Adolescent psychological stress has become a significant concern in Chinese school settings where 77.5% of Chinese adolescents have reported they experience moderate to significant psychological stress with 40% of middle school students reporting high study-induced stress.
This study explores the applicability of Mindfulness-Based Interventions (MBIs) in reducing psychological stress in Chinese schools and examines how resilience mediates between trait mindfulness and psychological stress. The research aims to shed light on the potential of MBIs to address this issue and contribute to enhancing the well-being of Chinese students.
Can Mindfulness-Based Interventions Help With Adolescent Stress?
The psychological stress of adolescents has become a problem that cannot be ignored on campus, but school authorities still have not provided effective psychological assistance and usually rely on school education with a unified implementation pattern.
Mindfulness cannot only enhance attention to inner self-awareness, but also improve the flexibility of response patterns of thinking, feeling, and behavior, thus avoiding the development of set thinking (Chapman et al., 2013).
Mindfulness Positively Associated With Psychological Resilience
A sample population of 189 students was randomly cluster-selected from four of twelve Grade 11 classes in a middle school in China. Two of the four classes were randomly assigned to the experimental group and the other two to the control group. The experimental group received 10 weeks of MBI alongside their regular school timetable and the control group followed their regular school timetable with no MBI interventions.
The results showed that:
Compared with the pretest scores of the experimental group, and the pre- and post-test scores of the control group, the post-test scores of trait mindfulness and psychological resilience in the experimental group were significantly increased, while psychological stress was significantly decreased.
Trait mindfulness was positively associated with psychological resilience. Trait mindfulness and psychological resilience were negatively associated with psychological stress.
The mediating effect of psychological resilience accounted for 43.58% of the overall effect of trait mindfulness on psychological stress.
Mindfulness-Based Interventions Should Be Introduced in Schools
The findings provided encouraging evidence for MBI’s effectiveness in reducing adolescents’ psychological stress and the possible mediating role of psychological resilience. The authors of the report think it MBI is worthy of expanding to Chinese school settings.
Notable Quotes:
“Mindfulness assists students in coping with the unsatisfying events and psychological stress, because they learned to react autonomously, not automatically. That is, instead of responding instantly, they practiced to feel the emotions of the moment, stay conscious for a moment, anchor their attention to the lower body with breath, and confront the present ideas and images with acceptance and openness, as well as shift their attention away from extreme emotions to the sensations of the body”
“Several meta-analyses have suggested that MBIs in schools had significant effects on mindfulness, executive functioning, attention, depression, negative behaviors, and resilience to stress (Carsley et al., 2018; Dunning et al., 2019; Felver et al., 2016; Zenner et al., 2014). However, the considerable heterogeneity of the studies, high diversity of samples, variety in implementation methods, and wide range of measures have made it difficult to compare studies.”
“Given the further development of [MBI] research in the United States and Europe, it is important to consider that cultural values are very different between countries.”
Personal Takeaway:
I found this interesting as this aligns very closely with what I teach and what Mindful Sparks does and I would love to be in a position one day to carry out research amongst a diverse range of students. This article touched on some interesting points, for me the two big ones were differences in culture and limited acknowledgment from leadership and I would love to see more research done in these areas in relation to how they impact student well-being.—Lilly
Liu, Xianhua, et al. “Reducing psychological stress of Chinese adolescents by mindfulness-based intervention: The mediating role of resilience.” Child & youth care forum. Vol. 52. No. 2. New York: Springer US, 2023.
Hi Everyone,
Feet are never the prettiest of features at the best of times. Have you ever met someone with beautiful feet? Maybe that should be our next MARIO survey? Apparently Megan Markle has feet with the ‘golden ratio’ – whatever that means.
Recently my daughter entered us for Trek 26. This is a sponsored event where you walk 13 or 26 miles, and the money you raise goes towards research into Alzheimer’s Disease. We decided to go for the 26 – we have walked further in the past so a little training should be all we need, right? In this case, the 26 miles is along the south coast of England – a beautiful route. It was described on the website as, ‘very tough.’ How tough can it be? A stroll in the British countryside, with water stops along the way. Easy!
The reality was oh so very different. It was brutal! The elevations were really severe, our backpacks were heavy and the terrain was so rough. It also happened to be the hottest day of the year (yes I know it’s England, but the ice does melt occasionally). When I finished, after 10 hours and 5 minutes, my feet were a mess – blisters all joined together like one great balloon on each foot. Five days later, I still struggled to walk without feeling like I’m treading on nails.
However, as I walked, and talked with my fellow hikers, we all agreed that the pain we were experiencing was temporary, and in a way, gratifying. We felt like we were doing something worthwhile, and there was definitely a sense of achievement (and relief) at the end as we stumbled over the line to be presented with a glass of warm prosecco. The reality for those with Alzheimer’s is very different. They (and their families) are robbed of so many precious memories, and those last years that should be full of warm connections with family, are cruelly diminished. There’s nothing temporary about Alzheimer’s.
Recent breakthroughs in medical science have been really encouraging and hopefully we will soon find a cure for this awful affliction. My own dear father died with Parkinson’s, and whilst Parkinson’s and Alzheimer’s are clinically two very different diseases, they both remind us of how precious mental health is. At the moment, there are ways of reducing the associated risk factors but not preventing either of these diseases.
When we examine mental health in young people, research tells us that 50% of mental health problems are established by age 14 and 75% by age 24 (Mental Health Foundation). At MARIO Education, we prioritize the mental wellbeing of young people and ensure every child has a voice. Schools are doing such important work, nurturing children through these critical years, and we’re humbled to be able to play a part in this process. There are no quick fixes but the starting point has to be listening to our kids and being aware of their challenges.
We managed to raise over £1,600 and we’re still waiting to hear the total raised by the 600+ hikers. Fortunately for me, my feet are looking a little better now, although I’m no Megan Markle.
Best wishes,
Graeme
Professional Learning
The study addresses behavior management and how it can affect both teachers’ self-efficacy and their perceived efficacy by students. The study aims to understand how pre-service teachers and their students view aspects of the social learning environment when considering behavior management efficacy. The article also explores the variations in students’ perception of teacher efficacy in behavior management across different classes and how it interacts with the social learning environment.
Analysis of the Class Environment
The researchers define the social learning environment as, “the subjective and multidimensional perception of the environment and of the functioning of personal and academic relationships between students and the teacher of a class by these same individuals.” This environment can be grouped into three areas: positive interpersonal relationships, maintaining or changing the system, and goal orientation and personal development. The study focuses on the elements of class cohesion and teacher proximity perceived by students and preservice teachers to understand perceptions of relationships between students and their teacher. Behavior management plays a role in all three domains, and good relationships between students have been found to be predictors of good behavior in the classroom.
Secondly, it is important to understand self-efficacy and its relationship to how effectively a teacher manages classroom behavior. Self-efficacy is a current feeling about one’s own ability to perform a task in a given situation. There are four known sources of self-efficacy, including mastery experiences, vicarious experiences, verbal persuasion, and positive physiological and emotional states. To be efficient in behavior management, teachers must be flexible and able to adjust the various components of behavior management to the reality of their classrooms and the students with whom they interact.
The literature on classroom management highlights the importance of teachers’ sense of self-efficacy in relation to behavior management. Recent studies have shown that addressing behavior management during teacher training through self-efficacy could be an effective way to support pre-service teachers in this field.
Teacher and Student Perceptions of the Social Environment of the Class
Data was collected in a teacher training institution as well as in secondary schools in Switzerland. Data measuring teacher efficacy and the learning environment in the classroom perceived by the teachers and their students was collected. The sample size for the study consisted of six hundred eighty-six middle school students from 35 classes.
The first research question was, are student and teacher perceptions similar when examining the relationship between social learning environment and behavior management efficacy? The results addressing this question show high teacher self-efficacy meaning that most pre-service teachers felt efficient in behavior management. The study addressed a second research question, to what extent is the behavior management efficacy classroom-specific and dependent on the social learning environment as perceived by students? The results show that teacher-student relationships are crucial for positive and efficient behavior management and for setting clear expectations for students.
Clear Expectations Have Been Created for Classroom Strategies
The study’s findings can help develop specific strategies for managing behavior in the classroom, focusing on aspects such as teacher proximity, rules, and organization. Positive relationships between teachers and students are essential but can be difficult to teach since they are soft skills such as communication, leadership, and social-emotional skills. Rules and organization are essential for setting clear expectations, which is an important part of classroom management and can be linked to the direct instruction style of teaching, which is effective in teaching specific concepts or skills, such as expected behavior in the classroom. Clear expectations from teachers are also needed for proactive management.
Notable Quotes:
“Teachers who perceive themselves as innovators have a high sense of self-efficacy in proactive behavior management.”
“Learning difficulties often go hand in hand with behavioral difficulties, highlighting the importance of taking these aspects into account when interested in behavior management.”
“The importance of establishing meaningful relationships between students and teachers has been highlighted in several recent studies, as it benefits both parties’ emotional well-being and helps to lessen the stress that often accompanies negative behavior management.”
Personal Takeaway:
I am always looking for a better understanding and more importantly strategies on how to support secondary students and teachers to develop a positive environment. Classroom management is a vital part of this environment. This study highlights the complexity of behavior management, social environment, self-efficacy, and perception, and the intersection of these topics. I routinely coach teachers to build a relationship of caring with the learners in the room. When teachers have one-to-one conversations with students this allows them to feel they have a voice but more importantly when teachers respond positively and with support behaviors may reduce. The study confirmed what I have observed that building positive relationships with students and an environment in which students have clear expectations has many benefits, such as academic growth and positive relationships between community members. I was heartened to see that this study suggests teacher training programs should focus on helping teachers build relationships with students. Lastly, while the topics are complex the study suggested concrete strategies teachers can implement clear rules, organization, and proximity.—Dana R. Wells
Mari-Anne Sørlie & Torbjørn Torsheim (2011) Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school, School Effectiveness and School Improvement, 22:2, 175-191, DOI: 10.1080/09243453.2011.563074
Inclusion Interventions
As reading inequality continues to be an issue that disproportionally affects minority students, the authors investigated if the active view of reading (AVR) could provide a view of reading that accounts for social justice in ways that the simple view of reading (SVR) cannot.
Deciphering the Main Components of Word Recognition
The SVR has two main components: word recognition (decoding) and language comprehension. The SVR may have limited utility for social justice initiatives. For example, research on the SVR with emerging bilingual students who were learning to read in English resulted in mixed results in which listening comprehension predicted reading comprehension, but decoding did not. Some studies have indicated that knowledge from one’s own cultural experiences predicted reading beyond the effects of decoding and language comprehension or vocabulary. Interventions that addressed cultural or content knowledge positively impacted
reading as well.
Statistically Significant Results Seen in Emerging Readers
The study examined the active view of reading by computing effect sizes from 333 studies. The meta-analysis reviewed AVR domains, such as self-regulation, word recognition, and bridging processes. The AVR component terms included some of the following; executive function, strategy, phonological awareness,and alphabetic principle,
Interventions that targeted word recognition and language comprehension had statistically significant effects for striving readers, and interventions that targeted active self-regulation and bridging processes had medium-to-large median effects on reading. There was a large effect for interventions for striving readers that focused on text structure, verbal reasoning, and vocabulary, and moderate effects for fluency, language structure, motivation, and phonics. The components unique to the AVR added significant variance in reading.
More Research Is Needed on the Array of Reading Theories in Their Entirety
This is just the first study to examine the AVR, and additional research is needed, including comparing the AVR to other theories such as DIER (Direct and Indirect Effects Model of Reading) and CVR (Complete View of Reading).
There is a lack of meta-analyses surrounding reading interventions in marginalized groups. The AVR’s unique domains (bridging processes and active self-regulation) can shed light on some of the structural inequities that contribute to unequal reading outcomes because it is not only confined to the SVR view that includes only word recognition and language comprehension.
Interventions that addressed bridging processes had the strongest effect on reading among striving readers in the present study, but children from lower socioeconomic status families and communities and from historically underrepresented racial and ethnic groups are provided with fewer opportunities to develop these bridging processes. It has been found that low-socioeconomic status (SES) districts when compared to high-SES school districts, provided fewer opportunities for children to engage in self-regulated learning for reading and writing, which potentially contributed to inequities in reading outcomes.
Notable Quotes:
“The ability to read is one of the single best predictors of adaptive skills in adulthood.”
“These findings suggest that a reading intervention should take bridging processes and active self-regulation (particularly motivation and strategy use) into account, as they have the potential to help close literacy achievement gaps more effectively than just word recognition and language comprehension interventions alone.”
“Most concerning from a social justice perspective was the lack of research regarding cultural and content knowledge/”
Personal Takeaway:
This article was helpful to me as an educator as it introduced me to the AVR. This article provided a reminder that reading is a critical part of social justice. The 18 specific components of the AVR were particularly useful as they provide areas of intervention that some students may need.—Matt Browne
Burns, M. K., Duke, N. K., & Cartwright, K. B. (2023). Evaluating components of the active view of reading as intervention targets: Implications for social justice. School Psychology, 38(1), 30.
Even though schools and offices are now back in buildings together, the online meeting is still a very common and now routine part of daily life. When purely online relationships finally turn into face-to-face meetings, we already know what each other looks like and sounds like, so the only surprises tend to be how tall or short we are, and perhaps the way we smell!
At MARIO Education, we have built a company in a predominantly online environment. Some of us have never physically met. However, we have been very deliberate in engaging with each other and building relationships at every opportunity. I am very comfortable with face-to-face meetings but struggle a little more with their virtual equivalent. It’s harder to pick up on body language and for others to pick up on mine. In the same room, we seem to know instinctively when to interject and when to pause. Online it’s tougher and we often find ourselves inadvertently interrupting each other simply because we have so much to say. There are other challenges too, such as locally unreliable connectivity, having to use less familiar types of videoconferencing tools, and potentially unpredictable home environments (remember this?). As MARIO Education now has schools on every continent, we also manage multiple time zones.
Building and enhancing relationships is critical to every successful organization and working online, we need to find ways of doing this. At MARIO, we like to spend some time ‘off agenda’ when we meet, checking in on each other and finding out what we’ve been up to. We never run meetings according to a strict, time-bound agenda, as we might if we were physically together. Our online meetings feel more organic, with room for tangents, anecdotes, and of course, laughs.
It’s important that extroverts don’t dominate and that the voices of introverts are heard within a psychologically safe space. It’s a whole new skill to successfully manage meetings online. The key I believe is developing empathy, and we do that through building relationships and finding out more about each other, not just as co-workers but as humans.
As we continue to live and work in person and also online, we need to remind ourselves that the joy of relationships can be present in both. If I’m honest, I do miss being in a school around people. But I also love the team I’m working with now. I have taught myself to value every single interaction and look forward to every one of my online meetings, whether these are with MARIO team members, educators I know, or new connections I’ve never met. In fact, the Harvard Grant study, established in 1938 to investigate the factors surrounding longevity and happiness, and still continuing today, suggests that “close relationships, more than money or fame, are what keep people happy throughout their lives. Those ties protect people from life’s discontents, help to delay mental and physical decline, and are better predictors of long and happy lives than social class, IQ, or even genes.”
Treasure your relationships, interactions, and even those face-to-face and online meetings. They might even help you live longer!
Graeme Scott
Self-Efficacy
The purpose of this study was to first, determine the difference in student-reported self-achievement before and after attending behavioral counseling with modeling techniques. Secondly to determine the effect of behavioral counseling with modeling techniques on student self-achievement.
The Link Between Low Motivation and Low Achievement
Researchers in this study, through interviews, questionnaires, and diary entries, observed high rates of low motivation in their population of students. This lack of motivation was attributed to low self-achievement. The definition of self-achievement used was “a person’s ability to achieve the success desired by each individual with certain expertise in the learning process through completing tasks well and more than anyone else.” The researchers decided to implement behavioral counseling with modeling techniques as a way to improve student self-achievement. Researchers believe that for an individual to successfully model behavior they need attention, remembering, imitation, and motivation. These processes mean that modeling involves cognitive processes that can lead to cognitive changes and is not just imitation. The hypothesis was this intervention would have a positive effect on students’ self-achievement.
Positive Results Shown With Behavioural Counselling
This study used a quasi-experimental design with a randomized controlled trial (RCT) approach. The study sample was randomly selected from two classes, with one assigned as the experimental group and the other as the control group. The population in this study were all students of the same grade level, amounting to 12 classes with approximately 435 students. Data was collected using observations, interviews, a self-achievement questionnaire, and student diaries. Data analysis involved testing the validity and reliability of the questionnaire, normality and homogeneity tests, t-tests, and an effect size formula. The study found that the t-test results showed a significant difference in self-achievement between before and after the treatment, suggesting that the behavioral counseling with modeling techniques was effective. The gain score data showed a test value of t = 18.166, and the effect size (ES) was calculated as 4.16, indicating that the treatment was very effective in increasing self-achievement. Overall, the study provides strong evidence for the effectiveness of behavioral counseling with modeling techniques in improving student self-achievement.
Behavioral Counselling Can Improve Student Self-Achievement
These findings provide evidence for the effectiveness of behavioral counseling with modeling techniques in promoting self-achievement among students.
Notable Quotes:
“Researchers made observations that found that 65% of students had symptoms that led to a lack of student motivation.”
“There is a significant difference in self-achievement between before and after attending behavioral counseling with modeling techniques.”
Personal Takeaway:
I was interested in this study because I have also noticed, in recent years, students struggling with their level of effort and motivation in school. At the middle school level, many referrals are for students who demonstrate apathy in school for various reasons. I would like to know more about the intervention implemented, however, the study did not offer details. This study caused me to reflect on my practice of modeling. Learning a new behavior through modeling requires attention first. So, students who are not applying strategies or behaviors as expected may need more explicit modeling and practice of what to attend to in order to imitate the expected behavior.—Dana R. Wells
I Ketut Dharsana, Wayan Eka Paramartha. 2021. The Effectiveness of Behavioral Counseling with Modeling Techniques to Improve Student Self-Achievement. Bisma, 5 (1): pp. 44-48, DOI: http://dx.doi.org/10.23887/bisma.v4i1
Inclusion, Law & Policy
By documenting teaching practice, observational research will grow and fill an important space in educational systems. It provides insights into the practice of teachers and how skilled they are in enacting these practices, thereby indicating in what areas they may need support to improve. This research also indicates conditions under which students are more likely to experience effective instruction.
Highlighting the Importance of Observational Research
The authors begin by acknowledging the significance of observation as a research method in special education. They emphasize its role in capturing real-time data and providing a holistic understanding of students’ behaviors and interactions within educational settings.
Pros and Cons of Observational Systems
The authors sought published, peer-reviewed studies from 1975 to 2020, seeking observational research that targeted in-service teachers in K–12 settings serving students with disabilities. 100 studies were identified, and the results of the studies were coded and analyzed. The article emphasizes the importance of observation systems in special education and provides evidence of their validity and reliability. By acknowledging the potential for observer bias and highlighting the benefits of technology-driven approaches, the authors offer valuable recommendations for educators and researchers in the field. As the article suggests, continued research and investment in observation systems can contribute to the advancement of inclusive and effective educational practices for students with special needs.
Research Needs To Continue in This Field
Many of the studies that were analyzed did not report strong evidence that could be used. The authors also noted some small but significant changes over time regarding the information that has been reported in observation research of teachers for students with disabilities. The findings generally suggest room for growth.
Notable Quotes:
“Observation allows us to uncover unique insights into the learning experiences of students with special needs, enabling us to tailor interventions and support accordingly.”
“Investing in comprehensive observer training is crucial to maintain the integrity of the data collected and to minimize potential biases.”
“Integrating technology into observation systems can offer educators valuable insights, facilitate data-driven decision-making, and ultimately improve outcomes for students with special needs.”
Personal Takeaway:
I feel that observation systems are quite valuable when working with all students, especially students with disabilities. This could be used as a learning tool for new teachers, or teachers who would like to further their skills of teaching students with disabilities. This system could also be used as a protection tool for students with disabilities, in order to ensure that there are multiple eyes on a teacher.—Shekufeh
Rodgers, Wendy J., et al. “Observation studies in special education: A synthesis of validity evidence for observation systems.” Review of Educational Research 92.1 (2022): 3-45.
Hi everyone,
If you’re lying on a beach or spending time with loved ones after a busy school year, I hope you’re not reading this! If you still have a few days/weeks to go until the end of the school year, I hope those crazy last few days go well. The global reach of MARIO has been fantastic to witness this year. I’m not a great traveller in that I’m tall and I don’t fit well into airplane seats – I was definitely built for business class! However, travelling to a number of countries this year to visit schools has been such a privilege. The overriding feeling I had from all school visits and speaking with teachers at conferences, is that (at least in international schools) the post-pandemic recovery is well underway.
For many, this year has felt harder than others and perhaps tougher than many expected. Whilst it’s true that some young people appear to have sailed through the last two years unscathed, most have not, and I feel we’ll be dealing with the impact of Covid-19 for many years to come. Here in the UK, the spotlight for some seems to be on ‘curriculum catch-up’, whereas international schools appear to be focusing more on ‘social recovery.’ In some parts of the world, for almost two years, many children have missed out on playing together, collaborating, disagreeing, problem solving, and generally developing the social skills that are foundational to them thriving now and in their future. Here at MARIO, we have been contacted by a number of schools whose students have been going through a really tough time. Again, it’s a privilege to help all of our schools measure, monitor and improve wellbeing.
We now have a significant cohort of schools signed up for multi-year partnerships with us, and so many schools on our August pilot program that we’ve had to open an additional pilot in September. This summer sees a whole raft of enhancements to our software, the launch of our primary/elementary school software, and a new survey builder tool to go alongside our IEP builder. And of course, the launch of our new website and the fact we are now MARIO Education. All in all, a busy few weeks ahead.
The entire MARIO team wishes you all a safe and pleasant holiday, and if you’re on a southern hemisphere calendar, a great second half of the year!
Graeme
Social & Emotional Learning
The authors hope that a summary of the evidence-based for social and emotional learning (SEL) programs, and recommendations for future research will encourage more initiatives in this field.
Multiple Factors Can Influence SEL Program Outcomes
SEL programs are coordinated curriculums in sequenced units that create the space and opportunity for people to develop their SEL competencies. This could be done through individual classrooms or even through a whole school approach.
Multiple factors can interact to influence program outcomes in both the short and long term. These could include “school leadership, the social and emotional development of program providers, the quality of professional training and assistance that is offered, funding, and coordination and collaboration among multiple stakeholders.”
Universal programs and approaches refer to programs where all students and adults in the setting are engaged in SEL learning. This approach is the most practical with regard to learning time and the ability to integrate with other academic subjects. They also do not single out individual students to reduce the likelihood of stigma. A universal approach can be used with targeted approaches (Tier 2 and 3) to support the needs of individual students.
SEL Programs Show Positive Impact on Student Outcomes
This article reviews 12 meta-analyses of universal school-based SEL programs and interventions from early childhood education through high school, including 523 reports from different countries and covering about a million students.
The review shows that SEL programs have consistent positive impacts on student outcomes. These include “increased SEL skills, attitudes, prosocial behavior, and academic achievement, and decreased conduct problems and emotional distress.” When compared to other universal prevention programs SEL programs compare favorably with regard to reducing levels of conduct problems. For example, one study reports 11% more of the student body improved their conduct after participation in an SEL program.
While SEL programs have also been associated with an increase in academic performance when compared to other educational interventions only 76 studies reported on academic outcomes.
The authors did not find much consistency in the conditions and mechanisms to make SEL programs most effective. “Some programs achieve better results than others, but the reasons for this variability have yet to be explained.”
Further Research and Training Is Needed To Derive Even Better Results
The authors state that further research needs to be done around two important questions: “First, what skills for what youth developed at what ages lead to what types of short- and long-term outcomes? Second, what are the most important individual, ecological, methodological, and programmatic variables that promote or hinder the development of different SEL skills for school-aged youth and influence short- and long-term adjustment?”
Since SEL programs unequivocally have positive effects on students, SEL approaches should be integrated at different circular levels, and schools should train their teachers in pedagogical strategies that promote SEL skills. At the end of the day “researchers, policy makers, and practitioners should collaborate in working toward an understanding of what works best for whom, when, why, and under what conditions” in order to serve the diverse needs of all students.
Notable Quotes:
“Researchers, policy makers, and practitioners should collaborate in working toward an understanding of what works best for whom, when, why, and under what conditions.”
“Some programs achieve better results than others, but the reasons for this variability have yet to be explained.”
“Social and emotional learning (SEL) can be broadly defined as the “process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2020; Niemi, 2020).”
Personal Takeaway:
A robust evidence base shows that universal SEL programs have varied positive effects on students. It highlights the need for schools to develop and implement purposeful universal (Tier 1) SEL curriculums that help students, and educators, cultivate the skills and environments they need to improve their SEL competencies. These programs should be integrated across subjects and divisions and involved multiple perspectives and stakeholders in the planning process since there is no one-size-fits-all approach to this type of programming. — Ayla Reau
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782.
Interventions
According to research, reading challenges at the secondary level are considered more serious than reading challenges experienced at the primary level. However, training for reading fluency is largely seen as a task for primary school teachers, resulting in larger reading gaps for older students. More specifically, in their article, Barwasser et al. highlight that those students with learning disabilities (LD) and/or students with emotional behavioral disorders (EBD) may experience additional challenges related to reading, calling for an effective intervention that will help to address these concerns. This study seeks to answer the following question: Does an intervention consisting of peer-tutorial reading tracks with gamified components have a positive impact on the word recognition of struggling secondary school students with LD with or without EBD?
The Reading Experience Needs To Be Positively Transformed for Secondary School Students
Various strategies to support reading competency are cited in the article, including repeated word and sight word training, reading racetracks, and peer tutoring. All of these interventions were proven to offer benefits to students. However, the authors also argue that there “is an urgent need for motivational reinforcers to transform the reading experience into a more positive one for many students” given that many secondary school students with reading challenges lose motivation and often no longer find joy in reading. Group contingencies and self-monitoring are also mentioned as key components of successful interventions.
Secondary Students Can Benefit From Both Reading Interventions and Peer Tutoring
This study involved 16 students with LD and EBD in grades five through seven attending a low social-economic German urban special needs school in North Rhine-Westphalia. After taking a German reading screener, participants were assigned to tutoring pairs. The students with a lower Reading Quotient (< 79) were selected as tutees and those with a higher Reading Quotient (> 100) as tutors. All participants were native German speakers and diagnosed with either an LD or EBD. In total, the groups practiced the outlined interventions three times a week over 8 weeks. At the end of the intervention, progress was measured using a “PowerPoint presentation with a 30-slide word sequence, into which words that were to be read out for 1s each were visibly inserted with one word per slide (Ehri, 2005).”
According to the researchers, following the intervention, “participating students were asked to complete the social validity questionnaire anonymously. Overall, they rated the intervention very positively on all issues.” Furthermore, the results indicate that the reading racetrack intervention used in this study was proven to be effective in “improving students’ ability to automate the reading of trained words.” In addition, the results also suggest that secondary students can benefit from reading interventions, and that peer tutoring can be a useful tool in special education.
The Results May Vary for Students With Various Learning Needs
Despite the success of the intervention in this study, Barwasser et al. also recognize that this study was conducted with a small sample size, meaning that the results cannot be generalized to a large population. Additionally, the results of the intervention may vary depending on the specific learning needs of particular students, especially when considering the long-term effects of the strategies. While this can be seen as an effective intervention, the level of training for the tutors and the relationship between the tutor and tutee must also be considered.
Notable Quotes:
“In phase B [of the intervention], a rapid increase in the number of correctly read words can be seen for all students, with some even showing a ceiling effect.”
“Since the intervention consisted of several components (reading from the racetrack, motivational components peer tutoring), it is not possible to identify the specific effects of
each element of the intervention. Therefore, it remains to be investigated in future research to what extent each of the components adds to the overall effectiveness.”
“It has been reported that students with behavioral issues have a higher risk of deficits in language compared to their peers without behavioral challenges, especially with respect to reading skills” (Benner et al., 2002; McCabe and Meller, 2004; Hilsmer et al., 2016).
Personal Takeaway:
All students deserve opportunities to develop their reading skills regardless of their age or grade level. As students progress into secondary school, the amount of reading required in school on a daily basis increases; however, this doesn’t mean that all students are fully equipped to read and understand the content successfully despite it often being an expectation. Therefore, providing reading instruction in secondary school can be extremely empowering for learners as they gain skills to support their success in secondary school, and for whatever lies after graduation. —Taryn McBrayne
Barwasser, A., Urton, K., & Grünke, M. (2021). Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Frontiers in psychology, 12, 671385. https://doi.org/10.3389/fpsyg.2021.671385
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