IDEAS home Printed from https://ideas.repec.org/p/hal/spmain/hal-03796424.html
   My bibliography  Save this paper

The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students

Author

Listed:
  • Clement De Chaisemartin

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, J-PAL Europe - Abdul Latif Jameel Poverty Action Lab - Europe, NBER - National Bureau of Economic Research [New York] - NBER - The National Bureau of Economic Research)

  • Nicolás Navarrete

    (City University of London)

Abstract

Social and emotional learning (SEL) programs that target disruptive students aim to improve their classroom behavior. Small-scale programs in high-income countries have demonstrated positive effects. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect. Very disruptive students seem to reduce the program's effectiveness. ADHD being more prevalent in middle-than high-income countries, very disruptive students may be more present there, which could diminish the effectiveness of SEL programs. Moreover, implementation fidelity seems lower in this program than in the small-scale ones considered earlier, which could also explain the program's null effect.

Suggested Citation

  • Clement De Chaisemartin & Nicolás Navarrete, 2023. "The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students," SciencePo Working papers Main hal-03796424, HAL.
    • Handle: RePEc:hal:spmain:hal-03796424
    DOI: 10.1086/720455
    Note: View the original document on HAL open archive server: https://hal.science/hal-03796424v2
    as

    Download full text from publisher

    File URL: https://hal.science/hal-03796424v2/document
    Download Restriction: no
    File URL: https://libkey.io/10.1086/720455?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Other versions of this item:

    References listed on IDEAS

    as
    1. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
    2. David N. Figlio, 2007. "Boys Named Sue: Disruptive Children and Their Peers," Education Finance and Policy, MIT Press, vol. 2(4), pages 376-394, September.
    3. Alexandre Belloni & Victor Chernozhukov & Christian Hansen, 2014. "High-Dimensional Methods and Inference on Structural and Treatment Effects," Journal of Economic Perspectives, American Economic Association, vol. 28(2), pages 29-50, Spring.
    4. Keisuke Hirano & Guido W. Imbens & Geert Ridder, 2003. "Efficient Estimation of Average Treatment Effects Using the Estimated Propensity Score," Econometrica, Econometric Society, vol. 71(4), pages 1161-1189, July.
    5. Scott E. Carrell & Mark L. Hoekstra, 2010. "Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids," American Economic Journal: Applied Economics, American Economic Association, vol. 2(1), pages 211-228, January.
    6. Edward P. Lazear, 2001. "Educational Production," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 116(3), pages 777-803.
    7. Jonathan M.V. Davis & Jonathan Guryan & Kelly Hallberg & Jens Ludwig, 2017. "The Economics of Scale-Up," NBER Working Papers 23925, National Bureau of Economic Research, Inc.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Chaisemartin, Clement de & Navarrete, Nicolas, 2019. "The direct and spillover effects of a mental health program for disruptive students," CAGE Online Working Paper Series 401, Competitive Advantage in the Global Economy (CAGE).
    2. Mary A. Burke & Tim R. Sass, 2013. "Classroom Peer Effects and Student Achievement," Journal of Labor Economics, University of Chicago Press, vol. 31(1), pages 51-82.
    3. Li, Li & Zhao, Liqiu, 2022. "Does a “bad apple” spoil the bunch? The impact of low-achieving students on non-cognitive outcomes," China Economic Review, Elsevier, vol. 76(C).
    4. Zhao, Liqiu & Zhao, Zhong, 2021. "Disruptive Peers in the Classroom and Students’ Academic Outcomes: Evidence and Mechanisms," Labour Economics, Elsevier, vol. 68(C).
    5. Auestad, May Linn, 2018. "The effect of low-achieving peers," Labour Economics, Elsevier, vol. 55(C), pages 178-214.
    6. Ruijs, Nienke, 2017. "The impact of special needs students on classmate performance," Economics of Education Review, Elsevier, vol. 58(C), pages 15-31.
    7. Horoi, Irina & Ost, Ben, 2015. "Disruptive peers and the estimation of teacher value added," Economics of Education Review, Elsevier, vol. 49(C), pages 180-192.
    8. Zhou, Weina & Wang, Shun, 2023. "Early childhood health shocks, classroom environment, and social-emotional outcomes," Journal of Health Economics, Elsevier, vol. 87(C).
    9. Rangvid, Beatrice Schindler, 2019. "Returning special education students to regular classrooms: Externalities on peers’ reading scores," Economics of Education Review, Elsevier, vol. 68(C), pages 13-22.
    10. Chin, Aimee & Daysal, N. Meltem & Imberman, Scott A., 2013. "Impact of bilingual education programs on limited English proficient students and their peers: Regression discontinuity evidence from Texas," Journal of Public Economics, Elsevier, vol. 107(C), pages 63-78.
    11. Iversen, Jon Marius Vaag & Bonesrønning, Hans, 2015. "Conditional gender peer effects?," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 55(C), pages 19-28.
    12. Michael C. Knaus, 2021. "A double machine learning approach to estimate the effects of musical practice on student’s skills," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 184(1), pages 282-300, January.
    13. Ludovica Gazze & Claudia Persico & Sandra Spirovska, 2024. "The Long-Run Spillover Effects of Pollution: How Exposure to Lead Affects Everyone in the Classroom," Journal of Labor Economics, University of Chicago Press, vol. 42(2), pages 357-394.
    14. Agostinelli, Francesco & Avitabile, Ciro & Bobba, Matteo, 2021. "Enhancing Human Capital in Children: A Case Study on Scaling," TSE Working Papers 21-1196, Toulouse School of Economics (TSE), revised Oct 2023.
    15. Jan Bruha & Michal Hlavacek & Lubos Komarek, 2017. "House Prices and Household Consumption: The Case of the Czech Republic," Working Papers 2017/11, Czech National Bank.
    16. Kristoffersen, Jannie Helene Grøne & Krægpøth, Morten Visby & Nielsen, Helena Skyt & Simonsen, Marianne, 2015. "Disruptive school peers and student outcomes," Economics of Education Review, Elsevier, vol. 45(C), pages 1-13.
    17. Robert Bifulco & Jason M. Fletcher & Stephen L. Ross, 2011. "The Effect of Classmate Characteristics on Post-secondary Outcomes: Evidence from the Add Health," American Economic Journal: Economic Policy, American Economic Association, vol. 3(1), pages 25-53, February.
    18. Dewan, Prerna & Ray, Tridip & Roy Chaudhuri, Arka & Tater, Kirti, 2024. "Gender peer effects in high schools: Evidence from India," Journal of Economic Behavior & Organization, Elsevier, vol. 220(C), pages 470-494.
    19. Imberman, Scott A., 2011. "The effect of charter schools on achievement and behavior of public school students," Journal of Public Economics, Elsevier, vol. 95(7), pages 850-863.
    20. Simon Briole & Marc Gurgand & Eric Maurin & Sandra McNally & Jenifer Ruiz-Valenzuela & Daniel Santin, 2022. "The making of civic virtues: a school-based experiment in three countries," CEP Discussion Papers dp1830, Centre for Economic Performance, LSE.

    More about this item

    Keywords

    disruptive students; spillover effects; peer effects; social and emotional learning; implementation fidelity;
    All these keywords.

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:hal:spmain:hal-03796424. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Contact - Sciences Po Departement of Economics (email available below). General contact details of provider: https://hal.archives-ouvertes.fr/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.