The relationship between hope, executive function, behavioral /emotional strengths and school functioning in 5^th and 6^th grade students

A non-experimental, exploratory survey design was used to determine the relationships between hope, executive function, behavioral/emotional strengths, and school functioning. The sample (N=236) included 10-12 year old students in a large Central Ohio school district. Data were gathered from students in two intermediate schools during group sessions in each building. Three self-report measures were used, including The Children's Hope Scale (CHS), The Behavioral and Emotional Rating Scale - 2^nd edition (BERS-2) and the Behavior Rating Inventory of Executive Function - Self-Report Version (BRIEF-SR). The relationship between hope and demographic variables such as gender, race, and age were considered. No significant differences were discovered between hope and demographic variables, with the exception of special education status. Students receiving special education services reported significantly lower hope than students without special education status. More specifically, Hispanic males who speak English as a second language and receive special education services were significantly less hopeful than Hispanic males who speak English as a second language without special education status. Hope, then, may be a casualty of special education labels.

A mediational model was tested to determine if hope enhances school functioning, even in the presence of executive dysfunction. Results revealed a partially mediated model, such that 74% of the total effect of executive dysfunction on school functioning was mediated by hope. Notably, students with high hope reported significantly higher levels of school functioning and behavioral/emotional strengths than their low hope peers, while students with low hope reported more executive dysfunction. Implications for school psychologists include the development and implementation of hope-enhancing interventions that aim to reduce the impact of various components of executive dysfunction on school functioning. Facilitating hope in children may reduce referrals for special education services and may effectively improve academic outcomes.