Adapting and Piloting SEL Kernels for Leadership and Sports in Morocco

• In Event: SEL Kernels across contexts: Adapting evidence-based strategies for use in different countries and learning environments

Proposal

High-quality SEL programs improve social and emotional skills, behavior, attitudes, and academics while reducing conduct problems and distress (Durlak et al., 2011; Cipriano et al., 2023). Effects often vary by student characteristics and settings. Few evidence-based SEL programs exist in Morocco, particularly in non-formal education.

This project aimed to adapt and pilot SEL Kernels - brief, evidence-based strategies shown to improve wellbeing and behavior (Colagrossi et al., 2023, Bailey et al., 2021, Barnes et al., 2021). The pilot was implemented in Spring 2025 at LEAD Morocco, a nonprofit that leverages education and sports for youth development. LEAD Morocco’s flagship program, the Leadership and Sports Academy, serves 125 4th – 9th grade students in a peri-urban area.

The project had two components: (1) adapting and co-designing SEL Kernels (called “Waves of Leadership” in the Moroccan context) with LEAD Morocco educators, coaches, and leadership; and (2) piloting these strategies with a team of teachers, coaches, administrators, and educational support staff.

To gather feedback, nine facilitators completed weekly surveys for 10 weeks (n=67) covering feasibility, adaptations, and implementation. Descriptive statistics summarized patterns across time, role, and grade level, and thematic coding of open-ended responses captured common themes.
Facilitators completed pre/post SEL Benchmarks Surveys, adapted for cultural relevance in Morocco, assessing 22 key social and emotional skills through observable behaviors. Each student (grades 4–9) was rated by up to three facilitators (teacher, coach, support staff), resulting in over 650 survey responses for the 136 students. Changes were analyzed using descriptive statistics and paired and independent t-tests.
The pilot yielded insights into the relevance, feasibility, and perceived impacts of SEL Kernels at LEAD Morocco. Staff reported frequent use of “Waves of Leadership” strategies, averaging five different activities per week. Waves were used more often with younger students (Grades 4–6). Educators used Waves during transitions or before class, while coaches integrated them flexibly throughout football lessons. Most staff (84%) repeated Waves regularly, and patterns of use varied by role and grade, underscoring the adaptability and ease of integrating the Waves as routines.
Preliminary findings showed significant improvements in adult-reported social and emotional skills, particularly for grades 4–6, and students rated lowest at baseline. Students demonstrated gains in 73% (16 of 22) of the skills, with average ratings increasing by 0.30 points (d = 0.52). Effect sizes were large for grades 4–6 (d = 1.05–1.93). The 35 lowest-scoring students at baseline saw the largest gains in social and emotional skill development at endline (F(3,132)=33.36, p<.001), with a large effect size (η² = 0.43).

Components that promoted implementation included the ability to repeat and adapt Kernels over time, tailor strategies by age, and integrate them into routines. Barriers included discomfort expressing emotions, especially among older youth, and uneven participation, prompting staff to adapt strategies to increase engagement.

The pilot demonstrated the feasibility of implementation, with promising gains in students’ social and emotional skill development. These findings will guide next steps to address challenges through training and materials and support future expansion to public schools.

Authors

• Emily Stolz, EASEL Lab, Harvard Graduate School of Education

• Sonya Rose Temko, EASEL Lab, Harvard Graduate School of Education

• Stephanie Jones

• FATIMA AZZHARA BENFARES, LEAD Morocco

• Anita Farsad, LEAD Edu

• Emma James, LEAD Edu

• Rebecca Bailey, Harvard University