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The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 3,000 15-year-old students from 45 HISD campuses participated in SSES in the fall of 2019. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). This brief examines whether and how social and emotional skills were connected to students' experiences of exclusionary discipline. Exclusionary discipline, or disciplinary actions that remove students from a traditional classroom, included in-school suspension, out of school suspension, and referral to an alternative education program. Among the sampled students under study, 15-year-old Black and Hispanic students disproportionally experienced exclusionary discipline. Therefore, this brief focused on these student groups. It was found that students who self-reported higher levels of self-control or persistence were less likely to experience exclusionary discipline, whereas students who self-reported higher levels of assertiveness were more likely to experience exclusionary discipline. [For Brief 3A in this series, see ED626835.]

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 6,400 10-year-old and 15-year-old students from 119 HISD campuses participated in SSES in the fall of 2019. This brief examines how the characteristics of students' school, peer, familial, and neighborhood contexts were connected with their social and emotional skills. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationship, and make responsible decisions (OECD 2015). SE skills develop within the contexts and the complex networks of social relationships that children experience. This study found that students reported higher social and emotional skills when they perceived higher levels of sense of belonging at school, less bullying at school, and better relationships with friends, family and neighbors. [For Briefs 3A and 3B in this series, see ED626835 and ED626836, respectively.]

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 6,400 10-year-old and 15-year-old students from 119 HISD schools participated in the SSES in the fall of 2019. This brief provides an understanding on whether and how social and emotional skills related to students' academic outcomes. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš & Suarez-Alvarez, 2019). In both 10-year-old and 15-year-old students, students who reported higher levels of persistence earned higher course grades in both math and reading. In addition, empathy was negatively associated with 10-year-old students' math grades, and trust was positively associated with 15-year-old students' math grades. [For Brief 1, see ED617758 and ED617735.]

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with the Houston Independent School District (HISD) serving as the only U.S. site. Over 6,000 10- and 15-year-old students from 119 HISD campuses were selected to participate in SSES in the fall of 2019. In addition, their selected teachers were surveyed to complement student ratings and provide more information on how students were perceived. This brief examines to what extent teacher ratings of students' SE skills agree with or differ from student self-ratings. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). Examining commonalities and differences between students' self-ratings and teachers' ratings of students' SE skills could provide opportunities for teacher professional development and school curricular support around SE skill development. This study found that about half of teachers' ratings matched with students' self-ratings. Compared to other SE skills, the lowest level of student-teacher rating agreement was identified in Trust and Stress Resistance, whereas the highest level of agreement was found in Cooperation. After accounting for a variety of student, teacher and school characteristics, age cohort and course grades were the factors that more consistently help explain agreement in student-teacher rating. [For the fourth brief in this series, see ED626838.]

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 3,000 15-year-old students from 45 HISD campuses participated in the SSES in the fall of 2019. This brief examines whether and how social and emotional skills were connected to chronic absenteeism. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš & Suarez-Alvarez 2019). In 15-year-old students, those who self-reported higher levels of cooperation, emotional control, or energy were less likely to display chronic absenteeism, whereas students who self-reported higher levels of assertiveness and self-control were more likely to display chronic absenteeism. [For Brief 2 in this series, see ED626834.]

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a snapshot of social and emotional (SE) skills of the 10-year-old students surveyed and sheds light on the student populations in need of support at district and campus levels. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). HISD students in the 10-year-old cohort varied with respect to their levels of SE skills, having reported higher levels of Tolerance, Curiosity, Creativity, Cooperation, Motivation and Self-Efficacy than other skills. Substantial variation existed across different groups of students.