The Role of Social–Emotional Mediators on Middle School Students’ Academic Growth as Fostered by an Evidence-Based Intervention

Abstract

The authors describe a school counselor intervention delivered to a predominantly Hispanic group of 193 7th-grade students. Using multilevel modeling, the authors found that participation resulted in greater rates of academic achievement, particularly in math and for students who pretested at lower achievement levels. Results indicated an indirect effect on math achievement for the executive functioning constructs of plan and organize and task completion, but no executive functioning mediators were found for reading or feelings of connectedness.