The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students

Clément de Chaisemartin and Nicolás Navarrete
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Nicolás Navarrete: City University of London

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Abstract: Social and emotional learning (SEL) programs that target disruptive students aim to improve their classroom behavior. Small-scale programs in high-income countries have demonstrated positive effects. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect. Very disruptive students seem to reduce the program's effectiveness. ADHD being more prevalent in middle-than high-income countries, very disruptive students may be more present there, which could diminish the effectiveness of SEL programs. Moreover, implementation fidelity seems lower in this program than in the small-scale ones considered earlier, which could also explain the program's null effect.

Keywords: disruptive students; spillover effects; peer effects; social and emotional learning; implementation fidelity (search for similar items in EconPapers)
Date: 2023-07
New Economics Papers: this item is included in nep-exp and nep-ure
Note: View the original document on HAL open archive server: https://hal.science/hal-03796424v2
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Published in Journal of Labor Economics, 2023, 41 (3), ⟨10.1086/720455⟩

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Related works:
Journal Article: The Direct and Spillover Effects of a Nationwide Socioemotional Learning Program for Disruptive Students (2023)
Working Paper: The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students (2023)
Working Paper: The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students (2020)
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Persistent link: https://EconPapers.repec.org/RePEc:hal:spmain:hal-03796424

DOI: 10.1086/720455

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