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.