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When Is Universal SEL Effective under Authentic Conditions? Using LPA to Examine Program Implementation in Elementary Classrooms

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Title: When Is Universal SEL Effective under Authentic Conditions? Using LPA to Examine Program Implementation in Elementary Classrooms
Language: English
Authors: Hui Zhao (ORCID 0000-0001-9863-5730), Pui-Wa Lei (ORCID 0000-0002-8179-6623), Susan Crandall Hart (ORCID 0000-0003-3762-8232), James Clyde DiPerna (ORCID 0000-0002-4663-9286), Xinyue Li
Source: Grantee Submission. 2023.
Peer Reviewed: Y
Page Count: 31
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170047
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Descriptors: Social Emotional Learning, Program Implementation, Program Effectiveness, Program Evaluation, Intervention, Learner Engagement, Elementary School Students, Educational Environment, Interpersonal Competence, Rating Scales, Outcomes of Education, Authentic Learning, Behavior Problems, Grade 1, Grade 2, Student Motivation, Classroom Environment
Assessment and Survey Identifiers: Social Skills Improvement Rating Systems, Classroom Assessment Scoring System
DOI: 10.3389/feduc.2023.1031516
Abstract: As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program (Social Skills Improvement System SEL Classwide Intervention Program) in primary classrooms. Three latent profiles of implementation were identified based on dosage, adherence, quality of delivery, student engagement and teachers' impression of lessons. Although results suggested that classrooms with moderate- and high-level implementation practices generally showed higher gains in student outcomes than those with low-level implementation, these differences did not reach statistical significance except for academic motivation. Implications for school-based universal SEL program planning, implementation, and evaluation are discussed. [This paper was published in "Frontiers of Education," v8 Article 1031516 2023.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED674524
Database: ERIC
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  Data: When Is Universal SEL Effective under Authentic Conditions? Using LPA to Examine Program Implementation in Elementary Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Hui+Zhao%22">Hui Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9863-5730">0000-0001-9863-5730</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pui-Wa+Lei%22">Pui-Wa Lei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8179-6623">0000-0002-8179-6623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+Crandall+Hart%22">Susan Crandall Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3762-8232">0000-0003-3762-8232</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Clyde+DiPerna%22">James Clyde DiPerna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4663-9286">0000-0002-4663-9286</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xinyue+Li%22">Xinyue Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023.
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  Data: Y
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  Data: 31
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  Data: 2023
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Social+Skills+Improvement+Rating+Systems%22">Social Skills Improvement Rating Systems</searchLink><br /><searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink>
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  Data: 10.3389/feduc.2023.1031516
– Name: Abstract
  Label: Abstract
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  Data: As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program (Social Skills Improvement System SEL Classwide Intervention Program) in primary classrooms. Three latent profiles of implementation were identified based on dosage, adherence, quality of delivery, student engagement and teachers' impression of lessons. Although results suggested that classrooms with moderate- and high-level implementation practices generally showed higher gains in student outcomes than those with low-level implementation, these differences did not reach statistical significance except for academic motivation. Implications for school-based universal SEL program planning, implementation, and evaluation are discussed. [This paper was published in "Frontiers of Education," v8 Article 1031516 2023.]
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        Value: 10.3389/feduc.2023.1031516
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      – Text: English
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        PageCount: 31
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      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Rating Scales
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Student Motivation
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      – SubjectFull: Social Skills Improvement Rating Systems
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      – SubjectFull: Classroom Assessment Scoring System
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      – TitleFull: When Is Universal SEL Effective under Authentic Conditions? Using LPA to Examine Program Implementation in Elementary Classrooms
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