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Evaluating the Implementation Quality of a Social and Emotional Learning Program: A Mixed Methods Approach

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  • Katherine Dowling

    (World Health Organization Collaborating Centre for Health Promotion, National University of Ireland Galway, University Road, H91TK33 Galway, Ireland)

  • Margaret M. Barry

    (World Health Organization Collaborating Centre for Health Promotion, National University of Ireland Galway, University Road, H91TK33 Galway, Ireland)

Abstract

School-based social and emotional learning (SEL) programs have been shown to be effective in producing positive outcomes for adolescents. However, variability in implementation quality can have a negative impact on these program effects. The aim of this current study is to examine the variability in implementation quality for schools implementing the MindOut program and to identify factors that were likely to contribute to this variability. Employing a mixed methods approach, quantitative and qualitative implementation data were collected from teachers (n = 16) and students (n = 280) who participated in the MindOut program. Quantitative indicators were used to score schools’ implementation quality across four dimensions (dosage, adherence/fidelity, quality of delivery and participant responsiveness), and these were averaged to determine overall level of implementation (high/low). Qualitative data identified factors that contributed to implementation quality, and factors were then analyzed in accordance with the schools’ implementation level grouping. Findings indicated that variability in implementation quality existed both between and within schools. A total of eight schools were assigned as high implementers and another eight as low implementers. Influencing factors were categorized into five themes: (i) program factors, (ii) participant factors, (iii) teacher factors, (iv) school contextual factors, and (v) organizational capacity factors. Several differences between high and low implementers were found in relation to these influencing factors. The findings contribute to the evidence on implementation quality in schools by advancing knowledge on measuring implementation quality across multiple dimensions and informants successfully. These findings can also inform practitioners of the main influencing factors in schools so that strategies can be developed to optimize implementation quality in the future.

Suggested Citation

  • Katherine Dowling & Margaret M. Barry, 2020. "Evaluating the Implementation Quality of a Social and Emotional Learning Program: A Mixed Methods Approach," IJERPH, MDPI, vol. 17(9), pages 1-17, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3249-:d:354728
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    References listed on IDEAS

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    1. Saunders, Ruth P. & Ward, Dianne & Felton, Gwen M. & Dowda, Marsha & Pate, Russell R., 2006. "Examining the link between program implementation and behavior outcomes in the lifestyle education for activity program (LEAP)," Evaluation and Program Planning, Elsevier, vol. 29(4), pages 352-364, November.
    2. Spoth, R. & Trudeau, L. & Shin, C. & Ralston, E. & Redmond, C. & Greenberg, M. & Feinberg, M., 2013. "Longitudinal effects of universal preventive intervention on prescription drug misuse: Three randomized controlled trials with late adolescents and young adults," American Journal of Public Health, American Public Health Association, vol. 103(4), pages 665-672.
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    Cited by:

    1. Rebecca Bailey & Natasha Raisch & Sonya Temko & Britt Titus & Jonah Bautista & Tahirat Omolara Eniola & Stephanie M. Jones, 2021. "Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast N," IJERPH, MDPI, vol. 18(14), pages 1-21, July.
    2. Angélica Ferreira Melo & Woska Pires da Costa & Rhanya Rafaella Rodrigues & Lorena de Almeida Cavalcante Brandão Nunes & Priscilla Rayanne E Silva Noll & Matias Noll, 2023. "Panorama of Undergraduate Research in Brazil: Profile, Scientific Production, and Perceptions," Publications, MDPI, vol. 11(2), pages 1-24, May.
    3. Ana Xavier & Paula Vagos & Lara Palmeira & Paulo Menezes & Bruno Patrão & Sónia Pereira & Vanessa Rocha & Sofia Mendes & Marta Tavares, 2022. "Children’s Perspectives on Using Serious Games as a Complement to Promoting Their Social–Emotional Skills," IJERPH, MDPI, vol. 19(15), pages 1-10, August.

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