Purpose This study examines the relationship between social-emotional behavior (SEB) risk and literacy outcomes among marginalized youth attending Title I elementary schools. It evaluates the impact of a targeted mentoring initiative using a collective impact framework and explores how SEB risk influences academic achievement, particularly English Language Arts (ELA) performance.

Design/methodology/approach The study analyzed data from 396 mentees in grades K-6 using the Social, Academic and Emotional Behavior Risk Screener (SAEBRS) and FastBridge ELA benchmark assessments. Descriptive statistics, correlation analyses, and regression models were used to assess changes in student outcomes and examine the relationship between SEB risk and literacy achievement. The mentoring program, implemented in partnership with a nonprofit, a university and a school district, provided tiered SEL and academic supports.

Findings The mentoring program significantly improved school connectedness, self-efficacy, self-regulation and reduced absenteeism and disciplinary incidents. Significant correlations were observed between lower SEB risk and higher ELA performance. Regression analysis revealed that Fall SEB risk significantly predicted Spring ELA scores, highlighting the importance of addressing SEB challenges to support literacy development.

Research limitations/implications The study was limited to a single urban district, and causal relationships cannot be established. Future research should explore long-term outcomes and scalability across diverse settings.

Practical implications Findings emphasize the value of collective impact frameworks in integrating SEL and academic supports. Schools can leverage SEB risk as an early indicator to inform targeted interventions.

Social implications This study highlights the critical role of addressing SEB risk in promoting academic success for marginalized youth. By demonstrating the effectiveness of mentoring interventions delivered through a collective impact framework, the findings emphasize the need for systemic approaches to reduce educational disparities in underserved communities. Addressing SEB risk through relationship-driven, tiered supports not only improves academic outcomes but also fosters emotional resilience, self-regulation and school connectedness, essential for long-term success. These results suggest that policymakers and educators should prioritize investments in SEL-focused programs to create equitable learning environments that empower at-risk students to thrive academically and socially.

Originality/value This research contributes original insights into the interplay between SEB risk and literacy outcomes, specifically within the context of a collective impact mentoring initiative for marginalized youth in Title 1 schools. By integrating SEL frameworks into academic interventions, this study highlights how addressing SEB risk can significantly enhance both social-emotional and academic outcomes. The use of a composite SEB variable provides a novel approach to capturing the interconnected nature of social, academic and emotional domains. The study's collective impact framework, uniting a nonprofit, university and school district, offers a replicable model for addressing educational inequities holistically.