Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining 'Passport Skills for Life'.
The study highlights the importance of context-responsive design in social and emotional learning programs and the need for guidance to maintain fidelity while ensuring accessibility.
Where it sits
this study against the rest of the selank corpusSummary and findings
This study examined the perceptions and experiences of school staff and children regarding the 'Passport Skills for Life' social and emotional learning (SEL) curriculum. The research involved a qualitative longitudinal design with focus groups and interviews in five case study schools. Findings indicated that while teachers reported high fidelity in implementation, adaptations were commonly made.
Abstract
<h4>Background</h4>There is increasing interest in the circumstances under which universal school-based social and emotional learning (SEL) interventions can be most effective, and how implementation moderates intervention outcomes. We focus on the implementation of 'Passport Skills for Life', an SEL intervention that has been introduced into over 100 schools in England to date.<h4>Aim</h4>We examined the experiences and perceptions of both school staff and children in delivering and engaging with Passport.<h4>Method</h4>We report on the implementation and process evaluation of a large cluster randomized controlled trial conducted in mainstream primary schools across Greater Manchester and surrounding areas. We used a qualitative longitudinal design, engaging with children, teachers and senior leaders in five case study schools via focus groups and interviews. We used reflexive thematic analysis to build an integrated picture, guided by relevant implementation theory on dimensions of, and factors affecting, implementation. We triangulated and examined differences in thematic representation among participant groups to understand differences in perspectives.<h4>Findings</h4>Teachers generally reported high fidelity, but commonly made adaptations. The comic book format, emotional reflection opportunities and sensitive content of Passport were considered distinctive and valuable, though implementation was shaped by factors including school context and limited programme differentiation for children with SEND. Children, teachers and SLT were generally aligned in perspectives, with greater within-group divergence.<h4>Conclusions</h4>Findings highlight the need for inclusive, sensitive and context-responsive SEL design, alongside guidance and support to ensure fidelity without compromising accessibility, impact or flexibility.
Background
This paper addresses the effectiveness of universal school-based social and emotional learning (SEL) interventions, specifically focusing on the 'Passport Skills for Life' program implemented in over 100 schools in England. Prior research has indicated that the context and implementation of SEL programs can significantly affect their outcomes. Understanding the experiences of both staff and students in this context is crucial for improving SEL curricula and ensuring their effectiveness.
Methods
The study utilized a qualitative longitudinal design within a large cluster randomized controlled trial conducted in mainstream primary schools across Greater Manchester. Participants included children, teachers, and senior leaders from five case study schools. Data were collected through focus groups and interviews, and reflexive thematic analysis was employed to interpret the findings.
Results
Teachers reported high fidelity in implementing the SEL curriculum, although they commonly made adaptations to the program. The comic book format and opportunities for emotional reflection were highlighted as distinctive and valuable aspects of the curriculum. Factors such as school context and the need for differentiation for children with special educational needs and disabilities (SEND) shaped the implementation process.
Interpretation
The findings suggest that while the 'Passport Skills for Life' program is generally well-received, the adaptations made by teachers indicate a need for flexibility in implementation. This aligns with previous literature emphasizing the importance of context in the success of SEL interventions. However, the qualitative nature of the study and the potential for bias in self-reported data limit the strength of the conclusions drawn.
Key findings
- Teachers generally reported high fidelity in implementation.
- Common adaptations were made by teachers during the implementation.
- The comic book format and emotional reflection opportunities were considered valuable.
- Implementation was influenced by school context and limited program differentiation for children with SEND.
- Children, teachers, and senior leaders generally aligned in perspectives, with greater within-group divergence.
Limitations
- Qualitative design may limit generalizability.
- Reliance on self-reported data could introduce bias.
- Small sample size from only five case study schools.
- Limited differentiation for children with SEND not fully explored.