Work

Social-emotional learning intervention effects: the role of universal versus indicated implementation settings

Year: 2024

Type: article

Abstract: We assessed the role of implementation setting (universal or indicated) on the effects of social-emotional skill (SEL) intervention, focusing on school climate and psychosocial adjustment.Taking Topper Training as a case intervention, we used pretest-posttest data from 444 eight to twelve-year-old children across three conditions: universal implementation, indicated implementation, and no-intervention control.School climate improved in the universal implementation setting and psychosocial adjustment improved in both implementation settings.There were no significant differences between the implementation settings, however, larger effect sizes on psychosocial adjustment were found in the indicated implementation setting.Universal implementation of SEL interventions seems most effective when targeting the broader school environment (i.e., school climate), but also has small effects on psychosocial adjustment.Indicated implementation seems to yield larger effects on psychosocial adjustment.This suggests that practitioners should carefully align implementation settings with the behavior they aim to change when selecting interventions.

Source: Applied Developmental Science

DOI: 10.1080/10888691.2024.2317716

Authors: Brechtje de Mooij, Marc Delsing, Minne Fekkes, Lilian Vliek, Ron H. J. Scholte, Geertjan Overbeek

Institutions: University of Amsterdam, Radboud University Nijmegen, Netherlands Organisation for Applied Scientific Research, Stichting Kanjertraining

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: hybrid

Funder: ZonMw