Tier 2 Social and Emotional Learning Interventions of a Multi-Tier System of Support: Literature Review

doi:10.7176/jep/12-36-02

Abstract

There are many students who face barriers and difficulties to display social emotional learning competencies. As result of lacking these skills, students become less connected to school as they proceed from elementary to middle to high school and negatively impact their academic performance, behavior, and health. Research shows that small group instruction is highly effective in helping students master essential skills and tasks. The purpose of this paper is to review social and emotional learning interventions at Tier 2 of a Multi-Tier System of Support (MTSS). The secondary intervention tier utilizes targeted interventions in small groups identified by support team and then employ them by using effective strategies that directly target a skill deficit. This paper includes a review of evidence-based practices for improving social-emotional outcomes and interventions for behavioral problems. Keywords : social-emotional learning, multi-tier system of support, tier 2, and evidence-based practice. DOI: 10.7176/JEP/12-36-02 Publication date: December 31 st 2021

Highlights

There is increasing acknowledgement among practitioners and researchers that pupil’s success relies on accomplishment of core academic subjects and learning intrapersonal and interpersonal competencies
The purpose of this paper is to review social and emotional learning interventions at Tier 2 of a Multi-Tier System of Support (MTSS)
Social and emotional learning interventions support student social and emotional development through explicit instruction, purposefully strengthening cognitive processes, emotional competencies, and social and interpersonal skills needed for successful self-regulation (Smith, Poling, & Worth, 2018)

Summary

Introduction

There is increasing acknowledgement among practitioners and researchers that pupil’s success relies on accomplishment of core academic subjects and learning intrapersonal and interpersonal competencies. The field of education has made considerable developments and improvements in school-based interventions such as social emotional learning programs (Merrell, 2010). Developing these skills should begin in an early stage and continue throughout the childhood and adolescence affected by relationships, social environments, informal interactions and structured programs (Jones & Bouffard, 2012). The Every Student Succeeds Act (ESSA) provides teachers an opportunity to recognize the significance of developing the students’ social-emotional skills as tools for academics and life (Ferguson, 2016). The act emphasizes on the use of evidence-based interventions and provide flexibility to States and school districts regarding the use of federal funds, including funds that could be used to enhance social and emotional learning (Grant, Hamilton, Wrabel, Gomez, Whitaker, Leschitz, & Harris, 2017)

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