ABSTRACT
This chapter revisits the study, “It’s not all or nothing: Exploring the impact of a social-emotional and character development intervention in the middle grades,” which looked at students' recollection and reflection of their experience in a Social-Emotional and Character Development (SECD) program as predictors of academic achievement. The manuscript also explored the mediating effect of student-teacher relationships. This piece provides insights into the context that the MOSAIC—Mastering Our Skills and Inspiring Character—intervention was implemented, data were collected, and ultimately the drafting and revision process, which occurred at the height of the COVID-19 pandemic. This work is explored through a Relational Developmental Systems Meta-theoretical lens using Life Course Theory for interpretation. Future directions and the current work of co-authors and the Social-Emotional and Character Development (SECD) Lab are discussed.
