Implementing Social-Emotional Learning in the Elementary Classroom

Kaspar, Kelsey L.; Massey, Susan L.

doi:10.1007/s10643-022-01324-3

Cited by 7 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The cost-effectiveness findings in this study are highly sensitive to fluctuations around the intervention effect sizes that were input into the model. It follows that any prospective rollout should proactively address implementation challenges that can reduce the fidelity and/or quality of SEL program delivery (Durlak, 2016 ; Kaspar and Massey, 2023 ). For example, inadequate participant engagement and/or adherence can adversely impact on the real-world effectiveness of SEL programs.…”

Section: Discussionmentioning

confidence: 99%

School-based socio-emotional learning programs to prevent depression, anxiety and suicide among adolescents: a global cost-effectiveness analysis

Lee

Skeen

Melendez‐Torres

et al. 2023

Epidemiol Psychiatr Sci

View full text Add to dashboard Cite

Aims Preventing the occurrence of depression/anxiety and suicide during adolescence can lead to substantive health gains over the course of an individual person’s life. This study set out to identify the expected population-level costs and health impacts of implementing universal and indicated school-based socio-emotional learning (SEL) programs in different country contexts. Methods A Markov model was developed to examine the effectiveness of delivering universal and indicated school-based SEL programs to prevent the onset of depression/anxiety and suicide deaths among adolescents. Intervention health impacts were measured in healthy life years gained (HLYGs) over a 100-year time horizon. Country-specific intervention costs were calculated and denominated in 2017 international dollars (2017 I$) under a health systems perspective. Cost-effectiveness findings were subsequently expressed in terms of I$ per HLYG. Analyses were conducted on a group of 20 countries from different regions and income levels, with final results aggregated and presented by country income group – that is, low and lower middle income countries (LLMICs) and upper middle and high-income countries (UMHICs). Uncertainty and sensitivity analyses were conducted to test model assumptions. Results Implementation costs ranged from an annual per capita investment of I$0.10 in LLMICs to I$0.16 in UMHICs for the universal SEL program and I$0.06 in LLMICs to I$0.09 in UMHICs for the indicated SEL program. The universal SEL program generated 100 HLYGs per 1 million population compared to 5 for the indicated SEL program in LLMICs. The cost per HLYG was I$958 in LLMICS and I$2,006 in UMHICs for the universal SEL program and I$11,123 in LLMICs and I$18,473 in UMHICs for the indicated SEL program. Cost-effectiveness findings were highly sensitive to variations around input parameter values involving the intervention effect sizes and the disability weight used to estimate HLYGs. Conclusions The results of this analysis suggest that universal and indicated SEL programs require a low level of investment (in the range of I$0.05 to I$0.20 per head of population) but that universal SEL programs produce significantly greater health benefits at a population level and therefore better value for money (e.g., less than I$1,000 per HLYG in LLMICs). Despite producing fewer population-level health benefits, the implementation of indicated SEL programs may be justified as a means of reducing population inequalities that affect high-risk populations who would benefit from a more tailored intervention approach.

show abstract

Section: Discussionmentioning

confidence: 99%

School-based socio-emotional learning programs to prevent depression, anxiety and suicide among adolescents: a global cost-effectiveness analysis

Lee

Skeen

Melendez‐Torres

et al. 2023

Epidemiol Psychiatr Sci

View full text Add to dashboard Cite

show abstract

“…Furthermore, the existing curriculum often needs to improve its capacity to cultivate essential life skills that enable students to succeed in adulthood (Fodor & Korényi, 2019;Friedlander et al, 2019;Varadi, 2022). Kaspar and Massey (2023) identified the favorable outcomes of implementing a social-emotional learning curriculum within elementary schools. The scholars emphasized the importance of equipping children with strategies to effectively manage moments of emotional overwhelm during their studies.…”

Section: The Importance Of Creative Drama Integrated Music Teaching A...mentioning

confidence: 99%

Promoting Preschool Children's Social-Emotional Learning Skills Through Creative Drama Integrated Music Activities

KOÇ,

SUNGURTEKİN

2023

International Online Journal of Primary Education

View full text Add to dashboard Cite

This study investigates the progression of social-emotional learning skills in children by integrating music activities into creative drama. The research was executed employing a pre-and post-test control group research design. The research cohort consisted of 40 five-year-old participants, separated into two groups of 20 each, experimental and control. An 8-week comprehensive music education program was implemented exclusively for the experimental group to enhance their social-emotional proficiencies. A personalized information questionnaire was also employed to gather demographic information about the children and their respective parents. The "Vineland Social-Emotional Early Childhood Scale" (VSEECS) and the "Expression of Emotions Test" (EET) were applied as pre-and post-tests to determine children's social-emotional behaviors. The results of this investigation revealed a statistically significant difference in the EET pre-and post-test scores within the experimental group. Conversely, comparing both study groups, no statistically significant difference in EET scores was observed. The lack of a significant difference could be attributed to social-emotional learning activities in the curriculum that were carried out at school. This result may positively affect the control group's emotional expression and social skills. The analysis revealed that no statistically significant difference was observed in the mean scores of the (VSEECS) between the two groups at both the pre-test and post-test scores. In the context of forthcoming research, it is advisable to procure data through systematic observation, interviews, and the implementation of longitudinal investigations to elucidate the impact of music education on the development of children's social-emotional learning skills.

show abstract

Exploring the Impact of Gratitude Practice as a Protective Factor for Young Children

Hall,

Bache-Wiig,

White

2024

Early Childhood Educ J

View full text Add to dashboard Cite

Implementing Social-Emotional Learning in the Elementary Classroom

Cited by 7 publications

References 19 publications

School-based socio-emotional learning programs to prevent depression, anxiety and suicide among adolescents: a global cost-effectiveness analysis

School-based socio-emotional learning programs to prevent depression, anxiety and suicide among adolescents: a global cost-effectiveness analysis

Promoting Preschool Children's Social-Emotional Learning Skills Through Creative Drama Integrated Music Activities

Exploring the Impact of Gratitude Practice as a Protective Factor for Young Children

Contact Info

Product

Resources

About