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

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  • Cl'ement de Chaisemartin
  • Nicol'as Navarrete H.

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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  • Cl'ement de Chaisemartin & Nicol'as Navarrete H., 2020. "The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students," Papers 2004.08126, arXiv.org.
    • Handle: RePEc:arx:papers:2004.08126
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