Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

Schonfeld, David J.; Adams, Richard H.; Fredstrom, Bridget K.; Weissberg, Roger P.; Gilman, Rich; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

doi:10.1037/spq0000099

Cited by 98 publications

(77 citation statements)

References 26 publications

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“…A efetividade do THS na promoção de habilidades relacionadas a competência acadêmica e aprendizado, como habilidades de leitura, escrita e aritmética, também foi observada em outros estudos com populações em situação de vulnerabilidade (Lopes, Del Prette, & Del Prette, 2013;Noltemeyer & Bush, 2013;Schonfeld et al, 2015). Em estudo envolvendo 24 escolas localizadas em áreas de vulnerabilidade, foi observado que os estudantes envolvidos apresentaram aumento significativo nos níveis de aritmética, leitura e escrita (Schonfeld et al, 2015). Esses resultados explicitam que o THS pode atuar na prevenção e redução do fracasso escolar e seus impactos na vida futura dos estudantes (Lopes et al, 2013;Noltemeyer & Bush, 2013).…”

Section: Discussionunclassified

“…As mudanças vivenciadas pelos estudantes estão associadas a novas demandas de relacionamentos interpessoais que podem requerer deles o domínio de habilidades sociais, como: pedir ajuda, resolver conflitos, falar em público, adaptar-se ao ambiente e aos novos métodos acadêmicos. Quando há déficit quanto as habilidades necessárias para lidar com as demandas dessa nova fase, pode haver o desencadeamento de estresse, fracasso escolar, transtornos psíquicos, problemas comportamentais internalizantes e externalizantes (Schonfeld et al, 2015;Trach, Lee & Hymel, 2017).…”

Section: Resumen -Efectos De Un Entrenamiento De Habilidades Socialesunclassified

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Efeitos de um treinamento de habilidades sociais no comportamento e desempenho acadêmico

Souza¹,

Soares²,

Freitas³

2018

Aval.Psicol.

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Section: Discussionunclassified

Section: Resumen -Efectos De Un Entrenamiento De Habilidades Socialesunclassified

Efeitos de um treinamento de habilidades sociais no comportamento e desempenho acadêmico

Souza¹,

Soares²,

Freitas³

2018

Aval.Psicol.

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“…Schonfeld et al, 2015;Rimm-Kaufmann et al, 2014) following this direction and focusing more specifically on the relationship between SEL and academic achievement. The studies that followed (Schonfeld et al, 2015;Rimm-Kaufmann et al, 2014) confirmed that SEL enhances students' connection to school, classroom behaviour and academic achievement also when controlling for cognitive abilities (Teo, Carlson, Mathieu, Regeland, & Sroufe, 1996, in Malecki & Elliot, 2002 which is all related to ESL prevention. similarly compared the efficacy of various school SEL prevention programmes in a meta-analysis of 165 studies (ranging from individual counselling to behaviour modification programmes).…”

Section: Sel In School and Its Role In Eslmentioning

confidence: 99%

Early School Leaving: Training Perspectives

Štremfel¹

2019

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We would like to express our gratitude to the many people who institutionally and personally supported us in preparing this monograph: to all those who talked things over, read, wrote, offered comments and assisted in the editing, proofreading and design. Special thanks go to our children Tija, Zarja and Jan for giving us the inner strength to start and complete this project. Review of existing (good) practices An analysis of existing (good) policies and practices and measures in order to expose 'what works' when tackling ESL in different environments and which approaches are worthwhile learning from when developing new (school, local, national) approaches to ESL. Data for the analysis are gathered by different sources (mainly the DG EAC and EACEA websites, ESL project websites, national reports etc.). While the focus of the TITA scientific base is ESL in the EU, we also refer to practices outside Europe, which strengthens the evidence base, and suggest alternative solutions. has already been done on ESL, NESSE (2010) identified the need for a more comprehensive review of what is known about ESL. The TITA scientific base is an attempt to respond to that need. Scientific review articles, published as chapters of this monograph, are published also at the website of the TITA project (http:// titaproject.eu). Design of the website enables searching and reading the articles interactively. References Council of the European Union (2011). Council Recommendation on policies to reduce early school leaving. Brussels: Council of the European Union. Dale, Roger (2010). Early school leaving. Lessons from research for policy makers. An independent expert report submitted to the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. Edwards, Anne and Downes, Paul (2013). Alliances for Inclusion: Cross-sector policy synergies and interprofessional collaboration in and around schools. An independent report authored for the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. European Commission (2007). Commission staff working document. Towards more knowledge-based policy and practice in education and training. Brussels: European Commission. European Commission (2011). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: Tackling early school leaving: A key contribution to the Europe 2020 Agenda. Brussels: European Commission. European Parliament (2011). Study on reducing early school leaving in the EU. Brussels: European Parliament. Thematic Working Group on Early School Leaving (2013). Reducing early school leaving: Key messages and policy support. Brussels: European Commission. Over the past decade, relational competence has become part of professional development interventions (Sabol & Pianta, 2012) and initial teacher education training (Nielsen, 2017). Thus, the topic of teachers' relational competence is emerging as relevant for quality educatio...

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“…Numerous randomised controlled trials (RCTs) have consistently established small-to-moderate effects on a range of outcomes, including children's social and emotional skills, externalising problems (e.g. aggressive behaviour) and academic attainment [15][16][17][18][19][20][21][22][23][24][25]. However, many trials finding positive effects of PATHS have involved or been led by the developer.…”

Section: Introductionmentioning

confidence: 99%

Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum

Turner

Sutton

Harrison

et al. 2019

Appl Health Econ Health Policy

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Background School-based social and emotional learning interventions can improve wellbeing and educational attainment in childhood. However, there is no evidence on their effects on health-related quality of life (HRQoL) or on their cost effectiveness. Objective Our objective was to evaluate the cost effectiveness of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Methods A prospective economic evaluation was conducted alongside a cluster-randomised controlled trial of the PATHS curriculum implemented in the Greater Manchester area of England. In total, 23 schools (n = 2676 children) were randomised to receive PATHS, and 22 schools (n = 2542 children) were randomised to continue with usual practice. A UK health service perspective and a 2-year time horizon were used. HRQoL data were collected prospectively from all children in the trial via the Child Health Utility Nine-Dimension questionnaire. Micro-costing was undertaken to estimate the intervention costs. Missing data were imputed using multiple imputation. Results The mean incremental cost of the PATHS curriculum compared with usual practice was £32.01 per child, and mean incremental quality-adjusted life-years (QALYs) were positive (0.0019; 95% confidence interval [CI] 0.0009-0.0029). Assuming a willingness-to-pay threshold of £20,000 per QALY, the expected incremental net benefit of introducing the PATHS curriculum was £5.56 per child (95% CI − 14.68 to 25.81), and the probability of cost effectiveness was 84%. However, this probability fell to 0% when intervention costs included teacher's salary costs. Conclusion The PATHS curriculum has the potential to be cost effective at standard UK willingness-to-pay thresholds. However, the sensitivity of the cost-effectiveness estimates to key assumptions means decision makers should seek further information before allocating scarce public resources. Trial registration number ISRCTN85087674.This cluster-randomised controlled trial suggested that the Promoting Alternative Thinking Strategies (PATHS) curriculum is associated with a small increase in both QALYs and costs.School-based social and emotional learning interventions such as PATHS have the potential to be cost effective at conventional willingness-to-pay thresholds used in the UK.The probability of cost effectiveness is sensitive to assumptions made regarding the costs included.

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Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

Cited by 98 publications

References 26 publications

Efeitos de um treinamento de habilidades sociais no comportamento e desempenho acadêmico

Efeitos de um treinamento de habilidades sociais no comportamento e desempenho acadêmico

Early School Leaving: Training Perspectives

Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum

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