Engaging Stakeholders in Design-Thinking Approaches to Improve a School-Based Social-Emotional Learning Program

• In Event: Hilton Roundtable 2
  In Roundtable Session: New Methods for Evaluating School Climate, Student Well-Being, and Social-Emotional Learning

Abstract

Although the education community calls for increased use of rapid, iterative, and cross-collaborative approaches to assessing and revising interventions, there are no agreed upon prescriptions for how to incorporate such methodologies within the traditional program evaluation paradigm. The current paper describes how a design-thinking process was utilized to support continuous improvement of a universal school-based SEL program, Second Step® Middle School, by using rapid-cycle iterations, user-centered inquiry, and continued collaborations with stakeholders. This paper documents the process beginning with over 3,000 open-ended survey responses which informed the co-creation of new prototypes with input from teachers (N=31) and students (N=41). Prototypes were then revised and tested in seven 7th grade classrooms. Design-thinking as a strategy for research-stakeholder collaboration is discussed.

Authors

• Jasmine Williams, Instagram Research

• Cailin Curries, Committee for Children