Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems

Abstract

Sporadic and inconsistent implementation remains a significant challenge for social and emotional learning (SEL) interventions. This may be partly explained by the dearth of flexible, causative models that capture the multifarious determinants of implementation practices within complex systems. This paper draws upon Rogers (2003) Diffusion of Innovations Theory to explain the adoption, implementation and discontinuance of a SEL intervention. A pragmatic, formative process evaluation was conducted in alignment with phase 1 of the UK Medical Research Council’s framework for Developing and Evaluating Complex Interventions. Employing case-study methodology, qualitative data were generated with four socio-economically and academically contrasting secondary schools in Wales implementing the Student Assistance Programme. Semi-structured interviews were conducted with 15 programme stakeholders. Data suggested that variation in implementation activity could be largely attributed to four key intervention reinvention points, which contributed to the transformation of the programme as it interacted with contextual features and individual needs. These reinvention points comprise the following: intervention training, which captures the process through which adopters acquire knowledge about a programme and delivery expertise; intervention assessment, which reflects adopters’ evaluation of an intervention in relation to contextual needs; intervention clarification, which comprises the cascading of knowledge through an organisation in order to secure support in delivery; and intervention responsibility, which refers to the process of assigning accountability for sustainable delivery. Taken together, these points identify opportunities to predict and intervene with potential implementation problems. Further research would benefit from exploring additional reinvention activity.

Engaging minds and hearts: Social and emotional learning in English Language Arts

“…The literature supports the myriad educators and researchers who advocate for SEL integration (e.g. Boston Consulting Group, 2016;Bridgeland et al, 2013;Evans, Murphy, & Scourfield, 2015;S. M. Jones & Bouffard, 2012;Schonert-Reichl et al, 2017).…”

Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation

“…Equally, within this approach, the features of different settings are privileged from the outset due to an emphasis on CMO configurations, where evaluation focuses on understanding how context interacts with the intervention's causal mechanisms in the generation of outcomes (Pawson & Tilley, ). The proliferation of implementation science, which offers a number of theoretical frames for exploring how intervention delivery may compromise effectiveness, offers further nuance in the interpretation of the outcome data presented by RCTs (Evans et al, ).…”

Practitioner Review: School‐based interventions in child mental health

“…Evans, Murphy, and Scourfield () identified four key intervention points contributing to the variability of implementation: training (increasing knowledge about the programme), assessment (intervention evaluation), clarification (providing knowledge to the people executing the programme) and responsibility (individual accountability for sustainable delivery).…”