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Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties
Abstract
School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
... As a result, their social and emotional functioning is negatively affected, and their learning outcomes worsen (Montague & Rinaldi, 2001). However, Carroll et al. (2020) observed that social-emotional skill training has the highest impact on children with emotional and behavioural difficulties, indicating that children in at-risk groups benefit the most from universal programmes (applied to everyone in the class). ...
... Boys are also seen more often as having higher behavioural difficulties (Lei et al., 2018;Snyder et al., 2013). Still, the research shows that gender itself may not be the prognostic factor in the development of social-emotional skills (Carroll et al., 2020). ...
... Therefore, every school should consider implementing social-emotional learning as a way to foster the social-emotional development of their students. Research shows that universal programmes (implemented for everyone in the class) targeting children at risk are effective in improving emotional and behavioural problems (Carroll et al., 2020). This may be the most effective way to support every child in elementary classes while also improving children's social-emotional skills, behavioural adjustment and learning outcomes. ...
A topical question for teachers and parents is how to improve students’ well-being and success at school, starting from the early stages of their education. Research shows that social-emotional competence is one of the key variables significantly impacting children’s learning outcomes and that social-emotional learning contributes to higher learning outcomes and fewer behavioural problems, even in preschool. It is of great importance to obtain more evidence on the role of social-emotional skills in school adjustment, addressing this issue as early as possible to develop a deeper understanding of how to support children after their transition to elementary school. The current research aims to analyze relationships between social-emotional skills, behaviour problems and learning outcomes in a sample of elementary school students while also addressing gender differences in these relationships. The sample consisted of 590 elementary school students aged 7–11 years (mean age 9.14, SD 1.38), 53.2% (314) of whom were boys and 46.8% (276) were girls. The teachers completed the Social Skills Improvement System Social-Emotional Learning brief scales, the Strengths and Difficulties Questionnaire, and a three-item questionnaire on their students’ learning outcomes. Higher social-emotional skills in elementary school students had significant associations with lower levels of behavioural problems and higher levels of learning outcomes. Moreover, the results indicated that teachers reported significantly higher levels of social-emotional skills and learning outcomes and fewer behavioural problems amongst girls in contrast to boys. These findings highlight the necessity to develop social-emotional skills in facilitating learning outcomes and behaviour adjustment in elementary school children. Teachers’ role as facilitators of social-emotional development must also be emphasized.
... Four studies (Barry et al., 2017; Barton & Ronksley-Pavia, 2020;Carroll et al., 2020;Davies, 2013) out of the 24 were categorised under the focus of boosting social and emotional learning. The modes of delivery for these interventions varied, including formal, informal and non-formal programmes, both inside and outside schools. ...
... Through a non-formal teaching programme Carroll et al. (2020) conducted an intervention study with 524 12-year-old students, in which they implemented the KooL KIDS Whole of Class Programme. The aim of this programme was to enhance students' self-worth, self-awareness, emotional awareness, compassion, pro-social behaviours and relationship skills. ...
In recent years, there has been a growing recognition of the importance of holistic student development (Ansari, 2022; Rogers & Dawson, 2016). This shift arises from the limitations of focusing solely on academic knowledge. As a result, initiatives worldwide have been implemented, including incorporating social domains in assessments, updating curricula with an integration of emotional intelligence, and promoting positive social behaviours (Sutton et al., 2019). Additionally, numerous interventions – such as sports, yoga, good behaviour, forgiveness, resilience and animal protection – have been designed and implemented to support students’ holistic development (Zhu & Shek, 2020).
Capability plays a crucial role in educational outcomes, encompassing various traits and abilities (Bush & Chew, 1999). Social capability, as described by Sen (1999), involves balancing personal freedom and societal demands to contribute to social life. For children, it includes maintaining psycho-socio-emotional wellbeing and exhibiting positive behaviour while interacting with living and non-living entities (Sen, 1999). Social capability involves self-awareness, social awareness, worldview and interpersonal skills (Durlak et al., 2011; Eklund et al., 2018). Nurturing these capabilities is vital for holistic development and wellbeing, covering physical, mental and social aspects of school students (Bush & Chew, 1999). Schools should focus on developing social capabilities to foster positive educational outcomes and prepare individuals for meaningful participation in society.
https://www.bera.ac.uk/blog/school-based-interventions-for-promoting-social-capabilities-among-students-findings-from-a-scoping-review
... Four studies (Barry et al., 2017; Barton & Ronksley-Pavia, 2020;Carroll et al., 2020;Davies, 2013) out of the 24 were categorised under the focus of boosting social and emotional learning. The modes of delivery for these interventions varied, including formal, informal and non-formal programmes, both inside and outside schools. ...
... Through a non-formal teaching programme Carroll et al. (2020) conducted an intervention study with 524 12-year-old students, in which they implemented the KooL KIDS Whole of Class Programme. The aim of this programme was to enhance students' self-worth, self-awareness, emotional awareness, compassion, pro-social behaviours and relationship skills. ...
This paper presents a scoping review of existing literature published between 2010 and 2022 on the role of schools in promoting social capabilities among students. It aims to map the evidence regarding the school programmes or interventions that are practised across the globe to promote psycho‐socio‐emotional skills among students. The review indicates a broad scope of social interventions with limited evidence on interventions promoting social capabilities. Notably, both formal and non‐formal programmes are being offered in schools to foster social–emotional learning, self‐awareness (e.g., self‐regulation, resilience and forgiveness in attitude, and mental health awareness), and pro‐social behaviour development (e.g., positive behaviour, mindfulness, management and support, parental involvement, mentorship, sports and animal protection). This review highlights substantially encouraging effect of interventions for promoting social capabilities among students. However, the short‐term nature of programmes hardly allows the sustainability of acquired skills and behaviours among students. Additionally, the review identified a contextual gap in developing countries, including Pakistan. Therefore, it suggests the integration of such programmes in school policies and curricula, after contextualising, to ensure their regularity and sustaining psycho‐socio‐emotional skills. This recommends the development, and execution of an intervention that encompasses all the components of social capabilities collectively, along with examining its efficacy.
Context and implications
Rationale of the review
This scoping review aims to capture the scope and map the existing evidence regarding school‐based interventions to promote psycho‐socio‐emotional development among students.
Why new findings matter
The review provided valuable insights into the significance and necessity of psycho‐socio‐emotional development for students, which is essential in today's world. The lack of evidence from developing countries is found that needs critical attention. The findings contribute to the future of holistic development through the contextual adaptation of practiced interventions in developing contexts like Pakistan.
Implications for researchers and policymakers
The emerging findings imply the need for understanding the importance of developing psycho‐socio‐emotional skills collectively among students as part of the school experience. The implications extend to various stakeholders, including policymakers and school practitioners, who need to prioritise the holistic development of students throughout their formal education. Furthermore, this review is a call for researchers to develop, implement and evaluate the effectiveness of such interventions tailored to the specific needs of developing contexts, where there is currently a lack of evidence of school‐based initiatives.
... Many researchers consider that one of the main challenges today in this field is understanding who benefits from universal school programs (Coelho & Sousa, 2018;Wigelsworth et al., 2016;Yeager et al., 2019). Similarly, other authors concluded that some interventions are most effective with certain groups or under certain conditions (Carroll et al., 2020;Sande et al., 2019). As a result, authors have increasingly focused on the differential effectiveness of SEL programs, i.e., what works for whom? ...
... Traditionally, there are two identifiable trends in previous studies regarding differential effectiveness. A large group of these studies focus on implementation quality, whereas another group (Carroll et al., 2020;Coelho et al, 2015;Jiang et al., 2018) is focused on analyzing how students' characteristics (such as gender, age, socioeconomic status, or baseline levels of competences) help explain who benefited from interventions. ...
... Nevertheless, there are contradictory findings (e.g., Zeidner et al., 2002;Carroll et al., 2020), with some studies reporting little to no evidence of effectiveness and recognizing that there is a need for greater efficiency in delivering universal SEL programs in schools without compromising implementation quality (Domitrovich et al., 2010). Consequently, the need to discuss both the quality of the intervention/program and the quality of its implementation has been emphasized (Durlak and DuPre, 2008). ...
... The same pattern, i.e., mixed results are also reported in the literature regarding the effects of universal SEL Frontiers in Psychology 09 frontiersin.org intervention programs on students, with small to moderate effect sizes being described (Carroll et al., 2020;Merrin and Low, 2023). For instance, and similarly to our study, Raimundo et al. (2013) found, in their quasi-experimental exploratory study with elementary school students, significant gains in SES, including peer relations and social competence. ...
Introduction
It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students’ positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students’ SES through universal evidence-based programs is spreading around the world, including in Portuguese schools.
Methods
This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students’ communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention.
Results
For the overall participants, results show a positive effect of the program on students’ assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students’ assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors.
Discussion
These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.
... Према томе, од стране истраживача и практичара у области превенцијске науке широко је уважен позитиван утицај који укључивање активности унапређивања социјалноемоционалног статуса ученика доноси одрживости промена у програмима превенције проблема понашања (Romano & Israelashvili, 2017;Franklin et al., 2017). Не само да евалуационе студије социоемоционалне интервенције препознају као ефективне и ефикасне већ налазе да су резултати запаженији код ученика са већим степеном емоционалних и бихевиоралних проблема (Carroll et al., 2020). Разлог томе је што ученици са тешкоћама у развоју остварују мање зна-чајних односа, вештина, могућности и других предности у односу на вршњаке без тешкоћа у развоју (Carroll et al., 2020;Popović-Ćitić, Bukvić, 2018). ...
... Не само да евалуационе студије социоемоционалне интервенције препознају као ефективне и ефикасне већ налазе да су резултати запаженији код ученика са већим степеном емоционалних и бихевиоралних проблема (Carroll et al., 2020). Разлог томе је што ученици са тешкоћама у развоју остварују мање зна-чајних односа, вештина, могућности и других предности у односу на вршњаке без тешкоћа у развоју (Carroll et al., 2020;Popović-Ćitić, Bukvić, 2018). Према томе, интервенције засноване на унапређивању социоемоционалних вештина имају и промотивни и протективни ефекат. ...
Positive youth development and socioemotional learning stand out as the most systematic and comprehensive approaches to well-being of children and adolescents. The aim of this paper is to con-sider the relationship between the socioemotional learning and positive youth development. Based at the systematization of scientific studies in the form of systematic reviews and meta-analyses on the positive youth development interventions, theoretical and practical considerations are given. The scientific results published in the last five years in English are included as well. Online data bases searched include: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Informa-tion Center (ERIC) and Scopus. The research results show that the most effective positive youth de-velopment interventions are incorporated into curriculum, based at socioemotional learning, applied by the teachers.
... Social and Emotional Learning (SEL) is the process through which children develop knowledge, attitudes, and skills for understanding and managing emotions, setting and achieving goals, showing empathy, maintaining positive relationships, and making responsible decisions (CASEL, 2020). Social and emotional competencies are key to children developing into healthy and competent young adults and are important for success in school, work, and life (Carroll et al., 2020;Nicoll, 2014). SEL is a process whereby children progress through different developmental tasks such as understanding basic emotional expressions in preschool to understanding unique emotional perspectives in high school. ...
... Many different SEL programs have been developed and implemented in schools across the United States ranging from universal whole-class programs to targeted programs for at-risk children and those with skill deficits (Carroll et al., 2020). Additionally, there has been significant growth in the number of states adopting standards for social and emotional learning and guidance to support implementation in schools (CASEL, 2018). ...
Social and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.
... The number of states with K-12 standards for SEL, whether freestanding or integrated into other sets of learning standards, continues to grow (Dusenbury et al., 2015). Many evidence-based SEL programs have been developed and implemented in schools, ranging from universal whole-class programs to targeted programs for at-risk children or those with skill deficits (Carroll et al., 2020). Adoption and support of SEL programs are largely due to a growing evidence base that demonstrates the important benefits of SEL programs on the development of social-emotional skills, academic functioning, mental health, and overall health and well-being of students (Dowling et al., 2019;Jones et al., 2017). ...
... Finally, results from this study provide initial evidence for the effectiveness of the SPARK Curriculum in increasing resilience in middle school students. Collectively, these findings are encouraging as social and emotional competencies have been shown to play a key role in development of youth into healthy and competent young adults (Carroll et al., 2020;Nicoll, 2014). For middle school students in particular, strengthening social and emotional competencies and the ability to cope with the daily challenges of this developmental period may serve as an important protective factor for overall health and wellbeing. ...
Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health‐related difficulties. Strengthening students’ social and emotional competencies through the delivery of school‐based Social and Emotional Learning (SEL) programs has been suggested as one strategy for promoting positive development and preventing negative outcomes. In particular, the delivery of developmentally appropriate and evidence‐based SEL programs at the universal level of tiered supports has the potential to benefit many students. The current study presents findings from a randomized controlled trial of the Speaking to the Potential, Ability, and Resilience Inside Every Kid (SPARK) Pre‐Teen Mentoring Curriculum for 357 students from two schools. Results revealed that students who received the curriculum showed significant improvements in knowledge of curriculum content and principles; communication, decision‐making, and problem‐solving skills; emotional regulation; and resilience compared to students in the comparison condition. Results provide initial evidence for the efficacy of the SPARK Pre‐Teen Mentoring Curriculum for middle school students. Study strengths and limitations as well as directions for future research and program development are discussed.
... Moreover, the benefits of school-based programmes targeted at enhancing socioemotional skills are not necessarily distributed equally among participants, and a relevant question is this: Should the programmes target all students universally or specifically at a certain group or certain age, or with, e.g., higher risks for mental health problems? Carroll et al. (2020b) have discussed that despite a thorough design and the implication of universal programmes, improving social and emotional competence in those with greater emotional and behavioural difficulties may be particularly effective. However, in programmes that aim to enhance social competence and pro-social skills, it may be especially beneficial to include as diverse a sample of the population as possible to provide a better understanding and ability for adolescents to interact with all kinds of people. ...
Background: The Finnish Gutsy Go programme is a positive youth development intervention designed to enhance adolescents’ psychosocial well-being by enabling eighth-grade students to develop and execute good deeds within the community.
Objective: This study aimed to explore the effect of the Gutsy Go programme on adolescents’ positive mental health, experience of social inclusion, and social competence using a quasi-experimental study design.
Methods: Data were collected with electronic questionnaires at baseline (n = 236 programme participants and n = 303 controls) and follow-up two weeks after the programme (n = 126, 54.2% programme participants and n = 103, 34.1% controls). Analyses included paired samples t-tests and mixed ANOVA analyses.
Results: A statistically significant intragroup change across time was detected in the level of cooperation skills among programme participants (t(127) = −2.460, p = 0.015) but not among controls (t(102) = 1.088, p = 0.279). Statistically significant main effects were found for the intervention group on the experience of social inclusion (F(1, 1) = 9.34, p = 0.003, ηp 2 = 0.040), cooperation skills (F(1,1) = 5.28,
p = 0.020, ηp 2 = 0.020), and empathy (F(1,1) = 6.44, p = 0.010, ηp 2 = 0.030) across time.
Conclusion: The Gutsy Go programme could be beneficial in improving adolescents’ experience of social inclusion, cooperation skills, and empathy. More studies are needed to address the effects of the programme more firmly.
... no. 60En cualquier caso, de la revisión de literatura, se observa un claro incremento de interés en la investigación sobre temáticas relacionadas con la educación emocional en los últimos años, motivado por la necesidad sentida de que las instituciones educativas asistan a la capacitación emocional de sus alumnos, ya que los planes de estudios continúan estando muy centrados en la dimensión cognitiva, dejando en un segundo plano la dimensión emocional(Sepúlveda-Ruiz et al., 2019).Por todo lo expuesto hasta ahora, se hace necesario investigar cómo los estudiantes de Educación Primaria perciben, comprenden y regulan sus emociones, con el objetivo de profundizar en el análisis y avanzar en el camino de ofrecer una educación de calidad en los centros educativos, atendiendo a todas las necesidades que integran la formación sistémica de las personas en sociedad.En este sentido, actualmente, existen diversos trabajos de investigación que ahondan en el estudio de las emociones con estudiantes de Educación Primaria, centrados en analizar las competencias socioemocionales de los estudiantes para mejorar las dificultades emocionales y de comportamiento(Carroll et al., 2020;Hirvonen et al., 2019;Santamaría-Villar et al., 2021; Wilkinson y Bartoli, 2021).La motivación principal de esta investigación se concreta en indagar en los procesos emocionales que experimentan los jóvenes estudiantes de los últimos cursos de Educación Primaria, prestando especial atención a las posibles diferencias existentes en función del género, la edad de los participantes o el contexto educativo de los centros escolares donde están matriculados. La indudable repercusión de la inteligencia emocional en el ajuste personal, psicológico y social de los adolescentes(Gómez-Baya et al., 2017;Sánchez-Álvarez et al., 2016) justifica el análisis de esta realidad, e invita a profundizar en cómo perciben, comprenden y regulan las emociones, como punto de partida importante para diseñar e implementar procesos educativos exitosos que incorporen la educación emocional de forma adecuada en el sistema educativo.Estableciendo una relación directa con el objeto de estudio, existe una amplia literatura científica que establece antecedentes correlacionales de las variables género, edad o contexto, en relación con la inteligencia emocional en espacios educativos. ...
El objetivo de esta investigación es analizar cómo los estudiantes de Educación Primaria perciben, comprenden y regulan sus emociones, evaluando sus niveles de atención emocional, claridad emocional y reparación de las emociones, observando si influye el sexo, la edad o el contexto de los centros educativos donde estudian. Los resultados indican que, en líneas generales, los participantes presentan niveles adecuados en atención o percepción de las emociones, comprensión emocional y regulación emocional. Sin embargo, el género se muestra como una variable significativa, influyendo en cierto grado en los resultados obtenidos. Por otro lado, la edad también es una variable que incide en los resultados obtenidos en las dimensiones de análisis, resultando que a medida que aumenta la edad se obtienen menores puntuaciones en atención, comprensión y regulación de las emociones. Finalmente, el contexto educativo de los centros donde estudian los participantes también se ha revelado como un aspecto a tener en cuenta en los resultados de esta investigación.
... To the second point, some SEL evaluation studies have examined the extent to which universal SEL provides relative benefits to student subgroups classified by different levels of risk. A plurality of these studies have found that students with higher social-emotional needs or elevated risk at baseline (e.g., higher level of aggression at pre-intervention) tended to benefit more from a universal SEL intervention (Bierman et al., 2010;Carroll et al., 2020;Frey et al., 2005;Low et al., 2019;Malti et al., 2011), while one study found that the benefits of a universal SEL program were similar across student subpopulations classified by different socialemotional and behavioral developmental trajectories (e.g., relatively higher vs. lower risk levels; Duncan et al., 2017). ...
School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.
... The effectiveness of universal Social and Emotional Learning (SEL) programs has been well-established in several studies, including several meta-analyses (Durlak et al., 2011;Taylor et al., 2017;Sande et al., 2019). However, several authors reported substantial variability in the program's effectiveness (Wigelsworth et al., 2016;Coelho and Sousa, 2018;Domitrovich et al., 2019), whereas other authors concluded that some interventions were most effective with certain groups or under certain conditions (Sande et al., 2019;Carroll et al., 2020). Moreover, most SEL program effectiveness trials were conducted with elementary school students (Durlak et al., 2011;Taylor et al., 2017), with fewer studies focusing on adolescents and middle school students. ...
Introduction
There is an increased call for studies analyzing how implementation quality influences Social and Emotional Learning (SEL) program effectiveness.
Methods
The current dissemination study analyzed the effectiveness of the Positive Attitude Upper Middle School SEL program on a Portuguese nationwide sample composed of 813 middle school students (7th and 8th grade; 51.7% boys; Mage = 12.41, S.D. = 1.06), from 36 classrooms (Mclassroom = 22.58; S.D. = 2.86), distributed between the control group (179 students), and three intervention groups (643 students) that reflected low, middle, and high implementer experience (respectively, Gulbenkian Academies of Knowledge, Positive Attitude Cadaval and Positive Attitude Torres Vedras). Dosage and fidelity (as implementation quality dimensions), gender, and classroom size (as individual and classroom-level variables) were also analyzed. Self-report questionnaires were administered pre- and post-intervention and at a 6-month follow-up.
Results
Multilevel models were employed, and results showed that participating in the PAUMS SEL program led to more positive trajectories in self-control, social awareness, relationship skills, and responsible decision-making when compared with control groups. Regarding implementation quality, only the implementer’s experience impacted the effectiveness of the PAUMS SEL program; students in the Gulbenkian Academies of Knowledge intervention group displayed a less positive trajectory in self-control than students in the Positive Attitude Torres Vedras intervention group.
Discussion
Altogether, results showed that the PAUMS SEL program is ready for dissemination in Portugal, although a higher level of implementer experience is needed to achieve the best effectiveness, and they support the importance of analyzing implementer experience in SEL programs’ effectiveness studies.
... Dabei boten vor allem Situationen in Kleingruppen im Vergleich zur gesamten Klasse und in intentionalen Lernaktivitäten mehr Gelegenheiten (Chin Ng & Bull, 2018). Bei Kindern mit Verhaltensauffälligkeiten und Kindern aus sozial benachteiligten Familien stellen sich sozial-emotionale Förderungen als besonders wirksam heraus (Carroll et al., 2020;Mondi & Reynolds, 2021 Crick und Dodge (1994) gehen in ihrem Modell der sozial-kognitiven Informationsverarbeitung von einem zyklischen, automatisierten und internalen Prozess aus, der in mehreren Schritten abläuft. Ein Schritt wird jeweils durch den vorangehenden beeinflusst (Kreisprozess). ...
Kinder aus belasteten Familien weisen eine erhöhte Wahrscheinlichkeit für Verhaltensauffäl-ligkeiten auf. In einer deutschen Studie zeigten ca. 20% der Kinder im Alter zwischen drei und zehn Jahren Verhaltensauffälligkeiten (Hölling et al., 2014). Sie sind in ihren Bildungs-verläufen benachteiligt und fordern Schulen sowie Lehrpersonen heraus. Kinder aus belaste-ten Familien haben ein erhöhtes sozio-emotionales Risiko (z.B. psychische Störungen, Schul-ausschluss), erbringen tiefere schulische Leistungen und haben ein erhöhtes Arbeitslosigkeits-risiko. Um die damit verbundenen volkswirtschaftlichen Kosten zu reduzieren, ist es wichtig, gefährdete Kinder frühzeitig zu identifizieren (Früherkennung) und zu fördern. Aus diesem Grund wurde die Interventionsstudie "Förderung der Selbstregulation in Schule und Familie (FOSSA)" lanciert und entwickelt.
Der Intervention wurde ein selbst entwickeltes Arbeitsmodell zu Grunde gelegt. In der Lehr-personenweiterbildung wurden konkrete Strategien auf der Kindsebene, der Klassenebene und der Ebene der Elternzusammenarbeit vermittelt, die sich entweder auf das Verhalten oder die Einstellung gegenüber den Kindern mit Verhaltensauffälligkeiten bezogen. In einem ergänzenden Coaching wurde die Umsetzung der Weiterbildungsinhalte in die Praxis unter-stützt. Im Familienprogramm wurden mit den Eltern und deren Kindern konkrete Strategien für den Umgang mit Emotionen im Alltag geübt.
In einer Begleitforschung wurde die Wirkung der Intervention quasi-experimentell überprüft. Insgesamt nahmen 201 Kinder aus dem Kindergarten und der Primarstufe aus verschiedenen Deutschschweizer Kantonen an der Studie teil. 117 Kinder waren in der Interventionsgruppe, 41 Kinder in der Kontrollgruppe 1. 43 Kinder gehörten der Kontrollgruppe 2 an, welche zu-sätzlich in den Kontrollgruppenklassen zufällig ausgewählt wurden. Vor und nach der Inter-vention füllten alle teilnehmenden Lehrpersonen und Eltern einen standardisierten Fragebo-gen mit Fragen zur Schule oder Familie, zum Kind und zur Zusammenarbeit von Eltern und Lehrpersonen aus. Zudem wurde mit den Kindern zu beiden Messzeitpunkten ein standardi-sierter Entwicklungstest durchgeführt.
Wichtige Elemente des eingeführten Arbeitsmodells konnten mit den Daten des vorliegenden Projekts bestätigt werden: Die Belastungen der Eltern und der Lehrpersonen hängen mit der reaktiven sowie proaktiven Aggression des Kindes zusammen. Dieser Zusammenhang wird durch Aspekte des sozial-emotionalen Lernens (Emotionsregulation, Kooperation mit Gleich-altrigen) erklärt. Das bedeutet, dass die Aspekte des sozial-emotionalen Lernens bei der Ent-stehung von reaktiver und proaktiver Aggression wesentlich beteiligt sind. Kinder aus belaste-ten Familien verhalten sich weniger aggressiv, wenn sie eine hohe sozial-emotionale Kompe-tenz haben und sich entsprechend gut selbst steuern können.
Die Ergebnisse zeigten, dass sowohl Eltern als auch Lehrpersonen das Verhalten der Kinder nach der Intervention in der Interventionsgruppe positiver einschätzten als in der Kontroll-gruppe. Insbesondere die Kombination von acht Weiterbildungsinhalten führte zu einer Ver-besserung der sozial-emotionalen Kompetenz und zur Abnahme von reaktiver sowie proakti-ver Aggression der Kinder. Im Entwicklungstest schnitten die Kinder im Subtest ‘Emotionen erkennen’ nach der Intervention und im Vergleich zur Kontrollgruppe besser ab. Zudem fühl-ten sich die Lehrpersonen nach der Intervention im Vergleich zur Kontrollgruppe weniger durch die Verhaltensauffälligkeiten des Kindes belastet und sie konnten ihr Handlungsreper-toire bezüglich eines konsequenten Umgangs mit Unterrichtsstörungen sowie Regeln im Un-terricht und einer Optimierung von Unterrichtsabläufen erweitern. Der Erziehungsstil der El-tern der Interventionsgruppe war im Vergleich zur Kontrollgruppe und zu vor der Interventi-on empathischer. Die Weiterbildung stiess bei den Lehrpersonen auf hohe Akzeptanz. Das Familienprogramm wurde von den Eltern sehr positiv bewertet.
Weitere Analysen legten dar, dass Eltern und Lehrpersonen das sozial-emotionale Lernen der Kinder unterschiedlich einschätzten. Dieser Unterschied wird teilweise mit der Beziehung zum Kind aus Lehrpersonensicht erklärt. Kinder zeigen in Schule und Familie offenbar nicht nur primär eine unterschiedlich ausgeprägte sozial-emotionale Kompetenz, sondern die Beur-teilungsunterschiede dieser Kompetenz sind ebenfalls als Wahrnehmungseffekte zu interpre-tieren. Zukünftig sollten Lehrpersonen dafür sensibilisiert werden, um adäquate Beurteilungs-prozesse zu gewährleisten.
Zusammenfassend kann festgehalten werden, dass die Lehrpersonenweiterbildung in Kombi-nation mit dem Familienprogramm zu einer Verbesserung des sozial-emotionalen Lernens bei Kindern mit Verhaltensauffälligkeiten und zur Abnahme des aggressiven Verhaltens beisteu-ern kann. Der Ansatz ermöglicht es, die Kinder im integrativen Setting zu fördern und die Verhaltensauffälligkeiten zu reduzieren. Durch die frühe Förderung im Kindergarten und in der Primarstufe können Entwicklungsunterschiede zwischen den Kindern identifiziert und pädagogisch aufgefangen werden. Folglich kann die Chancengleichheit erhöht und Belastun-gen von Bezugspersonen reduziert werden. Die Lehrpersonenweiterbildung sowie das Famili-enprogramm können zukünftig zur Unterstützung der Kinder gebucht werden.
... The majority of the successful interventions are delivered by teachers during their regular teaching activities. The programs are more successful with populations that exhibit more social and emotional problems (Healy et al., 2020;Sanchez et al., 2018;Carroll, Houghton, Forrest, McCarthy Sanders, & O'Connor, 2020); 5) A success of interventions depends on quality of implementation and resource support (Goldenberg et al., 2019;Paulus, Ohmann, & Popov, 2016); 6) For assessing the externalising problems while monitoring the program's effects the following instruments were used: Achenbach System of Empirically Based Assessment (ASEBA), Behavior Assessment System for Children (BASC), Strengths and Difficulties Questionnaire (SDQ), the Teacher Observation of Classroom Adaptation-Revised (TOCA-R) and others. We consider that it was necessary to emphasise the instruments by which externalising problems were assessed in order to avoid confusion regarding the definition of criteria for monitoring the outcomes of interventions. ...
School-based programs focused on externalizing problems in students are recognized as an important part of school life and work. The aim of this paper is the systematization of scientific studies in the form of systematic presentations and meta-analysis of school programs, in which externalising problems in students is among the criteria for assessing the effectiveness of the program. Scientific results published in English in the last seven years are included in the systematization. Bases searched during research are: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Information Center (ERIC) and Scopus. The results of the research indicate that the most successful school-based interventions resulting in the prevention and reduction of externalizing problems are based on socio-emotional learning, that they are mostly implemented by teachers, that they are incorporated into the curriculum, and that their success depends on the quality of implementation.
... academic performance Greenberg et al., 2003;Zins and Elias, 2007). Meta-analyses of SEL interventions from pre-K (Murano, Sawyer and Lipnevich, 2020) through secondary school report signi cant positive outcomes of both universal (Greenberg and Abenavoli, 2017) and targeted interventions (Murano et al., 2020) in various forms, including whole-school approaches (Hoffmann et al., 2020) and for selective components of school experience (Carroll et al., 2020). Such approaches to SEL take a staged or fabricated approach to SEL by creating learning situations that focus on SEL alone, when in fact all learning has social and emotional aspects. ...
The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
... In particular, it was found to be effective in reducing aggressive and destructive behavior and bullying in relation to conduct problems [13,14]. To obtain the positive benefits of social-emotional learning, a universal preventive strategy was provided for all classroom students, but in practical terms, it may be lacking in effectiveness [15]. ...
Background:
The purpose of this study was to develop a social and emotional competence enhancement (SECE) program as an intervention for adolescents who bully, and to investigate its effects on school bullying behavior and mental health.
Methods:
A pre-posttest, 1-month follow-up nonequivalent control group quasi-experimental design was used. In total, 71 school bullies were included in the analysis.
Results:
The effects of this program were significant with regard to group-by-time interaction effects on social competence, emotional regulation, empathy, and school bullying behavior at the 1-month follow-up.
Conclusions:
The results indicate that the SECE program was effective at reducing school bullying behavior in adolescents who bully. School and community-based mental health professionals can provide feasible interventions that can be used in the short term to reduce school bullying behavior in adolescents who bully.
... Coelho and Sousa (2017) found that younger adolescents profited more from skills enhancement than older adolescents. Carroll et al. (2020) found that particularly early adolescents with lowerlevel skills at the start benefited from an SEL program. Therefore, we recommend beginning with the S4L program in early adolescence and delivering the Internship module when students enter internship workplaces. ...
Adolescents’ social-emotional skills are associated with positive outcomes in psychosocial health and success in education and work. In this study, we examined the effectiveness of Skills4Life, a Social Emotional Learning program for preparatory vocational secondary education aimed at enhancing self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Low-achieving students with additional educational needs participated in a quasi-experimental study, with an intervention (N = 465) and a control group (N = 274). We assessed the outcomes on social-emotional skills and psychosocial health using self-report questionnaires at pre-test (T0), after finishing the basic module (T1), and after finishing the internship module (T2). Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2. After completing the entire program at T2, students from non-western backgrounds had significantly unfavorable lower scores on social awareness and relationship skills. Positive effects were found on self-management and preparation for internships in students taught by experienced professional trainers compared to students taught by regular classroom teachers at T2. Alterations in the socio-cultural approach of the Skills4Life program and teacher training are needed to support all students in developing the social-emotional skills that they need for success at school and the workplace.
... Participants respond to items as "not true", "somewhat true", or "certainly true". Although the SDQ is designed to produce five subscales (i.e., emotional problems, conduct problems, hyperactivity, peer relationship problems, and prosocial behavior), a three-subscale division is recommended when assessing non-clinical populations (see Carroll et al., 2020;Goodman et al., 2010). These three subscales comprise an internalizing subscale (emotional problems and peer problems summed), an externalizing subscale (conduct problems and hyperactivity summed), and a prosocial scale with internal reliability reported to be 0.66, 0.76, and 0.66 respectively (Goodman et al., 2010). ...
Tools to assess worry among adolescents exist but do not capture the content of worries. This study reports on the development of a brief, psychometrically sound measure of worry for use with adolescents. Phase 1 involved identification of 27 potential items from existing instruments as well as item generation identified in interviews with students, teachers, school psychologists, and parents. In Phase 2, the candidate items were completed by 835 Australian adolescents (317 males, 508 females, 10 unspecified; Mean age = 13.55, SD = 1.31) from Grades 5 to 10. These data were randomly split in half, and an exploratory factor analysis on the first half identified a two-factor solution with 12 items: Peer Relationships (6 items) and Academic Success and the Future (6 items). On the second half of the data, confirmatory factor analyses supported the factor structure and supported strong invariance across age, socioeconomic status, and presence/absence of a diagnosed neurodevelopmental disorder. Weak invariance was evident across sex. Differences across groups are reported as are correlations with indicators of psychological wellbeing. In conclusion, the Perth Adolescent Worry Scale provides both applied professionals and researchers with a short, easy-to-administer, and psychometrically strong instrument to evaluate adolescents’ everyday worries.
... There is growing awareness of the benefits of curriculum-based SEL programmes as stated by reviews of programmes that show significant positive effects on children's social and emotional development (Durlak et al., 2011). Specifically, there is evidence of a decrease in externalising and internalising problems and gains in prosocial behaviours and academic performance (Carroll et al., 2020;Corcoran et al., 2018), with positive long-term outcomes related to high school graduation, healthy relationships, mental health, reduced criminal behaviour, or engaged citizenship (Weissberg et al., 2015). ...
Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.
... The online component provides an interactive facility for students to engage with the materials (see http://www.kool-kids.com.au). See and Carroll, Houghton, Forrest, McCarthy, & Sanders O'Connor (2020) for recent evaluations of the program. ...
Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children’s mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38–58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children’s mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children’s mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children.
The COVID-19 pandemic has increased the rates of loneliness and isolation. Belonging, being a fundamental human need, plays a significant role in understanding loneliness and isolation, as well as promoting mental health and wellbeing. Several factors influence the feeling of belonging, and across the different life stages, belonging is crucial to psychological, social, and overall functioning of an individual. In schools, helping students develop a sense of belonging to school positively impacts their wellbeing. Considering its positive influence, promoting students’ belonging should be a priority through wellbeing education. Wellbeing education focuses on competencies for belonging, opportunities to belong, motivations to belong, and perceptions to belong which are based on the meta-integrated framework for building belonging. Targeting attributions and adopting a systems approach through a socio-ecological lens must be considered in developing interventions. In order for such interventions to succeed, school policies supporting belonging should be in place.
Social-emotional learning is an integral part of the education and human development of children. Due to its role in providing them with the skills needed to manage emotions, develop personal and collaborative goal setting, and establish and maintain healthy relationships. Therefore, this systematic review aimed to find out the impact of social emotional learning interventions – represented by the PATHS & Second Step intervention – on students with emotional and behavioral disorders and those at risk. The systematic review included (19) studies by searching five electronic databases, using six specific search terms. The studies were selected according to the following inclusion criteria: studies that employed an experimental and quasi-experimental design, studies that included children from (3 to 14) years old, the inclusion of children with or at risk of emotional and behavioral disorders, the implementation of interventions in School context, studies that applied PATHS & Second Step interventions only, studies published in peer-reviewed journals. The included studies were also evaluated against the criteria of the Council for Extraordinary Children, and the studies were of varying quality. The results of the systematic review indicated the positive impact of social-emotional learning interventions on the academic, behavioral and social aspects of students with and at risk of emotional and behavioral disorders. This systematic review also provided practical recommendations for the educational field, as well as some research proposals that would raise the level of quality of research related to social emotional learning interventions.
Keywords: Social Emotional Learning Interventions, PATHS & Second Step, Students with Emotional and Behavioral Disorders.
Aims
This scoping review sought to identify and characterize measurement of self-regulation in preschool and elementary aged children.
Methods
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Review (ScR) guidelines were applied. Databases from the fields of allied health, education, medicine, and social sciences were searched including: CINAHL, Education Database (ProQuest), Education Research Complete, EMBASE, ERIC, iNFORMIT Combined, Medline, PsychINFO, Social Sciences (ProQuest), Teacher Reference Center, and Web of Science. Articles published between 2015 and 2020 were included. Dual review was utilized at all stages and a third reviewer resolved any conflicts.
Results
Sixty-seven studies were included in this review. A range of observational, self-report, teacher report, caregiver report, and observational measures of self-regulation were identified. Included studies were primarily published in education and psychology disciplines, with no studies by occupational therapists identified.
Conclusions
Although a range of measures were identified in this scoping review, the results highlight the lack of consensus regarding self-regulation measurement that occupational therapists use to design and implement therapy programs to address child emotional and behavioral needs.
Existing research suggests that children who experience poverty and hospitalization in early childhood are at risk of developing behavior problems. We examined whether the association between early childhood hospitalization and children’s internalizing and externalizing behaviors were moderated by family poverty status and child sex. Participants included 224 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. There was no direct association between hospitalization and problematic behaviors. Poverty status during early childhood, but not child sex, significantly moderated the association between hospitalization and externalizing problems. Findings support the need for community programs that promote an integrative approach to healthcare for families experiencing poverty.
Learning Under the Lens: Applying Findings from the Science of Learning to the Classroom highlights the innovative approach being undertaken by researchers from the disparate fields of neuroscience, education and psychology working together to gain a better understanding of how we learn, and its potential to impact student learning outcomes.
The book is structured in four parts: ‘Science of learning: a policy perspective’ sets the scene for this emerging field of research; ‘Self regulation of learning’ and ‘Technology and learning’ feature findings by eminent international and national researchers in the field and provides an insight into some of the innovative research illustrating the depth, breadth and multi-disciplinarity of the research; and ‘Research translation’ focuses on the scaled-up implementation of research findings in authentic learning settings, and showcases research findings which are having impact in learning environments.
This fascinating book is intended as a reference tool to create awareness among researchers, policy makers, and education practitioners of the research being undertaken in the science of learning field and its potential to impact student learning outcomes.
Research indicates that students with emotional and behavioral disorders (EBD) may engage in severe disruptions and off-task behaviors in the classroom setting that adversely impact the learning environment. This leads to many students identified as having EBD being placed in alternative education settings, such as restrictive schools or residential facilities. Due to placement in more restrictive environments and high rates of disciplinary actions, it is especially critical to decrease disruptive behaviors for students diagnosed with EBD. In addition, classroom teachers report disruptive behaviors and conduct problems as a major barrier to teaching their students. An ABC multiple baseline across classes design was used in an alternative school setting to evaluate the effects of explicit social skills training combined with a group contingency on class-wide levels of engagement and disruptive behavior. Participants were students in the first through sixth grade diagnosed with EBD. Through the class-wide intervention, social skills acquisition deficits were targeted through social skills instruction and social skills performance deficits were targeted through reinforcement programs. Results showed an increase in engagement and a decrease in disruptive behavior across all classrooms as a result of the intervention package.
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived growth patterns that potentially described the intervention and counterfactual conditions, and then selected the model with the greatest support from the data for each outcome with an information-theoretic approach. Differences between intervention and control groups were tested within the best-fitting model in order to reduce misspecification and maximize generalizability. Most measures fit a pattern in which students improved only during instructional time in school and not during the summer; the data rarely fit the commonly assumed linear growth model. Improvements related to Second Step were observed for emotional symptoms, hyperactivity, skills for learning, and emotion management, but these were modified by either pretest levels or student sex. Condition effects for peer problems were larger for students with initially low ratings and for boys. Boys also showed improvements in conduct problems. Study impacts generally did not depend upon student grade level. The results confirmed the importance of identifying developmentally sensitive trajectories and suggested important implications for Second Step implementation in early elementary grades.
This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.
Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial classroom behaviors. Previous studies have demonstrated that CW-FIT produced improvements in student appropriate classroom behaviors which led to increased available instruction time. The purpose of this investigation was to systematically replicate CW-FIT adding to the empirical research base supporting it. A novel aspect compared to prior studies was measurement of the student behaviors related to skills taught during CW-FIT (compliance, hand-raising, out-of-seat, and talking out), showing a direct relationship to students’ improvements. Students in four classes and their teachers participated in this study. An ABAB reversal design was used to demonstrate intervention effectiveness and experimental control. Implications for research and practice are discussed.
This chapter presents a review of the scientific literature on the effects of Social and Emotional Education programmes world-wide, for children and youngsters in elementary and second- ary education. Such programs, often labelled as Social Emotional Learning (SEL) or Skills for Life (SFL) programs are designed to enhance social, emotional and sometimes also moral skills of children and youngsters and therewith foster their overall development. The review consists of two parts. Part One is a review of meta-analytic literature reviews. Part Two is a meta-analysis of SEL/SFL effect studies from the period 1997-2007. Meta-analy- sis is a method for establishing the overall results of a number of studies, usually effect-stud- ies. SEL/SFL effect studies examine the type and magnitude of changes in attitudes and behavioural skills of children and youngsters brought about by participation in Social Emo- tional Learning or Skills for Life programs.
An important problem in multilevel modeling is what constitutes a sufficient sample size for accurate estimation. In multilevel analysis, the major restriction is often the higher-level sample size. In this paper, a simulation study is used to determine the influence of different sample sizes at the group level on the accuracy of the estimates (regression coefficients and variances) and their standard errors. In addition, the influence of other factors, such as the lowest-level sample size and different variance distributions between the levels (different intraclass correlations), is examined. The results show that only a small sample size at level two (meaning a sample of 50 or less) leads to biased estimates of the second-level standard errors. In all of the other simulated conditions the estimates of the regression coefficients, the variance components, and the standard errors are unbiased and accurate.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
The Strengths and Difficulties Questionnaire (SDQ) is a widely used child mental health questionnaire with five hypothesised subscales. There is theoretical and preliminary empirical support for combining the SDQ's hypothesised emotional and peer subscales into an 'internalizing' subscale and the hypothesised behavioral and hyperactivity subscales into an 'externalizing' subscale (alongside the fifth prosocial subscale). We examine this using parent, teacher and youth SDQ data from a representative sample of 5-16 year olds in Britain (N = 18,222). Factor analyses generally supported second-order internalizing and externalizing factors, and the internalizing and externalizing subscales showed good convergent and discriminant validity across informants and with respect to clinical disorder. By contrast, discriminant validity was poorer between the emotional and peer subscales and between the behavioral, hyperactivity and prosocial subscales. This applied particularly to children with low scores on those subscales. We conclude that there are advantages to using the broader internalizing and externalizing SDQ subscales for analyses in low-risk samples, while retaining all five subscales when screening for disorder.
Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test-retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.
Abstract The main problem of studying hierarchical systems, which often occur in social statistics, is the dependence,of the observations at the lower levels. Multilevel analyzing programs,account for this dependence,and in recent years these programs,have been widely accepted. A problem in multilevel modeling is the question what constitutes a sufficient sample size for accurate estimation. In multilevel analysis, the restriction is often the higher-level sample size. In this paper, a simulation study is used to determine the influence of different sample sizes at the highest level on the accuracy of the estimates (regression coefficients and variances). In addition, the influence of other factors such as the lowest level sample size and different variance distributions between the levels (different intraclass correlations). The results show, that only a small sample size at level two (meaning a sample of 50 or less) leads to biased estimates of the second-level standard errors at the second level. In all of the other simulated conditions the estimates of both the regression coefficients, the variance components,and the standard errors are unbiased and accurate. Key words:Multilevel modeling, Sample size, Cluster sampling. Sample Sizes for Multilevel Modeling 2
Research about the effectiveness of school-based psychosocial prevention programs for reducing aggressive and disruptive behavior was synthesized using meta-analysis. This work updated previous work by the authors and further investigated which program and student characteristics were associated with the most positive outcomes.
Two hundred forty-nine experimental and quasi-experimental studies of school-based programs with outcomes representing aggressive and/or disruptive behavior were obtained. Effect sizes and study characteristics were coded from these studies and analyzed.
Positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes. The most common and most effective approaches were universal programs and targeted programs for selected/indicated children. The mean effect sizes for these types of programs represent a decrease in aggressive/disruptive behavior that is likely to be of practical significance to schools. Multicomponent comprehensive programs did not show significant effects and those for special schools or classrooms were marginal. Different treatment modalities (e.g., behavioral, cognitive, social skills) produced largely similar effects. Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior.
Schools seeking prevention programs may choose from a range of effective programs with some confidence that whatever they pick will be effective. Without the researcher involvement that characterizes the great majority of programs in this meta-analysis, schools might be well-advised to give priority to those that will be easiest to implement well in their settings.
Universal, school-based programs, intended to prevent violent behavior, have been used at all grade levels from pre-kindergarten through high school. These programs may be targeted to schools in a high-risk area-defined by low socioeconomic status or high crime rate-and to selected grades as well. All children in those grades receive the programs in their own classrooms, not in special pull-out sessions. According to the criteria of the systematic review methods developed for the Guide to Community Preventive Services (Community Guide), there is strong evidence that universal, school-based programs decrease rates of violence among school-aged children and youth. Program effects were consistent at all grade levels. An independent, recently updated meta-analysis of school-based programs confirms and supplements the Community Guide findings.
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher‐led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self‐esteem. A quasi‐experimental waitlist‐control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher‐led, classroom‐based, structured program for enhancing children's social and emotional learning.
Mental disorders are among the most common and disabling conditions affecting children and adolescents. Patterns of school attendance among students with and without mental disorders were examined using data from the 2013–2014 Australian Child and Adolescent Survey of Mental Health and Wellbeing. One in seven school students had a mental disorder in the previous 12 months, with attention-deficit/hyperactivity disorder and anxiety being the most common. Students with a mental disorder had lower school attendance – being absent for 11.8 days per year in Years 1–6, 23.1 days per year in Years 7–10 and 25.8 days per year in Years 11–12, on average. In comparison, students without mental disorders were absent an average of 8.3 days (Years 1–6), 10.6 days (Years 7–10) and 12.0 days (Years 11–12) per year. Among students with a mental disorder, absences due to the disorder accounted for 13.4% of all days absent from school. This increased across years in school from 8.9% in Years 1–6 to 16.6% in Years 11–12. Improving prevention, early intervention, treatment and management of mental disorders may lead to significant improvements in school attendance.
Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the model is to improve teachers' use of specific evidenced-based instructional and behavioral management practices at the claxsssroom level. Key components of the model include integration of instruction and classroom behavior management; brief structured problem solving framework; formative assessment with a validated observation instrument; establishing measurable goals; and visual performance feedback. Results from a randomized controlled study offer emerging evidence of the potential impact of formative assessment and coaching on teacher classroom practices in elementary schools. Additionally, we offer recommendations for future research and practice.
Background The aim of the present study was to conduct a preliminary empirical evaluation of the KooLKIDS program, a school-based intervention that utilises a combination of whole-of-class and individual sessions for young children with early onset antisocial behaviour.Method Trained facilitators delivered the 13-session program to a completer sample of 49 primary school-aged children (7–11 years) with early onset antisocial behaviour (42 boys and seven girls suspended from school or at risk for suspension) and their peers.Results Analyses showed significant postintervention reductions on many outcome variables, including teacher and child self-rated aggression and antisocial traits. Significant improvements were also found on measures of emotional intensity and peer acceptance. Acceptability and feasibility data were promising.Conclusion KooLKIDS has the potential for redirecting the trajectory of antisocial behaviour towards more positive social and emotional outcomes for these at-risk children.
Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social skills interventions. Social skills function as academic enablers and contribute to higher academic achievement. Problem behaviors function as academic disablers and are associated with lowered academic achievement. Next steps in this literature are to establish an evidence-based approach to classifying acquisition and performance deficits and to develop Tier 3 social skills intervention strategies.
Data Analysis Using Regression and Multilevel/Hierarchical Models, first published in 2007, is a comprehensive manual for the applied researcher who wants to perform data analysis using linear and nonlinear regression and multilevel models. The book introduces a wide variety of models, whilst at the same time instructing the reader in how to fit these models using available software packages. The book illustrates the concepts by working through scores of real data examples that have arisen from the authors' own applied research, with programming codes provided for each one. Topics covered include causal inference, including regression, poststratification, matching, regression discontinuity, and instrumental variables, as well as multilevel logistic regression and missing-data imputation. Practical tips regarding building, fitting, and understanding are provided throughout.
A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
To describe the psychometric properties of the Strengths and Difficulties Questionnaire (SDQ), a brief measure of the prosocial behavior and psychopathology of 3-16-year-olds that can be completed by parents, teachers, or youths.
A nationwide epidemiological sample of 10,438 British 5-15-year-olds obtained SDQs from 96% of parents, 70% of teachers, and 91% of 11-15-year-olds. Blind to the SDQ findings, all subjects were also assigned DSM-IVdiagnoses based on a clinical review of detailed interview measures.
The predicted five-factor structure (emotional, conduct, hyperactivity-inattention, peer, prosocial) was confirmed. Internalizing and externalizing scales were relatively "uncontaminated" by one another. Reliability was generally satisfactory, whether judged by internal consistency (mean Cronbach a: .73), cross-informant correlation (mean: 0.34), or retest stability after 4 to 6 months (mean: 0.62). SDQ scores above the 90th percentile predicted a substantially raised probability of independently diagnosed psychiatric disorders (mean odds ratio: 15.7 for parent scales, 15.2 for teacher scales, 6.2 for youth scales).
The reliability and validity of the SDQ make it a useful brief measure of the adjustment and psychopathology of children and adolescents.
Regression to the mean (RTM) is a statistical phenomenon that can make natural variation in repeated data look like real change. It happens when unusually large or small measurements tend to be followed by measurements that are closer to the mean.
We give some examples of the phenomenon, and discuss methods to overcome it at the design and analysis stages of a study.
The effect of RTM in a sample becomes more noticeable with increasing measurement error and when follow-up measurements are only examined on a sub-sample selected using a baseline value.
RTM is a ubiquitous phenomenon in repeated data and should always be considered as a possible cause of an observed change. Its effect can be alleviated through better study design and use of suitable statistical methods.
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