Measuring social & emotional competencies and intervention acceptability in Guatemalan and Honduran schools: Findings from a quasi-experimental design

• In Event: Implementing and Measuring Evidence-based Social and Emotional Learning & Life Skills Education interventions in Complex Environments

Proposal

In recognition of the well-documented impact of SEL interventions in the Global North, there is a growing emphasis on gathering similarly rigorous evidence in diverse settings. This presentation will share learning from interventions in Guatemala and Honduras. CRS/Guatemala and its partners implement Feeling is Living, an evidence-based SEL intervention. The program addresses crucial elements such as self-awareness, self-control, interpersonal skills, and the prevention of gender discrimination. The program is implemented in grades 4-6, reaching more than 23,000 students. Similarly, in Honduras, CRS and its partners implement SEL activities in 635 schools in Intibucá and La Paz targeting students in grade 4-6. The intervention employs a variety of activities, including participatory tool creation, teacher training and community sensitization regarding SEL. CRS is conducting impact evaluations of these programs, with the primary focus on determining whether the intervention contributes to enhanced SEL competencies among 4th-6th grade students in the targeted schools. Additionally, insights will be gathered on the intervention's acceptability among school staff and its potential for inclusion in the national curriculum.

To achieve these objectives, the study employs a diverse set of research methods. In each country, research teams have collected baseline data based on a quasi-experimental design. Baseline data collection completed in June 2023, with the research teams administering the International Social & Emotional Learning Assessment (ISELA), tailored to the contexts of both Honduras and Guatemala. In Guatemala, the adaptation involved accommodating both Spanish and K’iche-speaking children. Utilizing two-stage cluster sampling, the research team in Guatemala administered the baseline assessment to 378 students in 63 schools, while in Honduras, the ISELA was administered to 461 students in 70 schools. In addition to these quantitative data, an extensive set of qualitative data, including interviews with teachers, was collected at baseline. These qualitative data serve to triangulate the quantitative findings and address a secondary objective of describing the acceptability of the intervention among school staff. Additional data regarding parent/caregiver perceptions of the intervention’s impact will be collected in 2024. Presenters will share baseline findings, focusing specifically on six key areas of the intervention: conflict resolution, empathy, perseverance, relationships, self-concept and stress management. These findings will be complemented with the rich stories of the successes and challenges encountered when implementing SEL interventions in resource-limited classrooms.

Authors

• Liza Castillo, CRS

• Ricardo Enrique Castro, Catholic Relief Services (CRS)

• Chelsea Peters

• Daniel G Oliver, Room to Read