In the classroom or on the shelf? A qualitative comparative analysis of teacher uptake of a SEL curriculum in Colombia

• In Event: Uptake and quality implementation of social and emotional learning programs: evidence & lessons from contexts of crisis

Proposal

This paper presents the results related to the evaluation of a SEL approach implemented as part of Save the Children’s Beyond Borders Program in Colombia (2019-2022) in collaboration with the leading SEL organization Aulas en Paz. The program focused on improving social and emotional learning (SEL), conflict resolution skills, respect of diversity and gender equality using multi-modal approach consisting of: i) A teacher professional development program including workshops, self-study materials, peer supported activities, and coaching, which is focused on developing teachers’ competencies related to teaching SEL and promoting gender equality, conflict resolution, diversity and gender equality in the classroom. ii) A series of SEL lesson plan sets (6-8 lesson per set) and other program materials which teachers could select and use in the classes which specific sets of plans by grade. iii) Guidance and support for school committees on establishing plans, activities and protocols from promoting a peaceful school environment and responding to violence when it occurs.
There is a growing body of evidence that shows that the delivery of SEL curriculums in contexts of high violence, such as Colombia, can have a significant impact on student’s socioemotional competencies and pro-social behavior (Durak, 2011). In Colombia specifically, studies conducted by the Aulas en Paz program have shown a decrease in the frequency of aggressive behaviors observed in the classroom and in the playground for fifth graders (Ramos, Nieto, Chaux, 2007), as well as an increase in prosociality, assertiveness and empathy (Chaux et al, 2017).
However, there is also a growing body of evidence which indicates that implementation factors and design are crucial in mediating the outcomes of such programs. While the theory and evidence around the factors which influence successful SEL implementation has been growing, gaps remain in our understanding and the evidence is particularly limited in low-resource contexts and emergency settings. Recognizing this evidence and knowledge gap, this paper aims to contribute to the research and evidence around the factors which support successful implementation of SEL programs, with a particular focus on the three implementation regions in Colombia affected by armed conflict and Venezuela border crisis. Specifically, the study seeks to evaluate the level and quality of implementation, which factors influence the participation of teachers in the professional development program, and which factors influence the take-up and level of implementation of the SEL classroom material.
The primary research method employed by the study is Qualitative Comparative Analysis (QCA). QCA is an approach inspired by comparative sociology that was created with the purpose of optimizing empirical studies and the comparative and systematic analysis of a small sample of cases (Escott, 2018). In this study, 18 case studies (teachers) were selected, and through observation and semi-structured interviews, 2 program results (level of teacher participation, and level of teacher implementation) and 21 associated variables were measured for each cases. This paper will present the results of this study and outline which factors were found to be necessary and sufficient conditions for teacher uptake of the SEL curriculum in Colombia.

Author

• Tim Murray