Evaluating SEL Kernels: An Innovative Approach to Social and Emotional Learning in Elementary Settings

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Abstract

High-quality social emotional learning (SEL) programs have been found to improve children’s social, emotional, behavioral, and academic outcomes (Durlak et al, 2011; Sklad et al, 2012). Despite emerging consensus about the importance of social and emotional development to children’s learning in school and beyond (Authors, 2017), a number of barriers related to implementation along with limited time and resources in schools undermine efforts to bring comprehensive SEL programming to scale. Less intensive strategies that still promote meaningful outcomes for children are required to facilitate the integration of SEL into everyday interactions and experiences in classroom and school contexts.

In this paper, we describe initial findings from a quasi-experimental study of a set of less intensive SEL strategies called SEL Kernels (Authors, 2012) designed to build a broad array of social and emotional skills and competencies. SEL Kernels were drawn from an analysis of 25 evidence-based SEL curricula (Authors, 2017) and revised through a multi-year iterative design and development process in collaboration with schools and teachers (Authors, 2019). Five Core Kernels were developed, one for each broad skill area (cognitive, emotional, social, character/citizenship, mindset/attitudes). Two additional sets of Kernels were also developed, Set A and Set B, which were balanced by skill area and strategy type.

We then conducted a randomized evaluation of these SEL kernels in elementary schools in Canada. Eighty-one classrooms in grades K-5 received Core Kernels and were randomized to receive either Set A or Set B. All teachers were trained in late January 2020 and implemented SEL Kernels for eight weeks. Teachers were asked to use one Kernel per day (or five per week). In January and March 2020, the following data were collected: (a) teacher reports of student SEL skills, discipline, teacher-student relationships, and the classroom environment (n=1190), and (b) weekly implementation logs documenting multiple aspects of Kernels use in the classroom.

In this paper we address the following questions: (1) What is the nature of SEL kernels implementation over the 8-week implementation period? (2) What is the association between implementation of SEL kernels and key outcomes (e.g., SEL skills), controlling baseline scores? (3) Do these associations vary by assignment to Set A versus Set B or by implementation dosage?

Implementation data indicated that teachers exceeded the recommended implementation of five kernels per week. Teachers assigned to Set A implemented Kernels an average of 7.81 times/week and teachers assigned to Set B implemented Kernels an average of 7.24 times/week. Implementation varied greatly by teacher, ranging from 5.4 to 11.7 times/week. It is notable that even at the lower end, teachers tended to exceed the recommended dosage, suggesting SEL Kernels are a feasible approach. The final presentation will include full analyses examining impacts of SEL Kernels on child and classroom outcomes and will include results describing the role of implementation. These findings add to a growing knowledge base about the relevance, feasibility, and impact of various approaches to SEL and will address the possibility of achieving meaningful outcomes with a less intensive, easy to implement approach.

Authors

• Insun Christine Park, New York University
  Presenting Author

• Sophie Barnes, Harvard University
  Non-Presenting Author

• Rebecca Bailey, Harvard University
  Non-Presenting Author

• Jennifer Kahn, Harvard Graduate School of Education
  Non-Presenting Author

• Stephanie M Jones, Harvard Graduate School of Education
  Non-Presenting Author