How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach

• DOI: 10.3389/feduc.2022.1044835
• Publication Date: 2022-12-16T06:20:55Z
• Authors: Karen L. Thierry; Amanda Page; Cailin Currie; Jordan Posamentier; Yangyang Liu; Jane Choi; Haleigh Randall; Poojashree Rajanbabu; Tia E. Kim; Sherri C. Widen
• Keywords: Macro

Introduction For universal SEL programs to contribute positive learning environments, all school staff must be involved in implementing the program (CASEL, 2020). The first aim of current study was examined school/district- and macro-level factors associated with two approaches implementation observed schools: (1) classroom teachers as instructors lessons (i.e., teacher-facilitated) or (2) counselors counselor-facilitated). A second examine provider’s perception context counselor-facilitated schools. Methods Public elementary middle schools U.S. (N = 6,657), that adopted Second Step digital 2021-22 year, were identified utilizing teacher- using usage records. Predictor variables, namely support for state plans utilize federal funding access systemic consultation) adoption stand-along K-12 standards/competencies, obtained from publicly available data sources. To evaluate aim, interviews conducted client 5), each representing hundreds a approach. Results Generalized Linear Mixed Model analysis indicated states more likely use teacher-facilitated than without (OR 1.64, p < .01, CI 1.15 – 2.34). Schools early adopters stand-alone standards/competencies tended those 1.70, .06, 1.00 2.95). qualitative involving iInterviews who other potential motivating facilitators, including low buy-in limited capacity. Although this approach has challenges, it could pathway over time. Discussion Taken together, findings indicate promising strategies promotion schoolwide programs.