The Effect of Implementing Coping Strategies on the Academic Achievement of First-Grade Students


Author/Creator ORCID




Graduate Programs in Education


Masters of Education

Citation of Original Publication


This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email


The purpose of this research study was to determine whether teaching young children coping strategies would improve student resilience. In this study, resilience was measured by academic achievement and student behavior. Measurement tools included the Measures of Academic Progress (MAP) assessment and student behavior charts. The design of the study is a one-group modified repeated measures as the sample population consisted of the researcher’s first-grade class being measured by two separate tools. The instrument used to teach coping strategies was a teacher-created four-square self-regulation tool as well as a “calm down kit” with various resources and tools for students to use. Results of the study showed significant academic achievement gains in reading and math. It would be beneficial to continue research in this area to provide more insight and tools for educators that would support the development of resilience in young children. It is important to continue growing this area of study as more students are coming to school with social-emotional needs and underdeveloped coping strategies.