Child Care and Early Education Research Connections

Skip to main content

Socio-emotional learning among low-income prekindergartners: The roles of individual factors and early intervention


The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low income, racially and ethnically diverse sample of Chicago Public School students (N = 2,630). The sample included participants of the Child-Parent Center early educational intervention program (N = 1,724) and a propensity-score matched comparison group (N = 906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income. (author abstract)

Resource Type:
Reports & Papers
United States

- You May Also Like

These resources share similarities with the current selection.

Fostering socio‑emotional learning through early childhood intervention

Literature Review

Teachers' views concerning individualized intervention and support roles within developmentally appropriate practices

Reports & Papers

Individual and environmental factors influencing questionable development among low-income children: Differential impact during infancy versus early childhood

Reports & Papers
Release: 'v1.40.0' | Built: 2023-11-07 08:40:06 EST