SEL Connections
Newsletter.6
Developmental Relationships and School Success: How Teachers, Parents, and Friends Affect Educational Outcomes and What Actions Students Say Matter Most
Highlights
- Developmental relationships with teachers, parents, and friends directly and indirectly affect school outcomes.
- Students describe how teacher relational practices such as not giving up on them, providing decision-making opportunities, and helping them see future possibilities affect motivation and effort.
- The study provides both policy and practice evidence for helping students succeed.
In general, as the number of strong relationships in young people’s lives increases, youth well-being (Benson, Scales, & Syvertsen, 2011) and resilience increase (Benson, Scales, Hamilton, & Sesma, 2006), and reports of high-risk behaviors decrease (Leffert et al., 1998). In academic settings, when the quality of a young person’s relationship with their teacher increases over the academic year, these changes are also directly associated with increases in their academic motivation and perceptions of belongingness, and indirectly associated with GPA (Martin and Dowson, 2009, Pekel et al., 2018, Scales, Pekel, Sethi, Chamberlain, & Van Boekel, 2019).
In their extensive review of how interpersonal relationships affect students’ motivation, engagement, and achievement, Martin and Dowson (2009) noted that a number of influential motivational theories, including attribution theory, expectancy-value theory, goal theory, self-efficacy theory, self-worth theory, and especially, self-determination theory, conceptualize motivation in relational terms. Using self-determination theory, for example, Martin and Dowson described how high-quality relationships with teachers can help students meet basic human needs for autonomy, belonging, and competence. Together, these can promote students’ effort, participation, cooperation, and self-regulation skills and strengthen academic performance.
From Your SEL Coordinators, WELCOME BACK, You've got this!
Quinettie Arceneaux, Elana Elie, San "Janie" Holtz, Kathryn LeBlanc, Laura Richard
Read the Entire Article Here
Between virtual learning and social distancing, kids are spending more time online than ever. We’ve gathered some helpful resources to support your kiddos in being happy, healthy, and connected online.
Positive Mindset
Teachers SEL Professional Development - Just For YOU!
https://online.sanfordinspire.org/
Sanford Inspire is composed of On-Demand Modules -- 30-60 minute micro-courses that can be completed anytime, anywhere. Professional Development Credit is given with a certificate of completion.
January -Understanding the Impact of Trauma on Students (Virtual) 60 minutes
In this module, you will:
- Describe the biological, emotional, and academic effects of trauma as well as common symptoms.
- Define key terms associated with trauma and adverse childhood experiences (ACEs).
- Describe the ways in which traumatic exposure can affect a child’s developing brain.
- Describe the ways in which traumatic exposure can affect a child’s behavior.
- Describe the ways which traumatic exposure can affect a child’s cognitive functioning and academic performance.
How do you get started? If you have not created an account with Sanford Harmony, please do so. You will get access to Sanford Inspire. If you already have an account, you have access to Sanford Inspire.
SEL Coordinators
- Quinettie Arceneaux -
- Elana Elie -
- San "Janie" Holtz -
- Kathryn LeBlanc -
- Laura Richard -
Email: sel_primary@bmtisd.com
Website: https://www.bmtisd.com/Page/6026
Location: 4315 Concord Road, Beaumont, TX, USA
Phone: (409)617-5200