Date of Award
10-22-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
academic achievement, advisory, differentiated instruction, mental health, relationships, social emotional learning (SEL)
Abstract
This literature review studied existing research in the areas of middle school advisory, mental health of students, and social-emotional learning and its impact on student achievement. Research regarding the purpose of advisory, along with partnering with families to be a part of their middle school student’s education, was also examined. The purpose of these themes was to find a correlation between relationships and knowledge of students outside of the curricular areas and the impact it may have on abilities for teachers to differentiate for students. This research focused primarily on middle school studies, with some information on elementary and high school included. Both international and United States studies were considered to gain a global perspective on the academic and social-emotional education of students. Insights from research included middle school as a time of change for students with a need for support in academics and behavior; research also focused on the mental health of students and the abilities of schools to support them. Social-emotional learning research brought insights into the purposeful teaching of social-emotional learning skills and their impacts on academic achievement. The analysis emphasized the need to educate the whole child and the value of relationships between staff and students and amongst peers to increase academic achievement.