The ecology of opportunity: connecting socioecological health and school achievement in Alabama

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ABSTRACT This study investigates the association between school-level achievement and the relative health of the social environment in which children are embedded, to gain a more comprehensive understanding of how behavioural, social, physical, and socio-emotional contexts may holistically impact learning. While research has recognised how specific aspects of a child’s environment can impact learning, what is less understood is how multiple facets of socioecological conditions may holistically contribute to learning advantages or disadvantages. To address this, we combine seven years and over 9,000 observations of school-level achievement scores from the U.S. state of Alabama with a comprehensive scale of “socioecological health” – a measure that includes multiple indicators such as nutrition access, housing quality, neighbourhood violence, social supports, income inequality, and mental health access. We then employ a three-level hierarchical linear modelling approach to assess the association between socioecological health and school achievement. Results suggest that (1) higher levels of socioecological health are associated with higher levels of school achievement; (2) effects are strongest for older students and rural students; and (3) healthy behaviours, social supports, and positive physical environment correspond with higher school achievement. These results highlight the breadth to which social and environmental determinants may influence learning opportunities and underscores the need for a more holistic and inclusive approach to educational leadership and social policy.