Needs: Relationship between Foundational and Applied SEL Skills
G. Lawrence Farmer, David Adams
American Journal of Educational Research. 2021 9 (7). doi: 10.12691/education-9-7-3
Keywords: social emotional learning, optimistic thinking, high school students, middle school students , emotional and behavioral disorders
Context: This study used two waves of data from a multi-dimensional social and emotional measure to examine the role that foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and Optimistic Thinking play in developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making). This study provided evidence that students classified as emotionally disturbed (ED) can benefit from SEL instruction that is embedded within multitiered, positive behavioral support interventions. There was an association between various foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making) over an academic school year. While Optimistic Thinking is not one of the central social-emotional competencies in the CASEL framework, this study provided evidence of its ability to contribute to the development of applied social-emotional competencies.
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2.
Advancing Health Literacy among Students: The Intersection between Debate and Health Promotion
Erin Jacques, Apeksha Mewani, Vincent Jones II
American Journal of Educational Research. 2025 13 (4). doi: 10.12691/education-13-4-9
Keywords: debate, health literacy, middle school students , high school students, equity and access
Context: Schools are charged with implementing initiatives that positively influence students’ life outcomes. The National Health Education Standards (NHES) lays out a framework for schools to incorporate curricula that achieve the aims of health literacy. Despite positioning health literacy as an integral goal for school-aged students, no concerted efforts have ensured that students equitably receive training that promotes it. The goals proposed by the leading speech and debate institutions are comparable to the NHES in academic achievement, civic literacy, critical thinking, and social-emotional learning. Thus, speech and debate instruction in schools has the potential to promote health literacy and redress larger structural impediments that prevent equal education opportunities and positive health outcomes for all middle and high school students.
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