Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model

Thomas W. Farmer, Jill V. Hamm, Kathleen L. Lane, David Lee, Kevin S. Sutherland, Cristin M. Hall, Robert A. Murray

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations

Abstract

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.

Original languageEnglish (US)
Pages (from-to)115-139
Number of pages25
JournalJournal of Educational and Psychological Consultation
Volume23
Issue number2
DOIs
StatePublished - Apr 1 2013

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

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