The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students
57 Pages Posted: 27 Jan 2019 Last revised: 16 Apr 2020
Date Written: January 15, 2019
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.
Keywords: disruptive students, spillover effects, peer effects, social and emotional learning
JEL Classification: I21, I24, I28, D62
Suggested Citation: Suggested Citation