一项针对扰乱课堂秩序学生的全国性社会与情感学习项目的直接效应与溢出效应

中文摘要

针对扰乱课堂秩序学生的社会与情感学习（SEL）项目旨在改善其课堂行为。高收入国家的小规模项目已显示出积极效应。通过一项随机实验，我们表明，智利的一项全国性SEL项目没有效应。严重扰乱课堂秩序的学生似乎降低了该项目的有效性。由于注意缺陷多动障碍在中等收入国家比在高收入国家更为普遍，严重扰乱课堂秩序的学生可能在中等收入国家更为常见，这可能削弱SEL项目的有效性。此外，该项目的实施保真度似乎低于此前考察的小规模项目，这也可能解释该项目的零效应。

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. With attention deficit hyperactivity disorder 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.