Rozek et al., in prep: Reflecting on stories about common challenges to belonging in the transition to middle school increased academic performance and positive attitudes, and decreased negative behavior among middle schoolers over a year
The middle-school social-belonging intervention (Goyer et al., under review) was delivered to students in 11 public middle schools in a diverse mid-sized city. Students completed materials in two class sessions in September and November of 6th-grade. As compared to a randomized control condition, the intervention raised 6th-grade GPA for all students, reduced the number of D and F grades students received, and reduced disciplinary referrals and absences. It also increased students’ trust of school, social belonging, and identification with school and reduced anxiety about evaluation.