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Implemented at scale across sixth through eighth grades (N=1,180), results indicate intervention effects on GPA are limited to a racially and socioeconomically diverse “Disengagers” subgroup with declining teacher-rated classroom behaviors. Findings suggest prior educator-related experiences constrain intervention success, informing how policies should consider students’ histories when designing educational supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-perceptions-and-a-belonging-intervention/603118/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-perceptions-and-a-belonging-intervention/603118.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What intervention is studied, and what does it aim to change?","Question",{"text":112,"@type":113},"The study examines a belonging intervention that helps adolescents reappraise uncertainty about the transition to middle school, reducing worry about belonging in a more positive direction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers evaluate intervention effects over time?",{"text":117,"@type":113},"The intervention was delivered at scale across sixth grade and followed students through eighth grade, using a longitudinal design (N=1,180) and examining outcomes such as GPA.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are teacher perceptions relevant to the intervention’s effectiveness?",{"text":121,"@type":113},"Results suggest effects on GPA were confined to a subgroup whose teacher evaluations of classroom behaviors in kindergarten declined over early elementary years, indicating that earlier classroom experiences with educators shape intervention impact.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603118,1792628538,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Research Article  \nEducational Evaluation and Policy Analysis March 2024, Vol. 46, No. 1, pp. 82–105 DOI: 10. 3102/01623737231154605  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© 2023 AERA. [https://journals.sagepub.com/home/epa](https://journals.sagepub.com/home/epa)  \nTeacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention  \nJaymes Pyne  \nStanford University  \nThis study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention’s effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., “Disengagers”). These findings suggest that adolescents’past school experiences with educators may bound the extent to which interventions can promote success in school.  \nKeywords: achievement, adolescence, social processes/development, student behavior/attitude, experimental research, longitudinal studies  \nThose concerned with how adolescents struggle to connect with learning in school may not realize unengaged students have varied past school experiences—and may need different intervention strategies to succeed academically. For example, some unengaged students may have had good experiences in school at some earlier time, but intervening negative experiences in school have since led them to have more negative views about school. Other unengaged students instead have had few positive past school experiences in which to draw from when confronting their current educational situations. On the contrary, some students unengaged early on have had experiences that help them become more positive about school over time, while others still have had mostly positive experiences throughout their entire school history. To be more effective, educational interventions—and the policies often driving them—may consider how students’ past experiences inform their current educational circumstances.  \nIn this article, I help explain how past experiences shape student involvement with educational interventions by introducing the“receptivity–responsiveness” theoretical framework. I do so by describing that framework in detail and applying it to an intervention targeting adolescents’ worry about belonging following the transition to middle school (i.e.,“the belonging intervention”) .1 This intervention, which helps adolescents reappraise uncertainty about the transition to middle school, may resolve worry about belonging in a positive direction among adolescents and ultimately increase their academic achievement (Borman et al., 2019; Goyer et al., 2019; Pyne & Borman, 2020) . Administered early in the school year, the intervention’s two exercises present vignettes from older peers reassuring participants that worry about belonging in middle school is normal, and that most peers worry much less about belonging by seventh grade. Participants then complete writing prompts, reflecting on why they might  \nTeacher Perceptions and a Belonging Intervention  \nworry about middle school at first, why they might worry less over time, and why they might do well in middle school despite worrying. Important to understanding the degree to which positively resolving such worry helps new middle school students is how their earlier experiences influence the ways they feel about school in the first place.  \nIn the following sections, I first describe the proposed receptivi","cbCainRgMJKc0JwJ","https://ap.wps.com/l/cbCainRgMJKc0JwJ","pdf",669030,24,"English","# Introduction\n# Teacher Perceptions and a Belonging Intervention\n# The Receptivity and Responsiveness Framework","[{\"question\":\"What intervention is studied, and what does it aim to change?\",\"answer\":\"The study examines a belonging intervention that helps adolescents reappraise uncertainty about the transition to middle school, reducing worry about belonging in a more positive direction.\"},{\"question\":\"How did the researchers evaluate intervention effects over time?\",\"answer\":\"The intervention was delivered at scale across sixth grade and followed students through eighth grade, using a longitudinal design (N=1,180) and examining outcomes such as GPA.\"},{\"question\":\"Why are teacher perceptions relevant to the intervention’s effectiveness?\",\"answer\":\"Results suggest effects on GPA were confined to a subgroup whose teacher evaluations of classroom behaviors in kindergarten declined over early elementary years, indicating that earlier classroom experiences with educators shape intervention impact.\"}]","Teacher Perceptions and a Belonging Intervention | PDF",1792095746]