Social Skills Action Research:
Conclusions

This action research project represents a first attempt at statewide documentation of the effects of social skills enhancement programs. Since each participating school developed their own program in response to an RFP for CSDE grant monies, there is considerable variation among the programs. While this is an asset for innovation, it is a detriment for research analysis. Accordingly, the researchers have reported descriptive data analysis without claim to causality or prediction.

Despite the limitations already noted, the findings can be used cautiously to draw some conclusions. Analysis of the data from 17 districts suggest that Connecticut students who participated in social-emotional skill enhancing programs during 2002-03 have increased school attendance, reduced discipline referrals, and improved both behavior and academic performance. Further, these findings are relatively consistent for all students even those subgroups considered at higher-risk: males, students enrolled in special education, students who reside in PT Districts. Each of these subgroup demonstrated improvements on at least three out of four outcome measures. Based on this data, there is support for including social skills enhancement programs in Connecticut ’s schools.

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