The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students

Clément de Chaisemartin and Nicol\'as Navarrete H.

Papers from arXiv.org

Abstract: Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.

Date: 2020-04
New Economics Papers: this item is included in nep-exp
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http://arxiv.org/pdf/2004.08126 Latest version (application/pdf)

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 (2023)
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