Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

Area of Science:

• Educational Psychology
• Special Education
• Civic Education

Background:

• Social studies and civics education are increasingly vital for student development and civic engagement.
• Students with emotional and behavioral disorders (EBD) can particularly benefit from these subjects for social problem-solving and perspective-taking.
• Growing state requirements and accountability frameworks highlight the importance of social studies and civics.

Purpose of the Study:

• To systematically review and evaluate intervention research on social studies and civics for students with EBD.
• To identify effective practices and areas for future research in this educational domain.
• To synthesize the current state of knowledge regarding social studies interventions for students with EBD.

Main Methods:

• A systematic review of intervention studies focusing on social studies and civics for students with EBD was conducted.
• Studies were evaluated against What Works Clearinghouse Design Standards.
• Effect sizes were calculated for eligible studies to quantify intervention impact.

Main Results:

• Seventeen intervention studies were identified in the literature.
• Ten of the 17 studies met What Works Clearinghouse Design Standards (with or without reservations).
• A large overall effect size (g = 0.83) was found for social studies and civics interventions for students with EBD.

Conclusions:

• Social studies and civics interventions demonstrate a significant positive impact for students with EBD.
• The findings support the integration of these subjects to enhance college and career readiness for students with EBD.
• Further research is needed to expand the evidence base and refine effective practices.