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The impact of a social and emotional learning programme to improve pupils’ educational inclusion in vocational education and training

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  • Francisco D. Fernández-Martín

    (University of Granada)

  • Inmaculada Aznar-Díaz

    (University of Granada)

  • María-del-Pilar Cáceres-Reche

    (University of Granada)

  • Juan-Manuel Trujillo-Torres

    (University of Granada)

Abstract

The purpose of this study was to assess the effectiveness of a programme aimed at improving social and emotional competencies among pupils registered in Basic Vocational Education and Training (VET) from disadvantaged contexts. The sample consisted of 110 first-year pupils (55 experimental group and 55 control group) from three Basic VET programmes delivered in an educational centre. Social and emotional learning was assessed using the Social and Emotional Learning Scale. After assigning each classroom group of each Basic VET programme to the experimental or control condition, the programme was implemented during a whole scholar year. This intervention was carried out by a team of previously trained teachers and educators and embedded in the school curriculum. The results show large effect sizes and statistically significant differences in favour of the experimental group in social and emotional competencies. These promising results suggest considering this SEL intervention as an example of an evidence-based programme.

Suggested Citation

  • Francisco D. Fernández-Martín & Inmaculada Aznar-Díaz & María-del-Pilar Cáceres-Reche & Juan-Manuel Trujillo-Torres, 2024. "The impact of a social and emotional learning programme to improve pupils’ educational inclusion in vocational education and training," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-8, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02238-0
    DOI: 10.1057/s41599-023-02238-0
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