Effects of the Student Success Skills Program on Executive Functioning Skills, Feelings of Connectedness, and Academic Achievement in a Predominantly Hispanic, Low‐Income Middle School District

Abstract

The authors examined the effects of the Student Success Skills program on executive functioning, feelings of connectedness, and academic achievement of a sample of 193 middle school students in a predominantly Hispanic and economically challenged school district in the southwestern United States. Using multilevel regression analyses in a two‐level randomized design, the authors found treatment effects for multiple executive functioning scales, feelings of connectedness to classmates, and mathematics and reading achievement.