Students’ Academic, Social, Emotional, and Behavioral Functioning During COVID-19

Presenter(s)

  • Caleb Flack, Doctoral Student, University of Wisconsin-Madison
  • Carly Oddleifson, Doctoral Student, University of Wisconsin-Madison
  • Ellen Anderson, Doctoral Student, University of Wisconsin-Madison
  • Teagan Twombly, Doctoral Student, University of Wisconsin-Madison
  • Elizabeth Davis, Doctoral Student, University of Wisconsin-Madison
  • Julia Porter, Doctoral Student, University of Wisconsin-Madison
  • Kate Nosbusch, EdS Student, University of Wisconsin-Madison
  • David Klingbeil, Assistant Professor, University of Wisconsin-Madison
  • Stephen Kilgus, Associate Professor, University of Wisconsin-Madison

Abstract

This study examined (a) change over time in student academic and SEB functioning during COVID-19, and (b) sociodemographic characteristics (gender, race/ethnicity, ELL status) as moderators of change over time in student academic and SEB functioning. Data were collected from 3,517 students enrolled in third through fifth grade in a suburban school district. Study findings suggest increased academic and/or SEB risk for sociodemographic subgroups during COVID-19. Findings underscore the importance of disaggregating data on student academic and SEB risk to guide efficacious and equitable school-based support.

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