Measuring change and experience: Using rigorous research in the delivery of social & emotional learning interventions in Guatemala and Honduras

• In Event: Lessons on implementing and measuring evidence-based SEL interventions in complex environments

Proposal

Background: Social Emotional Learning (SEL) has gained momentum around the world by demonstrating positive, long-term impacts on resilience in vulnerable communities and a high return on investment regarding preventive interventions. Early evidence has shown positive outcomes related to social cohesion, reconciliation, and development. SEL can mitigate risks and enhance efficacy of educational programs, demonstrating significant positive effects on academic outcomes, school retention and attendance rates, lower stress and anxiety, reduce negative student behavior like bullying, violence and juvenile crime, and improve health outcomes such as reduced drug use. While SEL methodologies vary, core competencies typically include: self-awareness, self-management, social awareness, interpersonal relationships and responsible decision-making. These competencies can be easily integrated into existing programs, leveraging resources and using a skills-based, strengths approach that is relevant across multiple settings impacted by poverty, exposure to adverse childhood experiences, and violence. While some interventions target specific at-risk populations, SEL highlights the growth mindset of child development by strengthening skills that lead to improved life skills and long-term positive outcomes, allowing for a wider reach with a variety of beneficiary groups.

While much of the evidence on proven practice has been generated in the Global North, there has been increased attention of SEL in diverse settings. CRS is currently implementing SEL interventions in numerous countries. This presentation will present analyses from interventions in Guatemala and Honduras. In Guatemala, CRS and its partners implement the Feeling is Living SEL program. The program is rooted in evidence-based practice and addresses self-awareness, self-control, interpersonal skills and the prevention of gender discrimination, among other core elements. The program is implemented in grades 4-6, reaching more than 23,000 students. In Honduras, CRS and its partners implement SEL activities in 635+ schools in Intibucá and La Paz for students in grades 4-6. The intervention employs a range of activities, not limited to participatory tool creation, teacher training and community sensitization of SEL. CRS is studying these interventions, using a similar approach in each country. The study has two core objectives:
i. Assess the impact of the intervention on 4th-6th grade learners’ SEL competencies
ii. Describe the core features of the intervention that were perceived to have the greatest impact

Approach
The study applies a diverse set of methods to achieve these objectives. In Honduras, the team will be employing a cluster randomized trial to answer questions of impact. In Guatemala, the team will be using a Separate-Sample Pretest-Posttest design. To describe intervention features with the greatest impact, both teams will employ Most Significant Change methodologies. In sum, the combined designs utilize both rigorous, quantitative methods, as well as rich narrative, providing a nuanced story of SEL implementation.

Data collection will begin in Fall 2022. Both designs will utilize the validated International Social & Emotional Learning Assessment (ISELA), developed by Save the Children, and administered in 13+ countries. The study intends to examine whether the interventions have an impact on the SEL competencies of students, including stress management, empathy, perseverance, conflict resolution, and self-concept.

Authors

• Liza Castillo, CRS

• Ricardo Enrique Enrique Martínez, Catholic Relief Services (CRS)

• Chelsea Peters

• Daniel G Oliver, Catholic Relief Services