The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students

Clément de Chaisemartin; Nicolás Navarrete H.

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arXiv · 2004.08126

The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students

Clément de Chaisemartin·Nicolás Navarrete H.

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Abstract

Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.

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Clément de Chaisemartin, Nicolás Navarrete H.. 2020-04-17. The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students. https://arxiv.org/abs/2004.08126

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