Journal of Labor Economics Vol. 41 No. 3 2023
The Direct and Spillover Effects of a Nationwide Socioemotional Learning Program for Disruptive Students
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. With attention deficit hyperactivity disorder 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.
- DOI
- 10.1086/720455
- Volume
- 41
- Issue
- 3
- Pages
- 729-769
- Language
- en
- Sources
- openalex crossref