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Session Submission Summary

Lessons on implementing and measuring evidence-based SEL interventions in complex environments

Wed, February 22, 1:30 to 3:00pm EST (1:30 to 3:00pm EST), Grand Hyatt Washington, Floor: Independence Level (5B), Independence F

Group Submission Type: Formal Panel Session

Proposal

Perspective: Social and emotional learning, as defined by the CASEL framework, is the process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills of five key competencies: 1) Self-Awareness -- Knowing what you are feeling in the moment; 2) Social Awareness – Practicing empathy so understand what others are feeling and being able to take their perspective; 3) Self-Management -- Managing one’s emotions so to persevere in the face of setbacks and frustrations; 4) Relationship Skills -- Establishing and maintaining healthy relationships, managing conflict, and seeking help when needed; and 5) Responsible Decision-Making -- Making decisions based on an accurate consideration of all relevant factors and the likely consequences of alternative courses of action. Social and emotional learning (SEL) interventions, whether in school or informal settings, build skills that young people can use to be successful at school, at work, and in life. In this panel, presenters will discuss and share examples of SEL interventions, with a focus on generating and using data to inform the practices of SEL.

Objective: The primary objective of this panel is to provide a forum to discuss evidence-based, social and emotional learning programs. Interventions are best when they are rooted in evidence and adapting based on data-driven decision-making. SEL interventions are no exception. Systematic reviews of SEL provide clear evidence of what works within various intervention designs. There are also gaps in our knowledge. In this panel, the presenters will work to address these gaps through discussions of evidence-based SEL interventions in Guatemala, Haiti, Honduras, India and The Philippines.

Format: The panel is structured as follows:
 Introduction of speakers
 Presentations
⁃ Castillo et al will discuss preliminary data analyzed as part of a cross-national study of SEL in Honduras and Guatemala.
⁃ Parvathy and D’Sa will present analyses as they concern the use of SEL within an ECD program in Haiti.
⁃ Krupar et al will present analyses of evidence generated through experimental studies in India and The Philippines.
⁃ Maloney et al will present analysis conducted as part of a cluster randomized trial of a contextually-grounded SEL intervention in Haiti.
 Discussion: Following the presentation, Anne Sellers will lead a discussion of these papers and facilitate questions from the audience. Sellers is the Technical Director for Education at Catholic Relief Services.

Relevance to conference theme: The papers presented in this panel address the questions and concerns of Sub-Theme 1 (Social Justice and Inclusion) and Sub-Theme 3 (School systems and Educators to Improve Learning and Teaching in Formal and Informal Settings). Social and emotional learning programs – whether in formal (school), non-formal (programs/centers that work to reach out-of-school learners) or informal education settings (family/community contexts) – build skills that all students need for success at school, at work, and in life. When successful, these interventions create children who are prepared to navigate an increasingly complex world and do so with intellectual rigor and compassion.

Sub Unit

Chair

Individual Presentations

Discussant