What makes social and emotional learning programmes effective in the classroom?

Social and emotional learning (SEL) addresses the ability to control one’s emotions and to interact appropriately with others. Numerous programmes exist to teach this skill to children in the classroom, and a recent surge in SEL research has allowed patterns to emerge regarding what makes certain programmes effective. As one of a four-part series on SEL, REL Mid-Atlantic has released A Review of The Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs, which identifies the most important components of SEL programmes and offers guidance to those selecting them.

As part of this research, Rosemarie O’Conner and colleagues examined 83 research syntheses from 2008-2015 that met inclusion criteria. Common characteristics of successful SEL programmes were that learning occurred through teaching specific skills in the classroom, incorporating role-playing and modelling the skills. The research showed that SEL activities should occur in a sequential order, be used regularly and pupils should be allotted enough time for practice. Teacher training is also essential.

When choosing a programme, authors refer readers to a guide that rates 23 programmes by quality and evidence of effectiveness. They also list several recommendations including considering the school’s resources, staff attitudes and time available to implement a given programme.

Source: A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs (part 1 of 4) (February 2017), Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.

Can a postcard reduce pupils’ absenteeism?

In an effort to improve parents’ and guardians’ awareness of absenteeism, and therefore reduce pupil absenteeism, the Philadelphia school district in the US together with the National Center for Evaluation and Regional Assistance conducted a randomised controlled trial based on the principles of “nudge” theory. Nudge theory is an approach that involves unobtrusive intervention to promote desired behaviours.

In this study, the “nudge” was a single postcard sent to the homes of pupils in grades 1–12 (Years 2–13 in the UK) who had been absent the previous year to test whether it could reduce absenteeism and what impact, if any, different messages had. Two types of message were tested: one simply encouraging parents to improve their child’s attendance; the other included specific information about their child’s attendance history as well as encouraging them to improve their child’s attendance. A control group received no postcards from the school.

Todd Rogers and colleagues found that receiving a postcard reduced absences by around 2.4 percent. There was no statistically significant difference in pupils’ absence according to which message their parents received. The effect of the postcard did not differ between pupils in grades 1– 8 (Years 2–9) and pupils in grades 9–12 (Years 10–13).

Source: A randomized experiment using absenteeism information to “nudge” attendance (February 2017), Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.