Social emotional learning in the classroom: Study protocol for a randomized controlled trial of PERSPEKT 2.0
Ninja Ritter Klejnstrup,
Anna Folke Larsen (),
Helene Bie Lilleør and
Marianne Simonsen ()
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Ninja Ritter Klejnstrup: University of Copenhagen
Helene Bie Lilleør: The Rockwool Foundation
Economics Working Papers from Department of Economics and Business Economics, Aarhus University
Social emotional learning programs have been found to lead to immediate improvements in cognitive, social and emotional competences. Meanwhile, most evidence to date refers to the United States, and most other countries lack locally tailored teaching materials for socio-emotional learning. Further, there is a lack of knowledge about which subgroups benefit more. Such knowledge is important, because it could provide evidence relevant for both explaining and addressing inequality in educational achieving across subgroups of pupils. Knowledge about longer-term impacts on academic achievement is also called for. This protocol describes an experimental evaluation of a recently developed social emotional learning program implemented in Denmark. The evaluation combines survey data with register-based data, where the latter source allows for tracking of participant outcomes with minimal risk of attrition.
Keywords: Social emotional learning; well-being; academic achievement; problem behavior; subgroups; longer-term follow up (search for similar items in EconPapers)
JEL-codes: I2 I31 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:aah:aarhec:2018-11
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