From programmes to practice: Unpacking commonalities in social and emotional learning (SEL) approaches

• In Event: 3-148 - From Brands to Strategies: Frontiers of Intervention in Social and Emotional Learning

Integrative Statement

There is now an established consensus that Social Emotional Learning (SEL) ‘works’, as demonstrated by a growing number of meta-analyses in the field showing overall positive effects on a range of pupil outcomes (see for example, Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Sklad, Diekstra, De Ritter, Ben, & Gravesteijn, 2012; Taylor, Oberle, Durlak, & Weissberg, 2017; Wigelsworth et al., 2016). However, such approaches often fail to address the real-world complexities associated with programme implementation. For instance, how do implementers best identify what approaches are considered similar or distinct from existing practice and/or how do they maximise the fit of an intervention within individual problems and context. Such barriers can prevent the successful implementation of SEL, and offering potentially sub-optimal models of deployment (Durlak & DuPre, 2008). We address this concern by examining the component practices or strategies by which SEL programmes are constructed. Thus, the purpose of the current study was not to ask if SEL works, but how SEL works by examining common elements existing between individual SEL programmes.

In this symposium, we present a two-strand approach, designed to answer the following questions;
1) What effective practices can be derived from evidence-based SEL interventions for elementary schools, with specific reference to the following areas:
a) classroom activities?
b) school-level processes and practices aimed at developing a positive environment?
2) What current practices are elementary schools in England using in relation to SEL?

In relation to 1), we present the results of an in-depth content analysis of 15 elementary SEL programmes identified through systematic review methodology and selected on the basis of their existing evidence base (two or more RCTs demonstrating positive effects in universal populations). We draw upon the Distillation and Matching Model (DMM) methodology used by Chorpita and Daleiden (2005) in order to derive common effective practices. In doing so, we distinguish between practice elements (e.g. specific skills learned as part of a given intervention) and instructional elements (e.g. methods of delivery used by the implementer) of interventions (Boustani et al., 2015).

In relation to 2) we build upon existing work in this area (e.g. Jones’s et al., 2017) by presenting findings from our primary research strand; namely both a national survey, sent to all elementary schools in England and a corresponding ‘deep dive’ with a smaller number of case-study schools. Themes relating to utility, practicalities (including barriers and facilitators) and fit with other school practices will be presented and discussed. Collectively, our primary research phase allows us to present a comprehensive overview of current practice in relation to SEL among elementary schools in England, alongside illustrative case profiles that offer depth and context.

We conclude our presentation with a discussion and recommendations for new directions in both research and practice.

Authors

• Michael Wigelsworth, University of Manchester
  Presenting Author

• Neil Humphrey, University of Manchester, Manchester Institute of Education
  Non-Presenting Author

• Pamela Qualter, University of Manchester
  Non-Presenting Author

• Lily Verity, University of Manchester, Manchester Institute of Education
  Non-Presenting Author