Project Activities
The research team randomly assigned four cohorts (2018–19, 2019–20, 2020–21, and 2021–22) of sixth grade students to complete the school belongingness writing exercise (treatment) or a neutral writing exercise (control) two times early in their sixth-grade year. The team tested both short- (end of grade 6) and long-term (end of grades 7 and 8) impacts of the intervention on student social-psychological, behavioral, and academic outcomes.
Structured Abstract
Setting
This study took place in four school districts in four states: California, Illinois, Maine, and Texas.
Sample
The sample for this study included 3,264 grade 6 students across 7 middle schools.
The intervention is a 15-minute reading and writing exercise that students complete in class. Students are asked to read the results of a fictitious survey, along with illustrative quotes, from the current 7th grade students in their school and the academic and social challenges they faced. The survey and quotes indicate that these students felt they didn't fit in or belong in 6th grade but that now as 7th graders almost all feel they fit in and belong. Students are asked to reflect on the survey by writing about why 6th graders like themselves might worry at first about fitting at school but feel more sure over time in an effort to help them internalize the message of the intervention.
Research design and methods
The research team randomly assigned sixth grade students in schools to test the impact of the school belongingness intervention on academic and social competencies. Four consecutive cohorts of students received similar writing exercise packets with identical cover sheets. The investigators, teachers, and students were blind to condition. Classroom teachers administered the two exercises early in the school year (September and November) to target levels of students’ belonging uncertainty before negative cues (e.g., report cards) could confirm a lack of belonging.
Control condition
The control exercise was identical to the belongingness exercise except it asked students to write about neutral middle school experiences such as dealing with a loud lunchroom and learning about politics, topics not related to belonging uncertainty.
Key measures
The researchers used school record data (e.g., state assessments, grades, attendance, disciplinary referrals) and student surveys of well-being and engagement (e.g., belongingness, self-control, evaluation anxiety, engagement, motivation, and help-seeking behavior) as the primary outcome measures. The researchers also analyzed students’ written responses to assess implementation fidelity and the degree to which the message of the intervention was internalized and resulted in a reappraisal of adversity.
Data analytic strategy
The researchers used a multiple regression model to determine the short- (end of grade 6) and long-term (end of grades 7 and 8) effects of the intervention on student outcomes. They ran additional analyses to explore mechanisms that helped them understand how the intervention worked and to identify potential student personal differences related to treatment heterogeneity.
Cost analysis strategy
The team used the ingredients method to estimate the cost to schools to implement the intervention.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: Researchers will produce evidence of whether the positive impacts of a brief mindset writing intervention to promote school belongingness at the transition to middle school can be replicated in a different geographic setting with a different student population to support generalizability of findings. The researchers will disseminate findings through peer-reviewed publications and other reports shared via institutional websites, e-newsletters, and social media.
Study registration:
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Available data:
AIR will archive the data electronically and securely at AIR and will make the data available for secondary analysis no later than one year after the project ends.
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