1TALS, Wichita State University, Wichita, USA
2ISLE, Wichita State University, Wichita, USA
Research in Psychology and Behavioral Sciences.
2026,
Vol. 12 No. 1, 1-12
DOI: 10.12691/rpbs-14-1-1
Copyright © 2026 Science and Education PublishingCite this paper: Kimberly Moody, CCC SLP, Jason Herron, Reagan Murnan. Protective Factors for Literacy Achievement: The Role of Social-Emotional Learning and Executive Function in Reducing Academic and Behavioral Risk.
Research in Psychology and Behavioral Sciences. 2026; 12(1):1-12. doi: 10.12691/rpbs-14-1-1.
Correspondence to: Kimberly Moody, TALS, Wichita State University, Wichita, USA. Email:
Kim.Moody@wichita.eduAbstract
Students placed at academic and behavioral risk often face overlapping challenges that hinder engagement and long-term achievement. This study explored how social-emotional learning (SEL) and self-regulation capacity (SRC) serve as protective factors within a school-based mentoring and support program implemented across 24 schools. Guided by frameworks of resilience and active, self-regulated learning, the study examined how SEL and SRC support literacy growth and overall school engagement through improved attendance and behavior. Findings indicated that students demonstrating stronger SEL and SRC skills were more likely to show improvements in literacy performance and reductions in disciplinary incidents and absenteeism. These results highlight the importance of integrating regulation-based and trauma-informed supports within literacy and prevention initiatives. Implications for educational policy and practice emphasize the need for coordinated, cross-sector efforts that strengthen protective factors and promote equitable learning environments.
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