Testing the Social-Emotional and Character Development (SECD) approach with student mental health and academic outcomes

The present study examined the relationships between character virtues, social-emotional learning (SEL) skills, purpose, student mental health reports, and academic grades within the framework of a social-emotional learning and character development (SECD) approach. Path analyses were conducted using data collected from a SECD intervention in an urban mid-Atlantic school district. Participants consisted of 389 students from three participating middle schools. Analysis of cross-sectional data extracted from a single time point within the broader longitudinal study revealed significant relationships between character virtues and mental well-being, as well as between social-emotional learning (SEL) competencies and academic performance. A path analysis model demonstrated satisfactory fit, with character virtues and SEL skills as predictors, purpose as a "superordinate" virtue, and mental health and academic grades as outcome variables. These findings illuminate the potential pathways through which SECD components relate to academic grades and mental health, highlighting the importance of positive purpose within the SECD approach. Implications for further research and program development are discussed.

Impact Statement

Our study fills a critical research gap by examining the impact of integrating social-emotional learning and character development (SECD) pedagogy on two key student outcomes: academic grades and mental health. Using data from a district-wide SECD curriculum implemented in multiple schools, we investigate the relationship between social-emotional skills, character virtues, and positive purpose, offering valuable empirical evidence to support this pedagogical approach. This research not only sheds light on the SECD-student outcomes link but also provides recommendations for future evidence-based SECD programs and policies, informing further research and advancing the field.