City Research Online

Abstract

Social and emotional learning (SEL) programs that target disruptive students aim to improve their classroom behavior. Small-scale programs in high-income countries have demonstrated positive effects. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect. Very disruptive students seem to reduce the program's effectiveness. ADHD being more prevalent in middle- than high-income countries, very disruptive students may be more present there, which could diminish the effectiveness of SEL programs. Moreover, implementation fidelity seems lower in this program than in the small-scale ones considered earlier, which could also explain the program's null effect.

Publication Type:	Article
Additional Information:	Accepted for publication by Journal of Labour Economics on 04/15/2022. Copyright the authors, 2022.
Publisher Keywords:	disruptive students, spillover effects, peer effects, social and emotional learning, implementation fidelity.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > LC Special aspects of education
Departments:	School of Policy & Global Affairs > Economics

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