Abstract
Intervention efforts in turnaround elementary schools in the U.S. have focused on academic interventions, missing the important link between students’ social emotional competence and academic outcomes. The current study describes implementation of a multi-tiered approach to support young students’ social emotional competence in an urban turnaround elementary school primarily serving students of color. Details regarding how the approach was rolled out in the school’s early childhood classrooms are offered. Lessons learned are described and discussed as part of large-scale efforts to turn around chronically underperforming urban elementary schools through a focus on improving young children’s social emotional competence.
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