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The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students

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  • Clement De Chaisemartin

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, J-PAL Europe - Abdul Latif Jameel Poverty Action Lab - Europe, NBER - National Bureau of Economic Research [New York] - NBER - The National Bureau of Economic Research)

  • Nicolás Navarrete

    (City University of London)

Abstract

Social and emotional learning (SEL) programs that target disruptive students aim to improve their classroom behavior. Small-scale programs in high-income countries have demonstrated positive effects. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect. Very disruptive students seem to reduce the program's effectiveness. ADHD being more prevalent in middle-than high-income countries, very disruptive students may be more present there, which could diminish the effectiveness of SEL programs. Moreover, implementation fidelity seems lower in this program than in the small-scale ones considered earlier, which could also explain the program's null effect.

Suggested Citation

  • Clement De Chaisemartin & Nicolás Navarrete, 2023. "The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students," Post-Print hal-03796424, HAL.
    • Handle: RePEc:hal:journl:hal-03796424
    DOI: 10.1086/720455
    Note: View the original document on HAL open archive server: https://hal.science/hal-03796424v2
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    Cited by:

    1. Goulas, Sofoklis & Griselda, Silvia & Megalokonomou, Rigissa & Zenou, Yves, 2024. "Disruptive Peers and Academic Performance: Short- and Long-Term Outcomes," IZA Discussion Papers 17539, Institute of Labor Economics (IZA).

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