Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria

Rebecca Bailey, Natasha Raisch, Sonya Temko, Britt Titus, Jonah Bautista, Tahirat Omolara Eniola and Stephanie M. Jones
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Rebecca Bailey: Ecological Approaches to Social Emotional Learning (EASEL) Lab, Harvard Graduate School of Education, Cambridge, MA 02138, USA
Natasha Raisch: Ecological Approaches to Social Emotional Learning (EASEL) Lab, Harvard Graduate School of Education, Cambridge, MA 02138, USA
Sonya Temko: Ecological Approaches to Social Emotional Learning (EASEL) Lab, Harvard Graduate School of Education, Cambridge, MA 02138, USA
Britt Titus: International Rescue Committee, New York, NY 10168, USA
Jonah Bautista: International Rescue Committee, New York, NY 10168, USA
Tahirat Omolara Eniola: International Rescue Committee, New York, NY 10168, USA
Stephanie M. Jones: Ecological Approaches to Social Emotional Learning (EASEL) Lab, Harvard Graduate School of Education, Cambridge, MA 02138, USA

IJERPH, 2021, vol. 18, issue 14, 1-21

Abstract: Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.

Keywords: social and emotional learning; Northeast Nigeria; education in emergencies; program design; behavioral insights; teacher voice (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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