Socio-emotion’s causal effect with scores

Yesterday, having encountered this particular lecture given by Dorothy addressed this question in different categories of age and education stages: K8 and high school, as students in these two different stages show different qualities in behaviors;

Dorothy showed some of the results they drew from multiple meta analysis on bystander intervention and socio emotional learning program, and they found out that bystander intervention appear to be a powerful factor for high school students which has effect size reached 0.44 , 3 times of that of K8;

Meantime socio emotion learning program showed three features in particular through the lifespan of 3 consecutive years, which are 1)individuals obvious decrease of self-reporting fighting perpetration than in the controls 2) state effect: result from Illinois is different from that of Kansas's; stress the importance of implementation fidelity, as the program is a nested cohort design, following certain sequences, cannot be picked or chose from arbitrarily 3) expand to decrease in delinquencies as well;

There's two point I think worthy of reconsidering through the programs:

First, different of education stages need adapted methods to address problems, but why?

in this case, high school students respond to bystander intervention more than K8. The method they are plotting here is to introduce intervention skill to high school students rather than socio-emotion learning program. As students march into high shool, they loath being talked to. Moreover, they develop higher level of intelligence than K8 and have been accumulated certain level of bullying experience observation so far, problem solving skill is just what they need to address the problem rather than the courage to do so; therefore the effect size is higher among high school students. But what worth mentioning is that the school environment and habitual environment still plays a pivital role here, teachers and parents should model themselves in terms of intervention of violence, so set the who ambiance of such; The environment and social context is always important no matter what stage is the student in.

While K8 student just started to develop their higher level intelligence like deliberate control; If socioemotion learning program came just in time, then it would form effectively the students' mind of emotional control in this key period of time. I think this is reason why K8 students respond more to socioemotion learning program.

Second, the direct linkage of test score and bullying;

In a report by UCLA psychologists showing that a one-point increase on the four-point bullying scale was associated with a 1.5-point decrease in GPA for one academic subject (e.g., math)https://newsroom.ucla.edu/releases/victims-of-bullying-suffer-academically-168220— a very large drop. Teachers provided ratings on how engaged the students were academically, including whether they were participating in class discussions, showing interest in class and completing their homework.

When I saw this data, it reminds me of myself being bullied during college graduated with a unusual low GPA for the first two semester; I can fully understand the intuition behind the research outcome and also the psychological developmental correlation; The problem for me is that I didn't realize I was being bullied back then not if I look back from today, and I didn't ask for help legitimately;

To sum up. Environment and social context are so important and not enough of educators have realized that if they have never been to such situation in need of help. Efforts and researches need to be continued and implemented thoroughly for sake of the possibilities one might reach for his/her furthest;