2015

This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social-emotional, behavioral, and academic outcomes.

Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade.

Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.