Social-emotional competence and academic help-seeking in college transition: disproportionate effects across school contexts in the United States

Sociologists analyse ongoing disparities in college enrolment between students from disadvantaged and advantaged backgrounds in the United States. They emphasise the need for access to college information and support for effective navigation such as academic help-seeking. However, discussions rarely address how social-emotional competencies could influence academic help-seeking behaviours, especially across different school environments. Scholars in social-emotional learning (SEL) explore how these competencies impact academic outcomes, potentially reducing the achievement gap, especially with widespread SEL programs. Yet, literature lacks extensive examination of discussed internal processes driving students’ academic help-seeking behaviours for college information during their college transition. This study examines the relationship between students’ social-emotional competence in their 10th grade and academic help-seeking behaviours for college information in school in their senior year (N = 9,093). It then reveals the disproportionate effects in different school contexts. Students’ social and emotional competencies (e.g. self-efficacy; engagement; sociopolitical commitment; peer relationships; teacher–student relationships) predict their academic help-seeking for college information in school. The association differs by school sector and location, which lends insight into how educators can contextualise school-based SEL programs. The paper discusses the role of schools in facilitating SEL programs in college transition, particularly for applicants from disadvantaged backgrounds.