At what cost? Examining the cost effectiveness of a universal social–emotional learning program.

Hunter, Leah J.; DiPerna, James C.; Hart, Susan Crandall; Crowley, D. Max

doi:10.1037/spq0000232

Cited by 27 publications

(19 citation statements)

References 17 publications

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“…Also, there may be limited financial (Forman et al, 2009) and personnel (Mihalic & Irwin, 2003) resources to support implementation. Indeed, costs of manualized SEL programs generally include materials and equipment, training, teacher time, and lost academic instructional time (Hunter, DiPerna, Hart, & Crowley, 2018). At the individual level, school counselors and teachers may view implementing lengthy SEL programs as outside of the scope of their role or may cite inadequate time in the day to implement such programs (Forman et al, 2009).…”

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confidence: 99%

The Core Components of Evidence-Based Social Emotional Learning Programs

et al. 2018

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Implementing social emotional learning (SEL) programs in school settings is a promising approach to promote critical social and emotional competencies for all students. However, there are several challenges to implementing manualized SEL programs in schools, including program cost, competing demands, and content that is predetermined and cannot be tailored to individual classroom needs. Identifying core components of evidence-based SEL programs may make it possible to develop more feasible approaches to implementing SEL in schools. The purpose of this study was to systematically identify the core components in evidence-based Elementary School SEL programs, using the five interrelated sets of competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organizing framework. We present the components that were identified, and the rates at which each component was included in the sample of evidence-based SEL programs. The core components that occurred most frequently across programs were Social Skills (100% of programs), Identifying Others' Feelings (100% of programs), Identifying One's Own Feelings (92.3% of programs), and Behavioral Coping Skills/ Relaxation (91.7% of programs). These findings illustrate the feasibility of systematically identifying core components from evidence-based SEL programs, and suggest potential utility of developing and evaluating modularized SEL programs.

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confidence: 99%

The Core Components of Evidence-Based Social Emotional Learning Programs

et al. 2018

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“…Students participating in the current study were exposed to the SSIS-CIP for a relatively brief amount of time (approximately 10–12 hours over 12 weeks) at a cost of approximately $19 per student (see Hunter et al, 2018), whereas some other programs require a much larger resource investment. It is possible that the SSIS-CIP lacked sufficient dosage to substantially move the needle on student achievement; however, the state test results observed in this study (all but one positive effect size) and relatively small amount of instructional time required for implementation may be seen as acceptable to stakeholders given its efficacy in improving social behavior in the classroom (e.g., DiPerna et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Given the finite instructional time present in a school day, this fear may not be unfounded; teaching SEL requires replacing time that would otherwise be spent on a different type of instruction or activity. In this way, a “lost opportunity cost” (i.e., benefit that is missed when a specific program is implemented) of universal SEL may be that students receive less academic instruction (Hunter et al, 2018; Levin et al, 2017).…”

Section: Universal Sel and State Test Performancementioning

confidence: 99%

Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Hart

DiPerna²,

Lei³

et al. 2020

Educational Researcher

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Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation.

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“…Empathy-focused arts programming that uses visual arts methods can easily be administered in low-or under-resourced schools or after-school settings, even through remote means. Facilitating access to creative SEL programming is an absolute must, especially considering that SEL curricula tend to be costly, averaging approximately $6000 per program (Hunter et al, 2018).…”

Section: Rationale For Empathy-focused Arts Programming For Early Elementary-aged Childrenmentioning

confidence: 99%

Creating Compassion: Using Art for Empathy Learning with Urban Youth

Morizio

Cook

Troeger

et al. 2021

Contemp School Psychol

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Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for socialemotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decisionmaking, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.Keywords Social-emotional learning . Empathy . Creative arts . Social justice Research suggests that empathy, defined by Ishaq (2006) as "the ability to identify and express one's own emotions to read another's emotions correctly and comprehensively" (p. S26), offers protective benefits to children (Lenzi et al., 2014;López et al., 2008). Researchers have also found that empathy can be taught (Teding van Berkhout & Malouff, 2016). As such, empathy is a core component of many social-emotional learning (SEL) curricula, which are gaining popularity globally and across the USA (Clayton, 2017;Cristóvão et al., 2017;Torrente et al., 2016). Although empathy-focused education can take various forms, including role plays and games, lectures, and skill-building exercises (Teding van Berkhout & Malouff, 2016), art-based interventions, such as those researched by Darewych and Bowers (2017), represent one particularly promising method for delivering empathy training to children. Given findings on links between empathy and creativity (Alligood, 1991;Carlozzi et al., 1995;Grant & Berry, 2011) and the effectiveness of experience-based social skills training programs with children (January et al., 2011), a curriculum that combines these elements has the potential to be both engaging and effective. Furthermore, in today's increasingly multicultural classrooms, arts activities offer English language learners a valuable opportunity to actively participate and express themselves more fully (Brouillette, 2009). This article documents findings from an exploratory study using an arts-centered empathy curriculum implemented with kindergarten and first grade children in an urban afterschool setting.

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At what cost? Examining the cost effectiveness of a universal social–emotional learning program.

Cited by 27 publications

References 17 publications

The Core Components of Evidence-Based Social Emotional Learning Programs

The Core Components of Evidence-Based Social Emotional Learning Programs

Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Creating Compassion: Using Art for Empathy Learning with Urban Youth

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