WHAT WE WANT TO KNOW
Drawing from large, extant, longitudinal data-sets, we model trajectories of student and teacher outcomes as functions of individual-, classroom-, and school-level factors. Our research questions focused on supportive classrooms include the following:
What are the individual-, classroom- and school-level factors that are most beneficial for students and teachers to create these optimal outcomes?
Do these differ as a function of the individual-, classroom-, and school-level characteristics?
If differentiation emerges, how do we inform educational policy and practice to create the most beneficial supportive learning setting for students and the teachers who educate them?
A supportive learning environment can provide students with the academic and social capital necessary for success in both school and life outside of the classroom. School-level factors, like curricular interventions and investment from school leaders, positively impact both teacher and student performance across K-12 schools. Teachers who feel supported not only tend to have students who perform better, but are also more likely to stay in their profession and report higher satisfaction with their life outside of the classroom. More specifically, SEL interventions reduce teacher burnout, improve student engagement, and support student outcomes including academic achievement, behavior, and social-emotional competence. We also know school connectedness predicts improved achievement trajectories and fewer conduct problems by way of increasing student engagement. When students feel their teachers are more invested in them, they engage and achieve at greater levels than their less connected peers.